Safeguarding Children Policy 

Owner JW
Policy Approved By: Date:
Senior Management Team September 2019
Full Governing Board Under Review
Presented and Agreed by Staff Under Review
Review Date:  November 2019


This school will safeguard and actively promote the welfare of children who are pupils at the school, incompliance with DFE guidance, “Keeping Children Safe in Education” September 2016. In situations where need or child abuse is suspected, our paramount responsibility is to the child through creating a positive safeguarding culture in which any child adult or parent may raise a concern confident that it will be listened to.

The policy is also written in line with the Child Protection Procedures of the Children and Family Services of the London Borough of Harrow; the local Safeguarding Children Board, with whom contact is maintained and the London Safeguarding Children Board.

This policy is operated in accordance with the following legislation.  The Children Act 1989 (Section 17 &87), amended by the Care Standards Act 2000, states that, “Where a school or college provides accommodation for any child, it shall be the duty of the relevant person to safeguard and protect the child’s welfare.” The Education Act 2002 (Section 157) extended this to apply to all independent schools.  The Children Act 2004 makes clear that inter-agency cooperation is a legal requirement and that everyone who comes into contact with children and their families in their everyday work have a duty to safeguard and promote the welfare of children.  Quainton Hall School is therefore committed to the principle that all children remain safe and free from harm and is guided in its procedures outlined in ‘What To Do If You’re Worried that A Child Is Being Abused’. (HM Government. 2006a) In accordance with the statutory Guidance ‘Working together to safeguard children’ March 2015 every member of staff is trained and understands their role to play in safeguarding children. The teacher standards 2012 define safeguarding as part of the staffs’ professional duties. The policy is in accordance with the local interagency procedure and Information Sharing guidelines (page 15). 

As a registered setting (in our nursery) the school will inform OFSTED of any allegations of serious harm or abuse by any person living, working or looking after children at the premises, or elsewhere or any other abuse which is alleged to have taken place on the premises and of the action taken in respect of these allegations.  This will take place within 14 days.

The Designated Safeguarding Lead is the Deputy Headmaster, Mr Joel Wood who can be contacted by telephone on 020 8861 8853 and is his absence Mr Simon Ford or Miss Kathryn Agius. They have status and authority to take responsibility for child protection matters. The designated Governor who oversees the process is Mr Andrew Lee. 

The nominated designated persons are required to undertake training and updating in child protection matters and inter-agency working, every two years.

All other staff involved in working with young people are required to undertake appropriate training every three years.

Review of Policy
It is the responsibility of the School to review this policy annually with the whole staff and this review needs to be placed before the Board of Governors for approval.  Training needs are assessed regularly, in addition to the 2 and 3-year training cycles for all staff.  Any deficiencies or weaknesses in the School’s child protection procedures, including staff training, will be remedied without delay and recorded.

Governors are required to undergo basic Child Protection Training and the designated Child Protection Governor should be trained to Level 3 standard.

The Needs of Children
The school will ensure
(a) protection for each child against suffering significant harm and
(b) the satisfactory development and growth of each child in 5 categories:

  • social
  • moral
  • spiritual
  • emotional
  • physical

Protection of Children
The school will take
(a) appropriate actions to address concerns about welfare
(b) reasonable measures to minimise risks of harm, namely:

  • risk of accident or injury to children in our care
  • risk of children being abused, bullied, lost or taken by someone
  • risk of children becoming significantly distressed or upset
  • risk of children suffering any form of harm that a reasonable person would consider significant rather than negligible

Child Safety
The school recognises that, to feel safe, children need to have

  • self-awareness, leading to an understanding of themselves
  • awareness of school values
  • understanding of what makes them feel safe
  • knowledge of how to take action in any unsafe situation
  • confidence in the adults entrusted with their care
  • knowledge of when presence from others threatens personal safety

Abuse and Neglect
This can be caused by trusted adults, family members, strangers and other children and takes the form of:

  • Physical abuse
  • Sexual abuse
  • Emotional abuse
  • Emotional neglect

All of which can lead to bullying, including inappropriate use of technology (Cyber bullying)

The school tries to prevent abuse and neglect by

  • dealing with the risks
  • dealing with bullying (see separate Policy on the Prevention of Bullying)
  • allowing access for all pupils to all members of staff at all times
  • having a clear complaints procedure (see Staff Handbook)
  • being aware of risky times and places
  • reporting allegations and suspicions
  • having regulated use of mobile phones and the Internet
  • having a structured programme of PSCHE
  • Creating an open safeguarding culture

