North Wheatley C of E Primary School

WHOLE SCHOOL POLICY FOR CHILD

PROTECTION TO SAFEGUARD
AND PROMOTE THE
WELFARE OF CHILDREN

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INTRODUCTION
North Wheatley C of E Primary School recognises its responsibilities for safeguarding children and
protecting them from harm.
This Child Protection Policy will be reviewed by the Pupils and Personnel Committee of the
Governing Body.
Date of last review: September 2013
Date of next review: November 2015
Role

Name

Contact Details

Designated Governor for

Child Protection

Rev. Mark Cantrill

07985160694

Designated Senior Person

for Child Protection

Joanna Hall

01427 880409
07900602804

Designated Deputy Person

for Child Protection

Mark Elliot

01427 880342

LA Child Protection
Contact/LADO

Cheryl Stollery

MASH (Multi-agency
Safeguarding Hub)

01623 433169

0300 500 80 90

North Wheatley C of E primary School Commitment

Our policy applies to all staff, governors and volunteers working in the North Wheatley C of E
Primary School and takes into account statutory guidance provided by the Department for
Education and local guidance issued by the Nottinghamshire Safeguarding Children Board.
We will ensure that all parents/carers are made aware of our responsibilities with regard to child
protection procedures and how we will safeguard and promote the welfare of their children through
the publication of this North Wheatley C of E Primary School safeguarding and child
protection policy.
These duties and responsibilities as set out within the Education Act 2002 sec 175 and 157, DfE
Statutory Guidance Keeping Children Safe in Education 2014 and HM Working Together to
Safeguard Children 2013 which are incorporated into this policy.

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SAFEGUARDING
Safeguarding children is defined as:

The actions we take to promote the welfare of children and protect them from harm are
everyones responsibility. Everyone who comes into contact with children and families has
a role to play.

Safeguarding and promoting the welfare of children is defined as:

Protecting children from maltreatment.

Preventing impairment of childrens 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
Working Together to Safeguard Children 2013 page 7 secs 1,2.

Safeguarding is not just about protecting children from deliberate harm. It also
relates to aspects of school life including:

Pupils health and safety.

The use of reasonable force.
Meeting the needs of children with medical conditions.
Providing first aid.
Educational visits.
Intimate care.
Internet or e-safety.
Appropriate arrangements to ensure school security, taking into account the local
context.

Safeguarding can involve a range of potential issues such as:

Bullying, including cyber bullying (by text message, on social networking sites, etc) and
prejudice based bullying.
Racist homophobic or transphobic abuse.
Extremist behaviour.
Child sexual exploitation.
Sexting.
Substance misuse.
Issues which may be specific to a local area or population, for example gang activity
and youth violence.
Particular issues affecting children including domestic violence, sexual exploitations,
female genital mutilations and forced marriage.

Our ethos is that the effective safeguarding of children can only be achieved by putting children at
the centre of a system where we listen and hear what they say. Every individual within our North
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Wheatley C of E Primary School will play their part, including working with professionals from
other agencies, to meet the needs of our most vulnerable children and keep them safe.
Our North Wheatley C of E Primary School therefore, led by senior members of
staff/governors aims to provide a safe environment and vigilant culture where children and young
people can learn and be safeguarded. If there are safeguarding concerns we will respond with
appropriate action in a timely manner for those children who may need help or be suffering, or
likely to suffer, significant harm.
Where staff or others need to raise concerns, these can be to the Headteacher/Designated Person
for safeguarding who will coordinate a response. Concerns can be raised directly with Childrens
Social Care but we would advocate contact with the Headteacher/Designated Person first.
The designated safeguarding lead or Headteacher who is familiar with national and local guidance
will share concerns, where appropriate, with the relevant agencies.

The Policy
There are five main elements to our policy:

Providing a safe environment in which children can learn and develop.

Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to
work with children.
Developing and then implementing procedures for identifying and reporting cases, or
suspected cases of abuse.
Supporting pupils who have been abused or harmed in accordance with his/her child
protection plan.
Raising awareness of safeguarding children, child protection processes and equipping
children with the skills needed to keep them safe.

