The Blackheath Conservatoire Safeguarding Policy
THE SAFEGUARDING OF CHILDREN, YOUNG PEOPLE AND VULNERABLE ADULTS
You can download a PDF version here, including a form for tutors or parents to support safeguarding issues.
The Blackheath Conservatoire of Music and Arts Limited (”The Conservatoire”), is fully committed to promoting the safety and well-being of children, young people and vulnerable adults. The welfare of all vulnerable learners is paramount at all time. All learners accessing courses or events at The Conservatoire have the right to be safe from harm and must be able to live free from fear of abuse, neglect and exploitation.
Safeguarding is a relatively new term, which is broader than ‘child protection’ as it also includes prevention. Safeguarding vulnerable learners is vital to The Conservatoire. In common with all charities, the trustees have a duty of care towards the children, young people and vulnerable adults to whom it offers a service and with whom those employed or contracted by The Conservatoire might come into contact. An effective safeguarding policy protects the charity (trustees), the child/adult, and all staff and contractors working within the organisation.
The purpose of this policy is to outline the duty and responsibility of staff, tutors (who are contractors), volunteers and others working on behalf of the organisation in relation to the safeguarding of children, young people and vulnerable adults. Together these are termed “vulnerable learners”
This policy outlines the legislation, principles and values that inform the practice of those members of staff, tutors, contractors, volunteers and others working within The Conservatoire. The policy is relevant to all who work with children, young people or vulnerable adults in the course of performing duties or services on behalf of The Conservatoire and/or in the course of representing The Conservatoire. The policy is applicable within The Conservatoire and all other agencies working either in partnership with or under the auspices of The Conservatoire. It covers aspects of work and performance which take place outside of The Conservatoire building.
This policy applies to all trustees, staff, tutors, learners and volunteers. Any allegation or concern about abuse must be responded to. Safeguarding and promoting the welfare and well-being of vulnerable learners is everybody’s business, although individual roles within the process may be different.
This Policy must be read and considered alongside the Conservatoire’s Code of Conduct and Complaints Policies, copies of which are circulated to, and signed for, by every member of staff, tutor, trustee or volunteer.
Objectives of the Policy
- To explain the responsibilities of The Conservatoire and its staff, volunteers and contractors and all others working under the jurisdiction of The Conservatoire have in respect of protecting children, young people and vulnerable adults.
- To support the procedures for safe recruiting of employees, volunteers etc. in accordance with the relevant legislation and guidance.
- To support the promotion of a safe working environment and a culture of care in which the rights of all children, young people and vulnerable adults are protected and respected.
- To provide an overview of the legislation surrounding children and vulnerable adult protection which sets the context in which people are expected to work.
Context and definitions
A child as defined by the Children Act, 1989 and 2004, is anyone who has not yet reached eighteen years of age. Vulnerable adults are covered by the Department of Health definition of abuse once they reach the age of eighteen. This document makes a distinction between children, young people and vulnerable adults.
For the purpose of the policy ‘Children’ are defined as learners below the age of sixteen and, ‘young adults’ as learners between the ages of sixteen and seventeen, and ‘vulnerable adults’ are defined as learners aged from eighteen years old with special needs in relation to either physical or mental disability or health condition. Together, they will be referred to in this document as ‘vulnerable learners’.
The term ‘Safeguarding’ is used to include Child Protection.
Safeguarding and promoting the welfare of children, young people and vulnerable adults is defined as:
- Protecting children, young people and vulnerable adults from maltreatment
- Preventing the impairment of children, young people and vulnerable adults’ health or development
- Ensuring that children and young people and vulnerable adults are growing up and living in circumstances consistent with the provision of safe and effective care
- Undertaking that role so as to enable children and young people and vulnerable adults to have optimum life chances
- All those working with children and young people and vulnerable adults must take reasonable measures to ensure that the risks of harm to children’s welfare are minimized; and
- Where there are concerns about children and young people and vulnerable adults’ welfare, all agencies must take appropriate action to address these concerns.
Child Protection is defined as:
- Protecting individual children identified as either suffering, or likely to suffer, significant harm as the result of abuse or neglect.