All staff are made aware of the signs of abuse and to look for children who exhibit
  • sudden changes in behaviour
  • extreme mood swings
  • depression and withdrawal
  • unwillingness to be involved
  • unwillingness to communicate
All staff are made aware of the signs of neglect and to look for children who exhibit poor appearance and hygiene, such as
  • Be smelly
  • Have unwashed clothes
  • Have inadequate clothing (Winter coat)
  • Seem hungry or turn up to school without having breakfast
  • Health and development problems, such as
  • Untreated injuries, medical and dental issues
  • Repeated accidental injuries caused by a lack of supervision
  • Recurring illnesses or infections
  • Not been given required medicines and vaccinations
  • Poor muscle tone or prominent joints
  • Skin sores, rashes, flea bites, scabies or ringworm
  • Thin or swollen tummy
  • Tiredness
  • Poor language, communication or social skills
Significant Harm
There is no absolute criteria on which to rely when judging what constitutes significant harm. Under s31 (10) of the Children Act 2004, the question of whether harm suffered by a child is significant relates specifically to the child's health and development. Their health or development should be compared with that which could reasonably be expected of a similar child and the parenting that we would reasonably expect them to receive from their parent/carer.

 To understand and identify significant harm, it is necessary to consider:
  • The nature of harm, in terms of mistreatment or failure to provide adequate care,
  • The impact on the child's health and development,
  • The child's development within the context of their family and wider environment,
  • Any special needs, such as a medical condition, communication impairment or disability, that may affect the child's development and care within the family,
  • The capacity of parents to meet adequately the child's needs, and the wider environmental family context.
The Department of Health defines abuse as:
Abuse is a violation of an individual’s human and civil rights by any other person or persons.  Abuse may consist of single or repeated acts.  It may be physical, verbal or psychological, it may be an act of neglect or an omission to act, or it may occur when a vulnerable person is persuaded to enter into a financial or sexual transaction to which he or she has not consented, or cannot consent.

Abuse can occur in any relationship and may result in significant harm, or exploitation of, the person subjected to it.

It may be caused by anyone who has power over the person.  The person responsible for the abuse is very often well known to the person being abused and could be; a spouse; partner; son; daughter; relative; friend; carer or neighbour; a paid carer or volunteer; a health worker; social care or other worker; another resident or service user; an occasional visitor or someone who is providing a service.  It can be caused by a person deliberately intending to harm, failing to take the right action or through their ignorance.  It can involve one or a number of people.

Response to Disclosures and Allegations
The school has an agreed procedure for all staff to adopt; failure to do so might result in disciplinary action being taken against that member of staff. A copy of the procedure can be found in the Staff Handbook. A Disclosure help sheet is displayed on the Child Protection noticeboard in the Staff room and in the folder on the AdminShared drive.

Guidance to Staff
Staff members working with children are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff members should always act in the interests of the child.  The staff Code of Conduct which can be found in the staff hand book should be read in conjunction with this policy and the whistle blowing policy.

All staff are made aware of what is expected of them (see Staff Handbook). In addition to this they are made aware of situations about which extreme care is required:
  • sensitive areas such as toilets, showers and changing rooms
  • the need to “supervise” rather than “watch”
  • when alone with a child
  • appropriate physical contact
  • showing favouritism or currying favour
  • the need to be consistent
  • the need for unambiguous behaviour towards children
  • the need to understand confidentiality
  • respect for children’s privacy
  • what information to be shared with colleagues
  • Acceptable use of IT at school
  • Staff/pupil relationships
  • Staff use of social media & communication with pupils
  • No mobile phones to be used in the presence of children
  • No personal cameras to be used to photograph children
Specifically, in the EYFS setting: All mobiles phones are to be left upstairs, so that no photos can be taken of any children. 
If in doubt, members of staff are asked to seek advice from the Deputy Headmaster.

Staff Employment
The School follows Safer Recruitment Guidelines for the appointment of all staff.
All staff appointments are confirmed only after completion of all statutory checks and in line with all statutory requirements. Staff recruitment is in accordance with the schools safer recruitment policy. 

The Head, Deputy Head and Business Manager have completed a Safer Recruitment Training Course.