We recognise that because of the day to day contact with children, North Wheatley C of E
Primary School staff are well placed to observe the outward signs of abuse. The North
Wheatley C of E Primary will therefore:

Establish and maintain an environment where children feel secure, are encouraged to talk
and are listened to.
Ensure children know that there are adults in the school whom they can approach if they
are worried.
Ensure that every effort is made to establish effective working relationships with parents
and colleagues from other agencies.
Include opportunities in the PSHE curriculum for children to develop the skills they need to
recognise and stay safe from abuse:
o
o
o
o

availability of local and online advice

recognising and managing risks including online, sexual exploitation and running
away
developing healthy relationships and awareness of domestic violence, bullying and
abuse
recognising how pressure from others can affect their behaviour.

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Take all reasonable measures to ensure risks of harm to childrens welfare are minimised.
Take all appropriate actions to address concerns about the welfare of a child, working to
local policies and procedures in full working partnership with agencies.
Ensure robust child protection arrangements are in place and embedded in the daily life
and practice of the school.
Promote pupil health and safety.
Promote safe practice and challenge unsafe practice.
Ensure that procedures are in place to deal with allegations of abuse against teachers and
other staff including volunteers (DfE Keeping Children Safe in Education 2014, Part Four
pages 30 to 40 and the NSCB Local Inter-agency Procedures
http://nottinghamshirescb.proceduresonline.com/core/p_alleg_against_staff.html
Provide first aid and meet the health needs of children with medical conditions.
Ensure school site security.
Address drugs and substance misuse issues.
Support and plan for young people in custody and their resettlement back into the
community.
Work with all agencies with regard to missing children, anti-social behaviour/gang activity
and violence in the community/knife crime and children at risk of sexual exploitation.
Everyone having a duty to safeguard children inside/outside the school environment
including school trips, extended schools, activities and vocational placements.

We will follow the procedures set out by the Nottinghamshire Safeguarding Children
Board (NSCB) and take account of guidance issued by the DfE in Keeping Children
Safe in Education 2014 to:

Ensure we have a designated senior and deputy person for child protection who has
received appropriate training and support for this role.
Ensure we have a nominated governor responsible for child protection.
Ensure every member of staff (including temporary and supply staff and volunteers) and
the governing body knows the name of the designated senior person responsible for child
protection and their role.
Ensure all staff and volunteers understand their responsibilities in being alert to the signs of
abuse and responsibility for referring any concerns to the designated senior person
responsible for child protection.
Ensure that parents have an understanding of the responsibility placed on the school and
staff for child protection by setting out its obligations in the school prospectus.
Notify Childrens Social Care if there is an unexplained absence of more than two days of a
pupil who is subject to a child protection plan.
Develop effective links with relevant agencies and cooperate as required with their
enquiries regarding child protection matters, including attendance at child protection
conferences.
Keep written records of concerns about children, even where there is no need to refer the
matter immediately; documenting and collating information on individual children to support
early identification, referral and actions to safeguard.
Ensure all records are kept securely; separate from the main pupil file, and in locked
locations.
Develop and then follow procedures where an allegation is made against a member of staff
or volunteer.

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Ensure safe recruitment practices are always followed.

Apply confidentiality appropriately.
Apply the escalation policy if there is any concern about the actions or inaction of social
care staff or staff from other agencies.

Supporting children
We recognise that children who are abused or who witness violence may find it difficult to develop
a sense of self-worth. They may feel helplessness, humiliation and some sense of blame. The
school may be the only stable, secure and predictable element in the lives of children at risk.
When at school their behaviour may be challenging and defiant or they may be withdrawn. The
school will endeavour to support the pupil through:

The content of the curriculum.

A school ethos which promotes a positive, supportive and secure environment and gives
pupils a sense of being valued.
The school behaviour policy which is aimed at supporting vulnerable pupils in the school.
The school will ensure that the pupil knows that some behaviour is unacceptable but they
are valued and not to be blamed for any abuse which has occurred.
Liaison with other agencies that support the pupil such as Childrens Social Care (in line
with the Pathway to Provision), behaviour and attendance service and education
psychology service, use of Complex Case Resolution Meetings (which have replaced
JATs) and the Early Help Assessment Form (EHAF), etc.
Ensuring that, where a pupil leaves and is subject to a child protection plan or where there
has been wider safeguarding concerns, their information is transferred to the new school
immediately and that the childs social worker is informed.