Those who may be included in a definition of a vulnerable child, young person or adult include:
- Those with learning disabilities
- Those with physical disabilities
- Those with a sensory impairment
- Those with mental health needs including dementia
- Those who are physically or mentally frail
It is important to remember that some learners might be described as ‘vulnerable’ if they have low self esteem, are socially excluded, belong to minority groups or ethnicity, or have a history of offending or substance mis-use.
Safeguarding is the responsibility of everyone working within The Conservatoire. It is not up to the individual to decide whether a child or young person or vulnerable adult is suffering from harm as a result of neglect or abuse. However, it is the responsibility of anyone working under the auspices of The Conservatoire who suspects a form of abuse is being perpetrated against a vulnerable learner, either by someone within The Conservatoire or outside of The Conservatoire, to report these concerns as soon as possible to the Safeguarding Lead within the organisation. Within The Conservatoire the Safeguarding Lead/Named Person is Kay Sandford-Beal, the Executive Director. The second nominated person is Mairéad Sheerin, the Artistic Director.
All those working within The Conservatoire must be aware of the limitations of their role in cases of suspected abuse and appreciate that although they are seeking to help a vulnerable learner they consider to be at risk, their role is only to report their concerns to the persons with responsibility for safeguarding within the institution. It is for other agencies with statutory powers to take action beyond the initial referral.
Key safeguarding policies
The Conservatoire requires all those working with vulnerable learners to address issues of Safeguarding as being of paramount importance. All those working within The Conservatoire will be expected to work within the framework of the Policy and Code of Practice and other, related Policies (specifically the Code of Conduct and Complaints Policy). Employment contracts and contracts for services where someone is interacting with a child or young person or vulnerable adult will include the requirement to adhere to the Safeguarding policy, the Online Teaching Policy, the Code of practice and the Code of Conduct.
Disclosure and Barring Service (DBS)
- All employees and volunteers who may come into regular contact with vulnerable learners will be subject to an Enhanced DBS check (Disclosure and Barring Service) with Children’s Barring List check in order to work at The Conservatoire. Everyone in this category must have a valid DBS checked within the last 3 years, and this should be checked every 3 years after this. The Conservatoire will pay for DBS checks for staff, volunteers, teaching assistants and holiday course tutors. The Programme Manager and Assistant will administer the DBS checks for tutors and members of staff.
- All tutors who teach children will need to have a satisfactory Enhanced DBS check including a Children’s Barring List check. This can be from any organisation but must be less than 3 years old. This is particularly important for Tutors’ deputies who are not regular contractors of the Conservatoire. Tutors are responsible for ensuring that their deputies have compliant DBS documents and these must be provided to Reception for scanning and storing before deputies can teach.
- The DBS document number and date of issue (and date of check if on the Update service) should be recorded under the Tutor information section of 365 Paritor. The pdf/scan of the document should be saved in the protected folder “Tutor documentation” of the shared J drive. Paper versions of the document should be stored in the tutor files in the filing cabinet in the locked storeroom.
- Our agency usually produces DBS checks within one or two days but occasionally DBS checks can take a number of weeks to be done, which can make it difficult to ensure that this is done before someone starts working. Any contract of employment or for services will be subject to a valid DBS check being done within 3 months of starting working with the Conservatoire.
- During the time that a DBS check is being done, the individual concerned and their manager should ensure they do not have any unsupervised one to one contact with young people or vulnerable adults.
- The Conservatoire is committed to training all staff, tutors and volunteers in safeguarding policy and procedures, and the accompanying Code of Practice, as part of the induction process. All staff, tutors and volunteers must undertake safeguarding training annually – whether through the Conservatoire or another organisation. The Conservatoire makes use of a statutory, online training programme supplied by Lewisham Council and keeps a record to ensure all staff complete the training at the point of employment and annually thereafter by the end of October each year.
Contact with vulnerable learners outside the Conservatoire
- Other than in exceptional circumstances and only with the full permission of the Executive Director, a tutor or others working within The Conservatoire must not make visits to the home of any vulnerable learner. This sits alongside the bar on home visits of any child learner. Should such a visit be deemed necessary, then such a visit should usually be made with another senior member of The Conservatoire in attendance. Such visits must only be made once the permission of the parent/carer/guardian of the vulnerable learners has been received in writing.
- Staff and tutors should not give a learner a lift in a vehicle except in exceptional circumstances with another adult present.