Safer recruitment enshrines any recruitment of staff. The Headmaster should be informed of any member of staff who is selected for interview. No recruitment of any member if staff may take place without first consulting the Headmaster.

Allegations against a Member of Staff or Volunteer
Page 12 lists the procedure adopted in the case of an allegation being made against an employee or volunteer.

Quainton Hall School will ensure that wherever staff from another organisation or agency are working with pupils in the school, that the appropriate checks and assurances have been received from the competent authorities within the organisation/s and that the appropriate Child Protection checks and procedures apply to these staff.

The Designated Safeguarding Lead (DSL) has received relevant training and this is updated every two years.  All other staff who have contact with children receive training in Child Protection every three years. This training may be delivered in-house, by the LSCB or by Staff INSET. A record of this training is kept and monitored by the SMT.

All new staff undergo a staff induction programme, managed by a mentor and this includes awareness of child protection issues. They will also, as appropriate be placed onto the cycle of training and training renewal.  All staff, temporary staff and volunteers are made aware of the signs of abuse and know to whom they should report any concerns or suspicions.  In doing so, they should seek advice and support as necessary from any of the three named designated persons for Child Protection.  Information is contained in the school’s safeguarding policy, the staff handbook and via training.

At the start of each year the designated safeguarding lead will cover all relevant points regarding working with children and safeguarding responsibilities. This will be done with the whole (staff teaching, admin, maintenance and kitchen etc.) during the first staff meeting of term. 

Volunteers and contracted staff will be given the school’s child protection policy and an explanatory briefing.

(All staff have copies of KCSIE 2018 Part One and have access to the whole document: Admin, Safeguarding, Pastoral and Welfare, Child Protection)

The Safeguarding Policy can be found on the school website. It is always available to parents and interested parties.

The School has adopted a policy on whistleblowing to enable members of staff to raise concerns internally and in a confidential fashion. The policy can be found in the Staff Handbook on the Admin drive.

Disqualification by association
Quainton Hall School has early year provision and all staff come in to contact with children under the age of 8. This being the case staff can be disqualified by association. (Childcare (Disqualification) Regulations 2006. Staff may not work at Quainton Hall if they or others in their household have been ‘disqualified’. 

The grounds for disqualification are not only that a person is barred from working with children (included on the children’s barred list) but also include, in summary, that:
  • They have been cautioned for, convicted of or charged with certain violent and sexual criminal offences against children and adults, at home or abroad
  • Other orders have been made against them relating to their care of children© Independent Schools Inspectorate 2014
  • They have had their registration cancelled in relation to childcare or children’s homes or have been disqualified from private fostering
  • They are living in the same household where another person who is disqualified lives.
  • Disqualification occurs as soon as the above criteria are met, for example, as soon as a caution or conviction occurs, even before the person is formally included on the children’s barred list.

To identify people caught by the “by association” rule, Quainton Hall School will ask every member of staff to complete the ‘Staff Suitability Self-Declaration Form’ which will be kept by the Business Manager. The declaration form will be completed by staff annually.

Pupil training
The school will educate the pupils on awareness of Safeguarding Issues through, PSHCE lessons, assemblies and presentations. Agencies such as ‘Childnet’ will give advice regularly.
Specific safeguarding issues
Expert and professional organisations are best placed to provide up-to-date guidance and practical support on specific safeguarding issues. For example NSPCC offers information for schools and colleges on the TES website and also on its own website  Schools and colleges can also access broad government guidance on the issues listed below via the GOV.UK website:
  •  child sexual exploitation (CSE) 
  •  bullying including cyberbullying
  •  domestic violence
  •  Peer on Peer Abuse
  •  drugs
  •  fabricated or induced illness
  •  faith abuse
  •  female genital mutilation (FGM) 
  •  forced marriage
  •  gangs and youth violence
  •  gender-based violence/violence against women and girls (VAWG)
  •  mental health
  •  private fostering
  •  radicalisation
  •  sexting
  •  teenage relationship abuse
  •  trafficking
  •  Internet safety
  • Children Missing in Education or Missing from Home/Care 
Further information on Female Genital Mutilation Female Genital Mutilation (FGM) comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs. It is illegal in the UK and a form of child abuse with long-lasting harmful consequences. Professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM. 