Safe Staff and Supporting Staff

Safer recruitment processes will be followed in accordance with NCC HR Guidance found
on WIRED (if schools have bought in to the service) and from DfE Keeping Children Safe in
Education 2014, Part Three Safer Recruitment on pages 16 to 29.
Checks and references are an essential part of this process.
Staff will have access to advice on the boundaries of appropriate behaviour. The Guidance
for Safer Working Practices for Adults who work with Children and Young People (DFCS
2009). This should assist in limiting complaints against staff of abuse of trust and/or
allegations.
NCC HR and the Safeguarding Children in Education Officer advise all schools should
consider adopting Contact Between Staff and Pupils Outside the Usual Work Context
policy 2009, this is to be reviewed and updated in due course but remains current and has
been agreed with Teaching Unions.
Staff Code of Conduct ( Staff behaviour Policy) is currently being developed by NCC HR
and will be placed on HRs section of WIRED in September 2014.
In the event of any complaint or allegation against a member of staff, the headteacher (or
the Senior/Deputy Designated Person) if the headteacher is not present, should be notified
immediately. If it relates to the headteacher, the chair of governors should be informed
without delay.
Staff may find some of the issues relating to child protection upsetting and may need
support which should be provided by the school and their Human Resources Team.

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Advice and support will be made available by the SCiEO/LADO and NCC HR where
appropriate to the leadership team.

Links to other Local Authority policies

This policy, together with the following, should be read alongside and in conjunction with other
policies regarding the safety and welfare of children. These together make up the suite of policies
to safeguard and promote the welfare of children in this school (each school to add on any others
as relevant).

Accessibility Plan
Anti-Bullying
Attendance Policy
Behaviour Principles Written Statement
BME and Equality
Central Record of Recruitment and Vetting Checks
Complaints Procedure Statement
Cyber bullying
E Safety Policy
Freedom of Information.
Female Genital Mutilation (FGM)
Health and Safety Disability Equality Action Plan
Home-school Agreement Document
Physical intervention/positive handling
Register of Pupil Attendance
School Access Policy
School Behaviour
Sex education
Special Educational Needs
Staff Behaviour (Code of Conduct policy)
Staff Discipline, Conduct and Grievance ( procedures for addressing)
Schools information published on a website

All Agencies

Pathway to Provision (NCC)

Escalation policy (NCC)
Guidance for Headteachers and Business Managers when Children are Missing Education
Inter-agency Safeguarding Children Procedures of the Nottinghamshire Safeguarding
Children Board (NSCB) and the Nottingham City Safeguarding Children Board (NCSCB)

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Included within the policy are a number of appendices:

Appendix 1
Roles and Responsibilities
Appendix 2
Identifying Concerns
Appendix 3
Confidentiality
Appendix 4
Records and Monitoring
Appendix 5
Template: Front Sheet
Appendix 6
Template: Chronology
Appendix 7
Template: Detailed Concerns
Appendix 8
Template: Concerns Shared by Others
Appendix 9
Body Map Guidance for Schools and Body Map Template
Appendix 10 Template: Safeguarding Children Data Base
Appendix 11 Template: Schools Safeguarding Action Plan
Appendix 12 Template: Auditing of Pupil Records
Appendix 13 Induction Check list for Safer Recruitment to be added in September 2014
by NCC HR following consultation.

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Appendix 1
Roles and Responsibilities
Senior Designated Person Role
We have a Senior Designated Person for safeguarding children and child protection who has
received appropriate training and support for this role. This Senior Designated Person is a senior
member of the school leadership team.
We also have a Deputy Designated Person who will provide additional support to ensure the
responsibilities for child protection and safeguarding children are fully embedded within the school
ethos and that specific duties are discharged. They will assist the Senior Designated Person in
dealing with referrals, attending Child Protection Conferences and supporting the child/children.
We acknowledge the need for effective and appropriate communication between all members of
staff in relation to safeguarding pupils. Our Senior Designated Person will ensure there is a
structured procedure within the school, which will be followed by all of the members of the school
community in cases of suspected abuse.

Responsibilities of the Senior Designated Person

Referrals, Tracking and Monitoring
The Senior Designated Person will:

Refer cases of suspected abuse or allegations to the relevant investigating agencies.

Act as a source of support, advice and expertise within the educational establishment when
deciding whether to make a referral by liaising with relevant agencies.
Liaise with the headteacher/principal (where the Senior Designated Person role is not
carried out by the headteacher) to inform him/her of any issues and ongoing investigations.
The Senior Designated Person will ensure there is always cover for this role.
Maintain an overview of all children about whom there are concerns ie subject to a child
protection plan, CiN plan, LAC, EHAF or there is a concerns file (Appendix 9 may assist).

