Faraday Road, Welling, Kent DA16 2ET

0208 303 3839


Hook Lane Primary School

Encouraging Fearless Learners

Safeguarding and Child Protection


Updated to reference Keeping Children Safe in Education 2016





Designated Teacher

for Child Protection

Deputy Designated Teachers


Mrs N Cummings

Mrs J Sheekey       Mrs D Kelly 

Contact via

Head Teachers office

Main school office

Tel (0208 3033839)

D.H.T. Office         A.H.T. Office

Main school office

Tel (0208 3033839)


Our ‘Named Governor’ with special responsibility for child protection is Mr Anthony Staddon







Aims and scope




Definitions of abuse                                                                          


Other Safeguarding issues (Child Sexual Exploitation, Female Genital Mutilation, self harm, bullying and Preventing Radicalisation)


Possible Signs and symptoms of abuse


What to do if you suspect abuse has occurred                                        


Roles and Responsibilities


Responding to a child making an allegation of abuse


Responding to Allegations of abuse against a member of staff, other worker or volunteer


Responding to Allegations of Abuse Against Another Pupil


Concerns relating to a member of the school staff or other person in a position of trust


Recruitment and appointment of workers and volunteers    


Supervisory arrangements for the management of out of school hours activities & Student who go missing on / off school site


Education of students through Spiritual, Moral, Social & Cultural Development (SMSCD) and Assemblies / Additional Support Plans


Management of Children with Child Protection Plan / Additional Vulnerabilities for ‘Looked After Children’ / Exclusions Policy


Support and Training of staff and volunteers


Record Keeping & Confidentiality


Information Sharing / Working together with parents / guardians to better safeguard children


Safer working practice for staff


E-Safety, photography, site security, off site activities



Supporting the Pupil with a Child Protection Plan


The Curriculum / Whistle Blowing / Equality Statement


Commitment of the Governing body


Confirmation of Policy


The Role of the Local Authority Designated Officer (LADO) – Appendix A


Making contact with other agencies (Appendix B)                                    


Guidelines if a student goes missing (Appendix C)                                    


Chronological record of concerns in relation to a child’s well-being or safeguarding issues (Appendix D)


E-Safety guidelines for parents and guardians (Appendix E)                                    



Linked policies include: Health and Safety, Whistle blowing, Safer Recruitment, Policy for managing behaviour including anti bullying and anti-racism strategy, Bexley LSCB Protocol for Managing allegations against staff and E-Safety



The purpose of this document is to assist all staff to protect and safeguard children who are at risk of abuse or neglect. This policy and procedures should be read in conjunction with the relevant sections of the London Safeguarding Children Procedures (2014).

This policy also reflects the requirements of ‘Working Together to Safeguard Children (March 2015) and ‘Keeping Children Safe in Education’ (2016).

The safeguarding of children is everyone’s business and schools have a responsibility under Section 175 of the Education Act 2002 to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children. This includes

  • Preventing the impairment of children’s health or development
  • Protecting children from maltreatment
  • Ensuring children grow up in circumstances consistent with the provision of safe and effective care.

The Children Act 1989 defines a child as being up to the age of 18 years; it also defines significant harm and the roles and responsibilities of Children’s Social Care and the Police.

The following procedures outline the action to be taken if it is suspected that a child may be abused, harmed or neglected. There are four categories of abuse:

  • Physical Abuse
  • Emotional Abuse
  • Sexual Abuse
  • Neglect

It is acknowledged that a child can be abused, harmed or neglected in a family, institution or community setting by someone known to them, or less commonly, by a stranger. This includes someone in a position of trust such as a teacher or other professional.

Safeguarding and the promotion of a child’s welfare covers all aspects of the child’s life and the school is committed to ensuring that all its actions in respect of a child are compatible with this aim. If there are concerns about a child’s welfare that do not meet the thresholds of child abuse, the school will consider whether the Common Assessment Framework approach should be considered.


Policy Statement

At Hook Lane Primary School, we are committed to practice, which protects children from harm. Staff and volunteers in this organisation accept and recognise our responsibilities to develop awareness of the issues, which cause children harm.


We will aim to safeguard children by:

  • Adopting child protection guidelines through procedures and a code of conduct for staff and volunteers.
  • Sharing information about child protection and good practice with children, parents and carers, staff and volunteers.
  • Sharing information about concerns with agencies who need to know, and involving parents and children appropriately.
  • Carefully following the procedures for recruitment and selection of staff and volunteers.
  • Providing effective management for staff and volunteers through support, supervision and training.
  • We are committed to reviewing our policy and good practice annually and as when the need arises.

We recognise that because of the day-to-day contact with children, school staff are well placed to observe the outward signs of abuse. The school will therefore:

  1. Establish and maintain an environment where children feel secure, are confident to talk, and are listened to.
  2. Ensure children know they can approach adults employed in the school if they are worried.
  3. Include opportunities in the SMSCD (Spiritual, Moral, Social, and Cultural Development) curriculum for children to develop the skills they need to recognise and stay safe from harm or abuse.