Indicators - There is a range of potential indicators that a girl may be at risk of FGM. Warning signs that FGM may be about to take place, or may have already taken place, can be found on pages 16-17 of the Multi-Agency Practice Guidelines

Actions - If staff have a concern they should activate local safeguarding procedures, using existing national and local protocols for multi-agency liaison with police and children’s social care. When mandatory reporting commences in October 2015 these procedures will remain when dealing with concerns regarding the potential for FGM to take place. Where a teacher discovers that an act of FGM appears to have been carried out on a girl who is aged under 18, there will be a statutory duty upon that individual to report it to the police. Those failing to report such cases will face disciplinary sanctions. It will be rare for teachers to see visual evidence, and they should not be examining pupils, but the same definition of what is meant by “to discover that an act of FGM appears to have been carried out” is used for all professionals to whom this mandatory reporting duty applies. The Mandatory reporting duty commenced in October 2015. Once introduced, teachers must report to the police cases where they discover that an act of FGM appears to have been carried out. Unless the teacher has a good reason not to, they should still consider and discuss any such case with the school’s designated safeguarding lead and involve children’s social care as appropriate.

Training – The DSL will attend the Harrow LSCB update training. 

Honour-Based Violence
‘Honour-based’ violence (HBV) encompasses crimes which have been committed to protect or defend the honour of the family and/or community, including Female Genital Mutilation (FGM), forced marriage and practices such as breast ironing. All forms of HBV are abuse (regardless of the motivation) and should be handled and escalated as such. Where staff are concerned that a child might be at risk of HBV, they must contact the DSL as a matter of urgency.

Prevent Duty
Protecting children from the risk of radicalisation should be seen as part of schools’ wider safeguarding duties, and is similar in nature to protecting children from other forms of harm and abuse. During the process of radicalisation it is possible to intervene to prevent vulnerable people being radicalised. Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism

There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. Extremism is vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas. 

Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group may appear to provide an answer. The internet and the use of social media in particular has become a major factor in the radicalisation of young people. As with managing other safeguarding risks, staff should be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection. School staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately which may include making a referral to the Channel programme. 

From 1 July 2015 specified authorities, including all schools as defined in the summary of this guidance, are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015 (“the CTSA 2015”), in the exercise of their functions, to have “due regard13 to the need to prevent people from being drawn into terrorism”14. This duty is known as the Prevent duty. It applies to a wide range of public-facing bodies. Bodies to which the duty applies must have regard to statutory guidance issued under section 29 of the CTSA 2015 (“the Prevent guidance”). Paragraphs 57-76 of the Prevent guidance are concerned specifically with schools (but also cover childcare). 

The statutory Prevent guidance summarises the requirements on schools in terms of four general themes: 

Risk assessment, working in partnership, staff training and IT policies. 
  •  Schools are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This means being able to demonstrate both a general understanding of the risks affecting children and young people in the area and a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them. Schools and colleges should have clear procedures in place for protecting children at risk of radicalisation. These procedures may be set out in existing safeguarding policies. It is not necessary for schools and colleges to have distinct policies on implementing the Prevent duty.
  •  The Prevent duty builds on existing local partnership arrangements. For example, governing bodies and proprietors of all schools should ensure that their safeguarding arrangements take into account the policies and procedures of Local Safeguarding Children Boards (LSCBs). 
  • The Prevent guidance refers to the importance of Prevent awareness training to equip staff to identify children at risk of being drawn into terrorism and to 13 According to the Prevent duty guidance ‘having due regard’ means that the authorities should place an appropriate amount of weight on the need to prevent people being drawn into terrorism when they consider all the other factors relevant to how they carry out their usual functions.
  • To ensure that children are safe from terrorist and extremist material when accessing the internet in schools suitable filtering is in place and is monitored by Core Networx. 

Child Net or a similar company will present regular Internet safety workshop and parent seminar. The Department for Education has also published advice for schools on the Prevent duty. The advice is intended to complement the Prevent guidance and signposts other sources of advice and support. 

School staff should understand when it is appropriate to make a referral to the Channel programme.

Channel is a programme which focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. It provides a mechanism for schools to make referrals if they are concerned that an individual might be vulnerable to radicalisation. 

Training – The Headmaster and DSL will attend the Harrow LSCB update training. 