Training
The Senior Designated Person will attend training in order to:

Have a working knowledge of how the Nottinghamshire Safeguarding Children Board

operates, the conduct of a child protection conference, and be able to attend and contribute
to these effectively when required to do so.
Recognise and identify signs of abuse and understand when it is appropriate to make a
referral to childrens social care.
Ensure each member of staff has access to, and understands this policy, especially new or
part-time staff who may work with different educational establishments.
Ensure all staff receive induction training covering child protection and are able to
recognise and report any concerns immediately they arise.

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Be able to keep detailed, accurate and secure written records of referrals/concerns.

Be proactive in identifying suitable training courses that would develop and enhance their
knowledge and attend any relevant or refresher training courses as a minimum every two
years.

Raising Awareness
The Senior Designated Person will:

Keep themselves up to date with national and local safeguarding procedures and ensure
staff in the school access regular training and updates, bringing to the attention of the
Headteacher and Named Child Protection Governor any shortfalls to enable, resolve and
affect positive outcomes.
Ensure the schools safeguarding and child protection policy is updated and reviewed
annually, and work with the governing body/proprietor regarding this.
Contribute to any development work within the school (Appendix 10 may assist).
Ensure parents have access to copies of the safeguarding and child protection policy which
alerts them to the fact that referrals may be made and the role of the establishment in this
to avoid conflict later.
Ensure when children leave the school, that their safeguarding/child protection file is
discussed with the Senior Designated Person at the new school, as soon as possible and
that it is transferred separately to the main pupil file. This file will document all concerns as
well as child protection and safeguarding concerns.

Roles and Responsibilities of the Headteacher

The headteacher of the school will ensure that:

The policies and procedures adopted by the governing body are fully implemented, and
followed by all staff.
Sufficient resources and time are allocated to enable the Senior Designated Person and
other staff to discharge their responsibilities, including taking part in strategy discussions
and inter-agency meetings, and contributing to the assessment of children.
All staff and volunteers feel able to raise concerns about poor or unsafe practice with
regard to children, and that such concerns are addressed sensitively and effectively in a
timely manner in accordance with agreed whistle-blowing policies.
The Headteacher will ensure all staff have access to and read:- the Whole School Child
Protection Policy, the staff behaviour/conduct policy, NCC HR Contact between Staff and
Pupils Outside the Usual Work Context Policy and DfE Keeping Children Safe in Education
guidance 2014, Part one, as a minimum.

Roles and Responsibilities of our Governing Body

The governing body is collectively responsible for ensuring that safeguarding arrangements are
fully embedded within the schools ethos and reflected in the schools day to day safeguarding
practices by:

Ensuring that the school has effective policies and procedures in place in accordance with
this policy, and monitor the schools compliance with them.

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Ensuring there is an individual member of the governing body to champion child protection
issues within the school, liaise with the headteacher about them, and provide information
and reports to the governing body. However, it will not be appropriate for that person to
take the lead in dealing with allegations of abuse made against the headteacher. That is
more properly the role of the chair of governors or, in the absence of a chair, the vice chair.
Ensuring that the governing body is collectively responsible for the schools safeguarding
arrangements. All members of the governing body will undertake training about child
protection to ensure they have the knowledge and information needed to perform their
functions and understand their responsibilities.
Ensuring the headteacher and all other staff who work with children, undertake training
which is kept up-to-date by refresher training at three yearly intervals.
Ensuring the temporary staff and volunteers who work with children are made aware of the
schools arrangements for child protection and their responsibilities.
Exercising their disciplinary functions in respect of allegations against a member of staff or
as a consequence of dealing with a complaint.

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Appendix 2
Identifying Concerns
All members of staff, volunteers and governors will know how to respond to a pupil who discloses
abuse, or where others raise concerns about them and will be familiar with procedures to be
followed.
If a child chooses to tell a member of staff about alleged abuse, there are a number of actions that
staff will undertake to support the child:

The key facts will be established in language that the child understands and the childs
words will be used in clarifying/expanding what has been said.
No promises will be made to the child eg to keep secrets.
Staff will stay calm and be available to listen.
Staff will actively listen with the utmost care to what the child is saying.
Question normally without pressurising and only using open questions.
o Leading questions should be avoided as much as possible.
o Questioning should not be extensive.
Staff will not put words in the childs mouth but note the main points carefully.
A full written record will be kept by the staff duly signed and dated, including the time the
conversation with the child took place, outline what was said, comment on the childs body
language, etc.
It is not appropriate for staff to make children write statements about abuse that may have
happened to them.
Staff will reassure the child and let them know that they were right to inform them and
inform the child that this information will now have to be passed on.
The Senior Designated Person will be immediately informed, unless the disclosure has
been made to them.