- There should be no contact with learners under the age of 16 via email, text message or social media unless parents have given express permission to do so.
- No photography or filming should be carried out without parental and Conservatoire permission. It is essential to follow the code of conduct on images of learners.
- The Conservatoire has a Safeguarding/Child Protection Register where any disclosures from a vulnerable learner must be recorded.
Child Protection – where a learner makes a disclosure
If a vulnerable learner makes a disclosure to a member of staff or tutor, the following guidelines must be adhered to:
- React calmly so as not to frighten or worry the learner
- Allow the vulnerable learner to make the disclosure at their own pace and in their own way;
- Avoid interruption, except to clarify what the vulnerable learner is saying;
- Do not probe for information that the vulnerable learner does not offer;
- Wherever possible, record the key elements of the disclosure;
- The content of the disclosure must be recorded on The Conservatoire’s Safeguarding/Child Protection Incident form (attached to this document and available from the Safeguarding leads) and sent to the Safeguarding leads. This is a legal document and will almost certainly be used as evidence if the incident should progress to the courts. It is signed off by the Chair of the Board. Do not interpret what has been said in any way or give your own opinion – recordings should be made in the child or vulnerable adult’s own words wherever possible.
The person receiving the disclosure should not:
- Allow their shock or distaste to show
- Probe for more information than is offered
- Speculate or make assumptions
- Make negative comments about the alleged abuser
- Approach the alleged abuser
- Make promises or agree to keep secrets
No member of staff or tutor working within The Conservatoire must at any time agree to learner’s request to ‘keep a secret’ if a learner wishes to make a disclosure. They must inform the learner that they may have to share what they are told with others if the contents of the disclosure are putting the learner at risk or are impacting negatively upon their welfare and well-being.
Staff and tutors need to be reassured that it is better to be ‘safe than sorry’. It is not wrong to be concerned about the well-being of a vulnerable learner and their well-being. The important factor is how responsible adults react and respond.
What to do if you suspect a child is being abused:
Definitions and types of abuse:
Physical abuse 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 feigns the symptoms of, or deliberately causes ill health to, a child whom they are looking after. A person might do this because they enjoy or need the attention they get through having a sick child.
Physical abuse, as well as being a result of an act of commission can also be caused through the failure to act to protect.
Possible signs of abuse: Look for clusters of these signs:
- Unexplained burns, broken bones, bite marks, cuts, bruises, or welts in the shape of an object.
- Resistance to going home.
- Fear of adults.
Consider the possibility of physical abuse when the parent or other adult caregiver:
- Offers conflicting, unconvincing, or no explanation for the child's injury.
- Describes the child as "evil," or in some other very negative way.
- Uses harsh physical discipline with the child.
- Has a history of abuse as a child.
- Emotional abuse
Emotional abuse is the persistent emotional ill treatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve making a child feel or believe that they are worthless or unloved, inadequate or valued only in so far as they meet the needs of another person.
Possible signs of abuse:
- Apathy, depression.
- Difficulty concentrating
- Overly compliant or demanding behaviour, extreme passivity, or aggression.
- Extremes in behaviour, such as being either inappropriately adult (parenting other children, for example) or inappropriately infantile (frequently rocking or head-banging, for example).
- Delayed in physical or emotional development.
- Has attempted suicide.
- Reports a lack of attachment to the parent.
Consider the possibility of emotional abuse when the parent or other adult caregiver:
- Constantly blames, belittles, or berates the child.
- Is unconcerned about the child and refuses to consider offers of help for the child's problems.
- Overtly rejects the child.
- Sexual abuse
- Sexual abuse involves forcing a child or young person to take part in sexual activities, whether or not the child is aware of, or consents to, what is happening. The activities may involve physical contact, including penetrative acts such as rape, buggery or oral sex or non- penetrative acts such as fondling. Sexual abuse may include non- contact activities, such as involving children in looking at, or in the production of pornographic material or watching sexual activities, or encouraging children to behave in sexually inappropriate ways. Boys and girls can be sexually abused by males and/or females, by adults and by other young people. This includes people from all walks of life.
Possible signs of abuse:
- Inappropriate interest in or knowledge of sexual acts.
- Avoidance of things related to sexuality, or rejection of own genitals or body.
- Either over compliance or excessive aggression.
- Fear of a particular person or family member.