Children Missing Education or Missing from Home and Care
Our School will fulfil its statutory duty in notifying the local authority when removing a pupil’s name from the admission’s register outside of the normal transition points. We will make reasonable enquiries to establish the whereabouts of the child jointly with the local authority before deleting their name from the register. We will also notify the local authority within five days of adding a pupil’s name at a non-standard transition point.

When one of our pupils goes missing from home or care we will contribute to the police and local authority’s efforts to identify and locate the child by completing the

Children with Disabilities or Special Educational Needs
Our school is committed to ensure that children with disabilities or special educational needs have exactly the same human rights to be safe from abuse and neglect, to be protected from harm and achieve the same outcomes as non-disabled children.  We recognise that disabled children do however require additional action because they can experience greater vulnerability as a result of negative attitudes and because they may have additional needs relating to physical, sensory, cognitive and/or communication impairments.

This understanding is incorporated into our staff training, so that we all remain vigilant to identifying the additional vulnerabilities for these children in our care.

Peer on Peer Abuse
We recognise that children can also be vulnerable to physical, sexual and emotional bullying and abuse by their peers or they may be the perpetrator of such behaviour. We will always address such abuse seriously, involving partner agencies where required. We will remain alert to the possibility that a child or young person who has harmed another may well also be a victim. Staff should not dismiss some abusive sexual behaviour as 'normal' between young people and should not develop high thresholds before taking action. Such abuse may take place in different forms; such as ‘sexting’ and that it will not be tolerated or passed off as ‘banter’ or ‘part of growing up’.  

Child on child sexual violence and sexual harassment
Following the guidance of Part 5 of KCSIE (September 18) our school will follow the guidance and ensure victims are reassured that they are being taken seriously and that they will be supported and kept safe. In addition to this, advice from Sexual violence and sexual harassment between children in schools and colleges (May 2018) will also be followed. In consultation with other agencies, such as Children’s services the school will then consider the action to be taken following a report of sexual violence and/or sexual harassment. The action may be; managed internally, early help, referrals to Children’s Services or the Police.


Child Protection and Allegations of Child Abuse

Procedural Guidelines


Child abuse can fall within the following categories:

  • Physical Abuse
  • Sexual Abuse
  • Neglect
  • Emotional Abuse

PHYSICAL ABUSE is a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

SEXUAL ABUSE involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.

NEGLECT is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

EMOTIONAL ABUSE is the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone. 
Any member of staff suspecting that a child has been abused, neglected, or that pastoral care of that child is lacking must immediately inform the Deputy Head – Joel Wood, or, in his absence the Early Years Lead – Kathryn  Agius, via a completed Child Protection Form, which can be obtained from the Pro forma Document Store in the staffroom.  

Anyone with concerns about the well-being or safety of a child should seek advice from Joel Wood or Kathryn Agius. 

If, at any point, there is a risk of immediate serious harm/abuse to a child a referral should be made to the Children’s Social care immediately. There is no need for prior consultation, but speak to the DSL and Headmaster as soon as possible. Anybody can make a referral. If the child’s situation does not appear to be improving the staff member with concerns should press for re-consideration. Concerns should always lead to help for the child at some point.

When a child makes a disclosure, it is important to

  • Listen carefully to the child.  Accept what you are told and remain objective.
  • Refrain from questioning, except to clarify meaning.  No suggestions or leading questions must be put to the child.
  • ?Explain to the child that you cannot promise confidentiality and will need to inform the DSL about the allegations/concerns so that he/she can contact people whose job it is to keep children safe.  Reassure the child that they have done the right thing and acknowledge the child’s courage in deciding to disclose the information.
  • Record carefully what has been said by the child, what you have said or observed.  Do this as soon as possible after the meeting.  Keep pictures drawn by the child and draw a diagram of any physical injuries observed.
  • Notes should be taken which should be signed, timed and dated. 

Remember – Receive information – Reassure – React – Explain and record.

A help sheet is in the Child Protection Folder and on display in the Staffroom read-write:\Safeguarding, Pastoral and Welfare\Child Protection

The Deputy Headmaster or Head of Early Years should contact Harrow Children and Family Services to seek further advice prior to making a referral using the CAF (Common Assessment Framework) Form.

  • the criteria, including the level of need, for when a case should be referred to local authority children’s social care for assessment and for statutory services under: 
  • section 17 of the Children Act 1989 (children in need);
  • section 47 of the Children Act 1989 (reasonable cause to suspect children suffering or likely to suffer significant harm);

(Once a referral has been made to the children’s social care and it is assessed that the child and family would benefit from a coordinated support the LSCB guidelines on multi-agency working come into practice and the school (Quainton Hall) would form part of this agency).