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Appendix 3
Confidentiality
We recognise that all matters relating to child protection are confidential; however, a member of
staff must never guarantee confidentiality to a pupil.
Where there is a child protection concern it will be passed immediately to the Designated Senior
Person and/or to Childrens Social Care.
The headteacher or Designated Senior Person will disclose personal information about a pupil to
other members of staff, including the level of involvement of other agencies, only on a need to
know basis.
All staff must be aware that they have a professional responsibility to share information with other
agencies in order to safeguard children.

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Appendix 4
Records and Monitoring
Any concerns about a child will be recorded in writing within 24 hours. All records will provide a
factual and evidence based account and there will be accurate recording of any actions. Records
will be signed, dated and, where appropriate, witnessed.
At no time should an individual teacher/member of staff or school be asked to or consider
taking photographic evidence of any injuries or marks to a childs person, this type of
behaviour could lead to the staff member being taken into managing allegations
procedures. The body map below should be used in accordance with recording guidance.
Any concerns should be reported and recorded without delay to the appropriate
safeguarding services, eg MASH or the childs social worker if already an open case to
social care.
A chronology will be kept in the main school file prior to the commencement of a concern file.
Staff, particularly pastoral staff, will record any minor concerns on the chronology and will take
responsibility for alerting the designated person should the number of concerns rise or, in their
professional judgement, become significant.
At the point at which a concern file (see below) is commenced then the chronology can be
transferred to the concern file.
Safeguarding, child protection and welfare concerns will be recorded and kept in a separate secure
file known as a concern file (formerly referred to as a child protection file), which will be securely
stored and away from the main pupil file. The main pupil file should have a red C in the top right
hand corner to denote a separate file exists (or a similar and consistent coding).
Files will be available for external scrutiny for example by a regulatory agency or because of a
serious case review or audit.

Why recording is important

Our staff will be encouraged to understand why it is important that recording is comprehensive and
accurate and what the messages are from serious case reviews are in terms of recording and
sharing information.

The concerns file

The establishment of a concern file, which is separate from the childs main school file, is an
important principle in terms of storing and collating information about children which relates to
either a child protection or safeguarding concern or an accumulation of concerns about a childs
welfare which are outside of the usual range of concerns which relate to ordinary life events. It
needs to be borne in mind that what constitutes a concern for one child may not be a concern for
another and the particular childs circumstances and needs will differ ie a child subject to a child
protection plan, looked after child, CiN may be looked at differently to a child recently bereaved,
parental health issues etc. Professional judgement will therefore be an important factor when
making this decision and will need clear links between pastoral staff and designated safeguarding
leads in school (named designated person).
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A concern or confidential file should be commenced in the event of:

A referral to MASH/Childrens Social Care.

A number of minor concerns on the childs main school file.
Any child open to social care.

It is suggested that within a childs concern file there is:

A front sheet.
A chronology.
A record of concern in more detail and body map, where appropriate.
A record of concerns and issues shared by others.

The school will keep written records of concern about children even where there is no need to refer
the matter to MASH/Childrens Social Care (or similar) immediately but these records will be kept
within the separate concerns file.
Records will be kept up to date and reviewed regularly by the Senior Designated Person to
evidence and support actions taken by staff in discharging their safeguarding arrangements.
Original notes will be retained (but clearly identified as such) as this is a contemporaneous
account; they may be important in any criminal proceedings arising from current or historical
allegations of abuse or neglect.
The concern file can be active or non-active in terms of monitoring ie a child is no longer LAC,
subject to a child protection plan or EHAF and this level of activity can be recorded on the front
sheet as a start and end date. If future concerns then arise it can be re-activated and indicated as
such on the front sheet and on the chronology as new information arises.
If the child moves to another school, the concern file will be sent or taken, as part of the
admission/transition arrangements, to the Senior Designated Person at the new
establishment/school. There will be a timely liaison between each school Senior Designated
Person for Safeguarding to ensure a smooth and safe transition for the child.