- Difficulty walking or sitting.
- Suddenly refuses to participate in physical activities.
Consider the possibility of sexual abuse when the parent or other adult caregiver:
- Is unduly protective of the child or severely limits the child's contact with other children, especially of the opposite sex.
- Is secretive and isolated.
- Is jealous or controlling with family members.
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 and development. It may involve a parent or carer failing to provide adequate food, shelter or clothing, failing to protect a child from physical harm or danger, or the failure to ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
Possible signs of abuse:
- Clothing unsuited to the weather.
- Child dirty or unbathed.
- Extreme hunger.
- Apparent lack of supervision.
- Has not received help for physical or medical problems brought to the parents' attention.
- Has learning problems (or difficulty concentrating) that cannot be attributed to specific physical or psychological causes.
- Is always watchful, as though preparing for something bad to happen.
- Lacks adult supervision.
- Is overly compliant, passive, or withdrawn.
- Comes to activities early, stays late, and does not want to go home.
- Is frequently absent from school.
- Begs or steals food or money.
- Lacks needed medical or dental care, immunizations, or glasses.
- States that there is no one at home to provide care.
Consider the possibility of neglect when the parent or other adult caregiver:
- and child rarely touch or look at each other.
- Shows little concern for the child.
- Denies the existence of—or blames the child for—the child's problems in school or at home.
- Asks teachers or other caretakers to use harsh physical discipline if the child misbehaves.
- Sees the child as entirely bad, worthless, or burdensome.
- Demands a level of physical or academic performance the child cannot achieve.
- Looks primarily to the child for care, attention, and satisfaction of emotional needs.
Guidance on how to respond to a child or young person disclosing abuse
Staff should know to:
- Treat any allegations extremely seriously and to act at all times towards the child as if they believe what they are saying
- Tell the child that they are right to tell you
- Reassure the child that they are not to blame
- Be honest about their position, who they have to tell and why.
- Tell the child what they are doing and when, and keep them up to date with what is happening.
- Take further action
- To write down everything that was said and done including:
- The nature of the allegation.
- A description of any visible bruising or other injuries.
- The child's account, if it can be given, of what has happened and how any bruising or other injuries occured.
- Witnesses to incident.
- Any times, dates or other relevant information.
- A clear distinction between what is fact, opinion and hearsay.
Staff should know not to:
- Make promises that they can’t keep to a young person
- Interrogate the child. It is the job of the experienced police and social services to investigate the situation
- Cast doubt on what the child has told them and not to interrupt or change the subject
- Say anything that makes the child feel responsible for the abuse
Reporting procedure for staff
Staff should know to:
- Report suspicions or disclosures of abuse to the Executive Director (Designated Safeguarding Lead). They are aware that it is vitally important that any disclosure made in confidence is recorded factually as soon as possible and that an accurate account should be made of:
- The date and time of what has occurred
- The names of people involved
- What was said or done by whom
- Any action taken by the group to gather information and refer on
- Any further action e.g. suspension of a volunteer
- Where relevant, reasons why there is no referral to a statutory agency
- Names of person reporting and to whom reported
- The Executive Director will then use appropriate reporting systems for the situation. This may be reporting the matter to social services or the police. Report forms can be collected from the Executive Director and completed forms will be stored safely to ensure confidentiality.
- If it is thought that returning the child home would put the child in immediate danger, advice will be sought from social services.
Whistle blowing procedure
- Staff are able to share in confidence concerns they may have about another member of staff or a volunteer. Staff, who in good faith report their concerns that a colleague may be or is abusing a child, will be fully supported.
- Any allegations of abuse will be fully recorded and reported appropriately and every effort will be made to maintain confidentiality for all concerned. Appropriate support will be offered to the child, parents and members of staff.
Safeguarding – reporting concern
Within The Conservatoire the persons with responsibility for Safeguarding are:
Safeguarding Named Person, Executive Director
Name: Kay Sandford-Beal email@example.com
Second Designated Person:
Name: Mairead Sheerin firstname.lastname@example.org
In the event of any member of staff or Tutor becoming aware of or expressing concern about a learner’s welfare and well-being with regard to the safety of a vulnerable learner involved in activities organised and promoted by The Conservatoire, the member of staff or Tutor must immediately inform the Nominated Person with responsibility for Safeguarding.