The matter of how/when to inform the parents of the investigation will be responsibility of Children's Social Care.

Record Keeping

When a child protection concern has been identified, reported or disclosed, the member of staff receiving this information should:

  1. Make brief notes as soon as possible. Use the back of the Disclosure Sheet initially and then the school Child Protection Referral Form. (Shared-drive, Safeguarding, Pastoral and Welfare, and in the Staff Room).
  2. Not destroy any original notes – these are sometimes required by a court.
  3. Record the date, time, place and noticeable non-verbal behaviour and the words used by the child.
  4. Draw a diagram to indicate the position of any visible injuries.
  5. Record statements and observations rather than interpreting
  6. or assumptions.
  7. Sign and date your notes.
  8. All notes and records must be given to the DSL promptly and before leaving school.

The Child Protection Files are kept in the locked filing cabinet in the Headmasters study. The DSL and Business Manger know where the keys are kept. A folder of concerns and records that are no longer ‘live’ is also kept in the same cabinet drawer.

The Assistant Head (Academic), Mrs Kathryn Beevor keeps a record of all staff CPD, on the shared drive, including Child Protection Training


Allegations against a member of staff

If an allegation of child abuse concerns a member of staff, the referral should go directly to the Headmaster, who will deal with the matter in the manner prescribed in the employee’s contract of employment


This procedure follows the guidance in “Keeping Children Safe in Education” published by the DfES, effective from 5th September 2016. (This is statutory guidance from the Department for Education issued under Section 175, Education Act 2002, the Education (Independent School Standards) England) Regulations 2014 as amended by SI 2012/2962 and the Education (Non-Maintained Special Schools) (England) Regulations 2011. Schools and colleges must have regard to it when carrying out their duties to safeguard and promote the welfare of children).

  1. Any allegation should be reported immediately to the Headmaster, unless the allegation is against the Headmaster, in which case it should be referred to the Chair of Governors, Mrs V Baron, without informing the Headmaster.
  2. ?The Headmaster will report the allegation to the Harrow Local Authority Designated Officer (LADO) on the same day if the member of staff or volunteer has  A) behaved in a way that has harmed a child, or may have harmed a child.  B) possibly committed a criminal offence against, or related to, a child; or C) behaved towards a child or children in a way that indicates (s)he is unsuitable to work with children. If the allegation involves staff in EYFS to EYFS lead will inform OFSTED.
  3. The LADO will discuss the matter with the Headmaster and obtain full details of the allegation and circumstances in which it was made.  This discussion will also establish whether there is evidence or information supporting the veracity of the allegation.  The Headmaster will not investigate the allegation at this stage.
  4. If the allegation is found to have substance and there is cause to suspect that a child is suffering or is likely to suffer significant harm, the LADO will refer to Children’s Social Care, who will implement a strategy discussion to be convened at once; this discussion will include the LADO and the Headmaster.
  5. If there is no cause to suspect significant harm is an issue, but a criminal offence might have been committed, the LADO will inform the Police immediately and convene a similar discussion to decide whether a Police investigation is required; this discussion will include the school and any other agencies involved with the child.
  6. If the initial consideration decides the allegation does not involve a possible criminal offence, the school will deal with it.  In such cases, if the nature of the allegation does not require formal disciplinary action, the Headmaster will institute an appropriate action within three working days.  If a disciplinary hearing is required and can be held without further investigation, the hearing will be held within 15 working days.
  7. Where further investigation is required to inform consideration of disciplinary action, the Headmaster will discuss with the LADO who will undertake the investigation.  The investigating officer should aim to provide a report to the school within 10 working days.
  8. On receipt of the report of the disciplinary investigation, the Headmaster and Chair of Governors will consult the LADO and decide whether a disciplinary hearing is required within 2 working days.  If a hearing is needed it will be held within 15 working days.
  9. If Children’s Social care has undertaken enquiries to determine whether the child is in need of protection, the Headmaster and Chair of Governors will take account of any relevant information obtained in the course of such inquiries when considering disciplinary action.
  10. The LADO should liaise with the school to monitor progress of the case and provide advice or support when required or requested.
  11. If a criminal investigation is required, the Police will aim to complete their enquiries as quickly, fairly and thoroughly as possible and will keep the progress of the case under review.  They should set, at the outset, a target date for reviewing progress of the case and consulting the CPS about whether to proceed with the investigation, charge the individual with an offence, or close the case.  If possible, that review should take place no later than 4 weeks after the initial action meeting.  Should it be decided to continue with the investigation, dates for subsequent review should be set at that point.
  12. If the Police (and/or CPS) decide not to charge the individual with an offence, or decide to administer a caution, or the person is acquitted by a Court, the Police should aim to pass all information they have which may be relevant to a disciplinary case to the school within 3 working days of the decision.  In such circumstances the school and the LADO will proceed as described in sections 6, 7, 8, 9 and 10 above.  If Children’s Social Care has undertaken enquiries to determine whether the child is in need of protection, or any information obtained in the course of those enquiries which is relevant to a disciplinary case will also be passed on to the school.
  13. If the person is convicted of an offence, the Police will inform the employer immediately, so that appropriate action can be taken.
  14. If, on conclusion of the case, the school ceases to use the person’s services, or the person ceases to provide his or her services, the school will consult the LADO about whether a referral to DfE is required.  If a referral is appropriate, the report will be made within one month.
  15. If, on conclusion of the case, the school ceases to use the person’s services, or the person ceases to provide his or her services, the school will contact the DBS and the NCTL .
Child Protection File