Recording Practice
Timely and accurate recording will take place when there are any issues regarding a child.
A recording of each and every episode/incident/concern/activity regarding that child, including
telephone calls to other professionals, needs to be recorded on the chronology kept within the
confidential file for that child. This will include any contact from other agencies who may wish to
discuss concerns relating to a child. Actions will be agreed and roles and responsibility of each
agency will be clarified and outcomes recorded. The chronology will be brief and log activity; the
full recording will be on the record of concern. NB There are templates attached as guidance
which include a file front sheet, chronology, record of concern and a body map.
More detailed recording on the record of concern will be signed and dated and include an analysis,
taking account of the holistic needs of the child, and any historical information held on the childs
file. Support and advice will be sought from social care, or early help whenever necessary. In this
way a picture can emerge and this will assist in promoting an evidence based assessment and
determining any action(s) that needs to be taken. This may include no further action, whether an
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EHAF should be undertaken, or whether a referral should be made to MASH/Childrens Social

Care in line with the NCC Pathway to Provision document.
Such robust practice across child protection and in safeguarding and promoting the welfare of
children will assist the school in the early identification of any concerns which may prevent future
harm.
The Senior Designated Person will have a systematic means of monitoring children known or
thought to be at risk of harm (through the concern file and through an ongoing dialogue with
pastoral staff). They will ensure that we contribute to assessments of need and support multiagency plans for those children.

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Appendix 5
INFORMATION/FRONT SHEET
Name:

DOB:

Class/Form:

Home Address:

Ethnicity:

Telephone:
e mail:

Status of file and dates:

OPEN
CLOSED
TRANSFER

Any other child protection records held in school relating to this child/child closely connected to him/her?
YES/NO WHO?
Members of household
Name

Age/DOB

Relationship to child

Home work

Contact No

Significant Others (relatives, carers, friends, child minders, etc)

Name

Relationship to child

Address

Tel No

Other Agency Involvement

Name of officer/person

Role and Agency

Status of Child ie
EHAF/CPP/LAC/CiN

Tel No

Date

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Appendix 6

CONFIDENTIAL

Chronology
Sheet Number:

Complete for all incidents of concern including where a logging the concern sheet has not been
completed. If one has been completed then add a note to this chronology to cross reference
(significant information may also be added).
Name:
DOB:
Date

Form:
Information/Details of concerns or contact

Print Name and Signature

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Appendix 7
Logging a concern about a childs safety and welfare
Part 1 (for use by any staff)
Pupils Name:

Date of Birth:

Date and Time of Incident:

Date and Time (of writing):

FORM:

Name:
.. .
Print

Signature

Job Title:
Note the reason(s) for recording the incident.

Record the following factually: Who? What (if recording a verbal disclosure by a child use their
words)? Where? When (date and time of incident)? Any witnesses?

Professional opinion where relevant (how and why might this has happened)

Note actions, including names of anyone to whom your information was passed.

Any other relevant information (distinguish between fact and opinion).

Check to make sure your report is clear to someone else reading it.

Please pass this form to your Designated Person for Child Protection.
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Part 2 (for use by Designated Person)

Time and date
information received
by DP, and from
whom.

Any advice sought by

DP (date, time, name,
role, organisation and
advice given).

Action taken (referral

to MASH/childrens
social care/monitoring
advice given to
appropriate
staff/EHAF etc) with
reasons.
Note time, date,
names, who
information shared
with and when etc.
Parents informed Y/N
and reasons.

Outcome
Record names of
individuals/agencies
who have given
information regarding
outcome of any
referral (if made).
Where can additional
information regarding
child/incident be
found (eg pupil file,
serious incident
book)?
Should a concern/
confidential file be
commenced if there is
not already one?
Why?
Signed
Printed Name
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Appendix 8
Logging concerns/information shared by others external to the school (Pass to
Designated Person)
Pupils Name:

Date of Birth:
FORM:

Date and Time of Incident:

Date and Time of receipt of information:

Via letter / telephone etc?

Recipient (and role) of information:

Name of caller/provider of information:
Organisation/agency/role:
Contact details (telephone number/address/email)
Relationship to the child/family:
Information received:

Actions/Recommendations for the school:

Outcome:

Name:
Signature:
Date and time completed:
Counter Signed by Designated Person
Name:
Date and time:

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Appendix 9
Body Map Guidance for Schools
Body Maps should be used to document and illustrate visible signs of harm and physical injuries.
Always use a black pen (never a pencil) and do not use correction fluid or any other eraser.
Do not remove clothing for the purpose of the examination unless the injury site is freely available because of
treatment.