The Conservatoire recognises that all matters relating to safeguarding vulnerable learners is confidential.
All those who perform services on behalf of The Conservatoire should only receive and/or circulate personal information about a vulnerable learner on a need to know basis.
All those who perform services on behalf of The Conservatoire must be aware that they cannot promise to keep any disclosure made by a vulnerable learner a secret as this may compromise the person’s safety or well-being of that learner or another.
It is not up to the individual to decide whether a child or young person or vulnerable adult is suffering from harm as a result of neglect or abuse, but it is up the individual (responsible adult) to report any concerns as soon as possible to the name person within the organisation.
It is difficult to expect vulnerable learners to raise concerns in an environment where staff fail to do so. Therefore, all staff, Tutors, volunteers and others working within the constructs of The Conservatoire should be aware of their duty to raise concerns about the attitude or actions of a colleague. If necessary they should speak to the nominated Safeguarding Lead or Second Designated Person within The Conservatoire.
All incidents of whistle-blowing will be treated as confidential. If however upon investigation it is found that allegations made via this route are malicious, The Conservatoire reserves the right to take action against the person making a malicious or mischievous allegation.
Allegations against staff, tutors, volunteers or others working within the Conservatoire
All those working within The Conservatoire, tutors, volunteers and others, should take care not to place themselves in a vulnerable position with a learner be they designated a vulnerable learner or other.
The Conservatoire understands that a vulnerable learner may make an allegation against a member of staff, volunteer or other. If such an allegation is made to the Conservatoire, the member of staff receiving the allegation shall immediately inform the Safeguarding Lead or Second Designated Person who in turn shall notify the EXECUTIVE DIRECTOR. The person against whom the allegation is made will be informed immediately by the EXECUTIVE DIRECTOR.
Any investigation will be dealt with under the terms of the Complaints Policy.
Following any allegation, the Executive Director, in consultation with the Chair of Trustees, shall decide whether it is appropriate to suspend the member of staff, tutor, volunteer or other, from all work and any contact with learners and staff at The Conservatoire whilst the allegation is being investigated. The investigation will be carried out by the Executive Director or Second Designated Person who will interview any relevant individuals. The Safeguarding Lead will inform the Trustees of the outcome of the investigation and, where the allegations are found to be partially or wholly substantiated, the Executive Director, in consultation with the Chair of the Trustees, shall decide what further actions should be taken against the individual concerned. If appropriate, this would include informing the police. The person making the allegation and any appropriate parent/carer/guardian will be informed of the outcome of the investigation.
Any member of staff, tutor or volunteer being convicted of a criminal offence of a nature which impacts on the appropriateness of them working with vulnerable learners has a legal obligation to immediately notify the Executive Director who, after consultation with the Chair of the Trustees, will consider whether the said employee, contractor or volunteer should continue their involvement with the organisation. The Conservatoire reserves the right to withdraw offers of employment with immediate effect.
If any of the following incidents should occur, you should report them immediately to another colleague and make a written note of the event. Parents should also be informed of the incident:
- if you accidentally hurt a child
- if he/she seems distressed in any manner
- if a child appears to be sexually aroused by your actions
- if a child misunderstands or misinterprets something you have done.
Code of Practice for staff, tutors and others working within The Conservatoire
Any tutor, volunteer or other member of staff or agency working on behalf of The Conservatoire for whatever reason should observe the following guidelines as a matter of course, and in order to protect themselves from false allegations.
- Treat learners with respect and understand the difference between friendliness and familiarity.
- Act as a role model of good and appropriate professional behaviour.
- Respect the learner’s right to personal privacy.
- Ensure that physical contact is appropriate and kept to a minimum
- Never touch a vulnerable learner in a way which could be misunderstood or misconstrued.
- Challenge unacceptable behaviour.
- Build balanced relationships based on mutual trusts which empowers learners to share in the decision-making process
- Give enthusiastic and constructive feedback rather than negative criticism;
- Recognise the developmental needs and capacity of young people and vulnerable adults;
- Have an awareness of any medicines being taken by participants, or existing injuries;
- Refuse to allow learners to use inappropriate language unchallenged.
- Refuse to allow bullying of one learner by another to go unchecked.