The file can be located in a Headmaster’s office filing cabinet. The following staff know where the key is kept: Headmaster, Deputy Head and Business Manager.

The seven golden rules to sharing information 

  1. Remember that the Data Protection Act 1998 and human rights law are not barriers to justified information sharing, but provide a framework to ensure that personal information about living individuals is shared appropriately. 

  2. Be open and honest with the individual (and/or their family where appropriate) from the outset about why, what, how and with whom information will, or could be shared, and seek their agreement, unless it is unsafe or inappropriate to do so. 

  3. Seek advice from other practitioners if you are in any doubt about sharing the information concerned, without disclosing the identity of the individual where possible. 

  4. Share with informed consent where appropriate and, where possible, respect the wishes of those who do not consent to share confidential information. You may still share information without consent if, in your judgement, there is good reason to do so, such as where safety may be at risk. You will need to base your judgement on the facts of the case. When you are sharing or requesting personal information from someone, be certain of the basis upon which you are doing so. Where you have consent, be mindful that an individual might not expect information to be shared. 

  5. Consider safety and well-being: Base your information sharing decisions on considerations of the safety and well-being of the individual and others who may be affected by their actions. 

  6. Necessary, proportionate, relevant, adequate, accurate, timely and secure: Ensure that the information you share is necessary for the purpose for which you are sharing it, is shared only with those individuals who need to have it, is accurate and up-to-date, is shared in a timely fashion, and is shared securely (see principles). 

  7. Keep a record of your decision and the reasons for it – whether it is to share information or not. If you decide to share, then record what you have shared, with whom and for what purpose. 

Best Practice model, direct from Information sharing DFE-00128-2015, March 2015

Important contacts:
DSL Mr Joel Wood 
Deputy DSLs
Mr Simon Ford 
Miss Kathryn Agius 
Designated Lead Governor (Safeguarding) - Andrew Lee

HSCB & MASH (Referrals)     020 8901 2690 ‘Golden Number’
Email: duty&

LSCB (Out of hours)     020 8424 0999

Threshold information and advice

LADO (Allegations against staff)     NW Email: Janice Miller
Civic 1, 2nd Floor, 
Station Road, Harrow,
020 8736 6435 (Mon, Tues & Friday)

Childline     0800 1111
        0808 800 5000

Government’s Whistle-blowing     
Service via NSPCC Report Line            0800 028 0285

Children and Young People                  
with Disabilities                                              020 8966 6481
The Children’s Commissioner                020 7783 8330

Anne Longfield

London Safeguarding Children Board 
London Safeguarding Children Board,
59½ Southwark Street,
London SE1 0AL, Map

Alison Renouf - London Board Manager              
 Tel:     020 7934 9714
Nilam Taheem - Team Support Officer 
Tel:     020 7934 9683

Harrow Central Police Station
Kirkland House

Kirkland House, 11-15 Peterborough Road, Harrow 

Phone 101
101 - Non emergency
999 - emergency