*At no time should an individual teacher/member of staff or school be

asked to or consider taking photographic evidence of any injuries or
marks to a childs person, this type of behaviour could lead to the staff
member being taken into managing allegations procedures, the body
map below should be used in accordance with recording guidance.
Any concerns should be reported and recorded without delay to the
appropriate safeguarding services, eg MASH or the childs social
worker if already an open case to social care.
When you notice an injury to a child, try to record the following information in respect of each mark
identified eg red areas, swelling, bruising, cuts, lacerations and wounds, scalds and burns:

Exact site of injury on the body, eg upper outer arm/left cheek.

Size of injury - in appropriate centimetres or inches.
Approximate shape of injury, eg round/square or straight line.
Colour of injury - if more than one colour, say so.
Is the skin broken?
Is there any swelling at the site of the injury, or elsewhere?
Is there a scab/any blistering/any bleeding?
Is the injury clean or is there grit/fluff etc?
Is mobility restricted as a result of the injury?
Does the site of the injury feel hot?
Does the child feel hot?
Does the child feel pain?
Has the childs body shape changed/are they holding themselves differently?

Importantly the date and time of the recording must be stated as well as the name and designation of the
person making the record. Add any further comments as required.

Ensure First Aid is provided where required and record

A copy of the body map should be kept on the childs concern/confidential file.

Document1

22

BODYMAP
(This must be completed at time of observation)
Names for Child:

Date of Birth:

Name of Worker:

Agency:

Date and time of observation:

Document1

23

Name of Child:

Name of Child:

Date of observation:

FRONT

BACK

RIGHT

LEFT
Date of observation:

Document1

24

L
BACK

L
PALM

Document1

25

Name of Child:

Date of observation:

TOP

BOTTOM

L
INNER

L
OUTER

Printed Name and

Signature of worker:

Date:
Time:

Role of Worker
Other information:
Document1

26

Appendix 10
Safeguarding Children Data Base (blank template)

Name of Child

DOB
Form

Home
Address

Parents/carer
Name of
contact details Social
worker and
contact
details

Other
Agencies

Type of
Plan
CP
CIN
EHAF
SEN

Dates of:
Conferences,
Reviews and
Meetings

Safeguarding Children Data Base (example template)

Name of Child DOB Form

Home
Address

Parents/carer
contact details

Name of
Social
worker and
contact
details

Other
Agencies

Type of
Plan

Dates of:
Conferences,
Reviews and
Meetings

Michael Smith

8 Fair View
Carlton
Nottingham.
NG
Tel:-

Sue, Dave Green

Tel:mobile

Andrew Jones
Sir John R Way
Tel: 0115 843564

Lucy Grey EP
Tel:- 01623 433433

Child
Protection

ICPC 28-6-2010
RCPC 15- 12 2010

9 Loveday
Road,
Carlton
Nottingham
NG
Tel:22 Sandy Lane
Arnold
Nottingham
NG
Tel:Respite Care
75 Green Lane
Edwinstowe
Notts

Mrs Shirley Plant

Mr Peter Plant
Tel:P Plant Mob:-

Child
Protection

Core group Mtgs

14-7-2010 2.30pm at
school.
9-9-2010
15-10-2010
ICPC 12-11-2009
RCPC 23-3-2010

Child In
Need

CiN 12-5-2010
21-7-010

Child in
Need

CiN 22-7-2010

Amy Plant

Neil Brooks

17-4-1999
7EJ

14-10-1999
8PT

23-7-1995
10KL

John Newton ISS

Tel:- 01623 433433

Mr Bob Brooks
Mrs Jill Brooks
Bob Mob:Jill Mob:Robin, Daisy Hood

Jane Forbes EWO

Tel:-01623
4334332
Julie Walters S
Nurse
Tel:- 0115 954335
Andrew Cool
Julie Brown EP
Meadow House
Tel:Mansfield Tel:Hayley Barr ISS
01623 433498
Tel:T Manager:-Steve Joe Brown Health
Parks
Tel:Gay Taylor Physio
Tel:-

Statement
of SEN

SEN Review 19-92010.