- Wear ID badges in the venue
- Ensure an adequate ratio of tutor/staff to vulnerable learners which is appropriate to the activity being undertaken and to take account of gender differences. For example, for children aged six years or below, the maximum number of learners to one tutor or assistant will be ten, with at least one tutor supervising the whole class at all times. For children and young people aged over six years and under eighteen years, the maximum number of learners to one tutor or assistant will be fifteen, with at least one tutor supervising the class at all times.
- Learners taken ill – where a vulnerable learner is taken ill, the tutor should accompany them to Reception, if taking an individual lesson, where their carer should be called. If the learner is in a group class, the tutor should contact Reception and arrange for the learner to be taken there.
- Learners not picked up by carer etc. – All tutors should ensure vulnerable learners are escorted to Reception or picked up from class by a carer after the class. Where a learner is left after a class without being picked up by a carer, they should be taken to Reception by the tutor.
- Vulnerable learners on their own in the Creativity Garden. Where a learner is found unsupervised in the Creativity Garden, a member of staff should take them to Reception.
- Apart from one-to-one teaching situations in the music rooms of The Conservatoire, a tutor should endeavour never to be alone with a vulnerable learner and, should such a situation arise, every effort should be made to ensure that others can either see or hear the tutor at work.
- Where email correspondence is exchanged with pupils this should always be professional, and parents or carers should be included in the correspondence.
- Where possible all electronic communications between staff and pupils should be done through the Conservatoire networking facilities using a Conservatoire email address
- Staff and tutors should never become “friends” with pupils on Facebook or other social networking sites.
- Learners’ personal data must be kept secure
- The parents of all learners under the age of 16 should sign a declaration of permission for photographic and recorded images to be used for publicity purposes. For images being used on social media sites, this needs to be explicitely communicated. Images of any learners should only be collected by permanent staff members of the Conservatoire or with their permission. Photographs should not be taken for staff or tutors’ personal collection.
Designated Child Protection Policy Officer:
Kay Sandford-Beal, Executive Director
Blackheath Conservatoire of Music and the Arts
19-21 Lee Road
Designated Child Protection Policy Deputy
Blackheath Conservatoire of Music and the Arts
19-21 Lee Road
Legal and Procedural Framework
The UN Convention of the Rights of the Child
Ratified in the UK in 1991. Includes many rights of protection for children including freedom from abuse and the right to have their views heard
Sex Offenders Act
Register of sex offenders established. sex offenders are required to notify police of any changes to name or address
Human Rights Act
Stresses the importance of protecting children and adults needing care and support
The Data Protection Act
Regulates the handling of personal data, including that which a school or organisation working with children may handle relating to staff and learners
The Protection of Children Act
Amalgamated police criminal records, List 99 and DoH consultancy index to create a single system for identifying people considered unsuitable to work with children.
Criminal Record Bureau checks introduced
Places a positive duty on public bodies to intervene appropriately to protect the rights of citizens
The Sexual Offences (amended) Act
Made it an offence for any person aged 18 or over to engage in any sexual activity with a person under the age of 18 when they are in a position of trust in relation to the younger person
Criminal Justice and Court Services Act
Courts are under an obligation to impose a disqualification order to prevent unsuitable people working with children on defendants aged 18 and over if convicted of violent or sexual rimes
The Education Act
Requires local authorities and governing bodies of schools and further education institutions to make arrangements to safeguard and promote the welfare of children
The Sexual Offences Act
Outlines a range of offences against children and adults with a mental health disorder
Education (Prohibited from Teaching or Working with Children) Regulations
Changes to the barring regulations. Automatic barring offences extended to include child murder and possession of indecent photographs of children
Significantly extends the rights of disabled people
Mental Capacity Act
Aims to protect people who cannot make decisions themselves due to a learning disability or mental health condition
Safeguarding Vulnerable Groups Act
Strengthens local governance arrangements
for safeguarding by placing adult safeguarding on a statutory footing
Protection of Freedoms Act
Introduced changes to the vetting and barring regulations.
Working Together to
This incorporates the 15 recommendations of the Munro review into Child Protection (2010), and the interim report The Child’s Journey (2011) and A Child-Centre System (2012)
2015 and update 2016
Keeping Children safe in education
Statutory Guidance for schools and colleges on safeguarding children and safer recruitment
Updated version April 2021