Appendix 11

School Safeguarding Action Plan

Name of School:

Date:

Completed by:
Aim: Enable the school to carry out their functions with a view to safeguarding and promoting the welfare of children.
The following safeguarding areas have been highlighted for improvement:
Safeguarding Area

Safeguarding
Requirement

Response

Action Taken

By Whom and
Timeline

Appendix 12
Auditing of Pupil Records
The Named Governor for child protection and safeguarding, on behalf of the
governing body, has confirmed that the schools record keeping in relation to children
of concern is appropriate, by conducting an audit of a sample of pupil files every
year.
Guidelines for conducting such an audit are contained below and referred to in the
Clerks briefing paper as Question 17.
Governor Compliance Checklist 2014-2015 Question number 17
Auditing your schools record keeping.
Good record keeping is not bureaucracy it is safeguarding!
Background: Recent serious case reviews and domestic homicide reviews in
Nottinghamshire have repeatedly identified poor record keeping by schools as a
problem. Governors need to be confident that schools keep careful records in
relation to children of concern. One way to do this is for school to conduct an audit
of a sample of pupil files each year. The audit could be undertaken by the
Headteacher, Deputy Headteacher, Senior Designated Person, Deputy Designated
Person, lead governor for safeguarding or any combination of these people.
Purpose: The aim of such an audit is to learn how effective school record keeping is
in relation to children of concern potentially the most vulnerable pupils in the
school. Lessons from the audit can then be fed back to all staff to improve future
practice.
Sample: Clearly the more files that you examine, the fuller the picture you will have
of processes in your school. However this needs to be balanced against the time
demands of an audit. In smaller primary schools looking at one file from each year
group might give sufficient information, while in larger primary schools two from each
year group might seem more appropriate. In a secondary school the audit may need
to look at as many as three or four files from each year group. It is also reasonable
to take a proportionate approach; if audits regularly show widespread good practice
then fewer files may need to be examined in future. If, however, the audit reveals
poor practice this will indicate the need not only for training and guidance but also
more careful monitoring of this issue.
Confidentiality: Material in pupil files is often of a very sensitive nature and the
highest standards of confidentiality are required by anyone reading these files.

Checklist:
To guide an audit of concern files this checklist will help to identify key issues.
Yes/No
Does the childs main pupil record have a
clear marker on it to indicate that a concern
file is also held? (We recommend that a clear
red C is written on the top right hand corner
of the main file. This alerts any member of
staff to the existence of a separate concern
file.)
Was all confidential information transferred
from the main pupil file to the concern file
when it was opened? (Check there are no
confidential documents still sitting in the main
file.)
Does the concern file have an up-to-date and
accurate Front Sheet giving basic factual
information about the child and family?
Does the file have a brief running chronology
of events/concerns? This chronology would
normally be begun in the childs main pupil
file and then transferred when the threshold
for concern is reached and a concern file is
opened.
Is every entry in the file timed, dated and
have the name and signature of the person
who wrote the entry?
Have staff made use of the logging a
concern template or a similar school
template to help them record issues?
Where applicable, have any original
contemporaneous notes been kept, in
addition to later more formal records.
Have telephone calls and discussions with
other agencies (police, health, social care)
been recorded and is it clear from these
notes what action is to be taken and by
whom?
Is there evidence that the schools Senior
Designated Person has reviewed the file and
discussed the child with relevant staff?
Is there evidence that school staff have
weighed up the information they have about
a child of concern, discussed it appropriately
with others and then taken appropriate action
such as sharing information with another
agency, completing an EHAF or referral to
another agency. Have these actions been
followed through?

Follow up action/further
information

If meetings relating to the child and their

family have been called did school:
i) send a report if requested
ii) send a representative
iii) receive minutes of the meeting
iv) complete any actions they were assigned
by the meeting
v) ensure that other key people in school
were aware of any important issues.
If injuries to the child have been noted by
school, did staff use the body map recording
form and were the records clear?
Moving between schools can be a time of risk
as children may be leaving a school where
they and their family are known well, to
attend one where they may not be known. It
would be wise to include in the audit a
consideration of a child who has moved in
recently and one who has moved out.
i) If the pupil concerned has transferred in
from another school is there evidence that
the Senior Designated Person from this
school and previous school discussed the
pupil at transfer and that a note was made of
that discussion.
ii) For a pupil of concern who moved out
recently did the Senior Designated Person
make contact with the new Senior
Designated Person at the new school? Is
there a note to that effect? Was the pupils
concern file delivered to the new school? Is
there evidence that the file was received?

Learning from the audit

An audit such as this is not intended to be a box ticking exercise. The purpose is to
understand how well staff fulfil their duties in relation to safeguarding in terms of how
well records are maintained. Following the audit there should be a discussion about
any strengths and weaknesses identified. The intention is not to criticise any
individual member of staff but to see what lessons the school community, as a
whole, needs to learn. The lessons from the audit can be fed back to all staff using
the schools normal staff training or briefing routes.