We will follow the procedures set out by London Child Protection Procedures and Local Safeguarding Children Board and take account of guidance issued by the Department for Education to:

  • Ensure we have a designated teacher for child protection who is a member of the School Leadership Team and who has received appropriate training and support for this role. The designated teacher at the time of writing this policy is Mrs N Cummings.
  • Ensure we have a nominated governor responsible for child protection.       The nominated governor at the time of writing this policy is Anthony Staddon.
  • Ensure every member of staff (including temporary and supply staff and volunteers) and governing body knows the name of the Designated Teacher responsible for child protection and their role. Refer to school handbook.
  • Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and of possible concerns being raised in this school as safeguarding incidents could happen anywhere. All staff and volunteers have a responsibility for referring any concerns to the Designated Teacher responsible for child protection including those children who may benefit from early help.
  • Ensure that the school has a written Code of Staff Conduct, which is shared with all current staff and forms part of the induction training for new staff.
  • Ensure that parents have an awareness of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus.
  • Notify Children’s Social Care immediately if there is an unexplained absence of a pupil who is subject to a child protection plan.
  • Develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at case conferences. (if it proves impossible to send a representative a written report should be submitted to the child protection conference chairman)
  • Keep written chronological records of concerns about children, even if it is assessed that a referral is not necessary; and if that is the case, consider whether a common assessment should be undertaken for early help.
  • Ensure all records are kept securely; separate from the main pupil file.
  • Follow procedures laid down by the London Borough of Bexley LSCB where an allegation is made against a member of staff or volunteer.
  • Ensure safer recruitment practices are always followed.
  • Ensure evacuation procedures are always followed. Children take part in Evacuation procedures throughout the year; all school staff/personnel are aware of these procedures.
  • When a child transfers to another school the Designated Teacher will contact the designated member of staff of the receiving school to inform them that there are concerns.


Definitions of abuse

These definitions are based on those from ‘Working together to Safeguard Children (2013)’ & ‘London Child Protection Procedures (2014)’.


Physical abuse

Physical abuse may take many forms e.g. hitting, shaking, throwing, poisoning, burning or scalding, drowning or suffocating a child.

It may also be caused when a parent or carer feigns the symptoms of, or deliberately causes, ill health to a child. This unusual and potentially dangerous form of abuse is now described as fabricated or induced illness in a child.


Emotional abuse

Emotional abuse is the persistent emotional ill treatment of a child such as to cause severe and persistent effects on the child’s emotional development, and may involve:

  • Conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person
  • Imposing developmentally inappropriate expectations
  • Causing children to feel frightened or in danger - e.g. witnessing domestic violence
  • Exploitation or corruption of children

Some level of emotional abuse is involved in most types of ill treatment of children, though emotional abuse may occur alone.


Sexual abuse

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening and includes penetrative (i.e. vaginal or anal rape or buggery) and non-penetrative acts.


It may also include non-contact activities, such as involving children in looking at, or in the production of pornographic materials, watching sexual activities or encouraging children to behave in sexually inappropriate ways.



Neglect involves 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.


This may involve failure to provide adequate food, shelter or clothing, failure to protect from physical harm or danger or failure to ensure access to appropriate medical care or treatment. It may also include neglect of a child’s basic emotional needs.


Other Safeguarding Issues

Child Sexual Exploitation

Child Sexual Exploitation (CSE) involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities. Sexual exploitation can take many forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups.

What marks out exploitation is an imbalance of power in the relationship with the perpetrator always holding some kind of power over the victim which increases as the exploitative relationship develops. Sexual exploitation involves varying degrees of coercion, intimidation or enticement, including unwanted pressure from peers to have sex, sexual bullying including cyberbullying and grooming. However, it is also important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse.

At Hook Lane Primary school, all staff and volunteers working in our school are:

  • aware of the guidance that is available in respect of CSE,
  • vigilant to the risk of it being practised and
  • alert to the signs of potential or actual abuse.

We take this abuse very serious and will take timely and appropriate action in respect of concerns about any child suspected to be at risk or actually being sexually exploited.

Honour based Violence

Honour based violence encompasses crimes which have been committed to protect or defend the honour of the family and/or community including FGM, forced marriage and such practices as breast ironing. The school understands  all forms of HBV to be abuse and will activate safeguarding procedures if a child is at risk of, or has suffered HBV, liaising with sociial care and the police in line with national and local protocols.

Female Genital Mutilation

Female genital mutilation (FGM) is a collective term for all procedures involving the partial or total removal of external female genitalia for cultural or other nontherapeutic reasons. The procedure is typically performed on girls aged between four and 13 years, but in some cases FGM is performed on new born infants or on young women before marriage or pregnancy. The age at which girls undergo FGM varies according to the community. FGM is illegal in the United Kingdom (UK) and carries 14 years jail sentence. It is also illegal to take a child abroad to undergo FGM. FGM is considered child abuse in the UK and causes physical, psychological and sexual harm.

At Hook Lane Primary School, all staff and volunteers working in our school are:

  • aware of the guidance that is available in respect of FGM,
  • vigilant to the risk of it being practiced and
  • alert to the signs of potential or actual abuse.

We take this abuse very serious and will take timely and appropriate action in respect of concerns about any child suspected to be at risk of Female Genital Mutilation. Where staff discover that an act of FGM appears to have been carried out, the school will report this to the police.

(Section 5B of the female genital mutilation act 2003 as inserted by section 74 of the serious crime act 2015)


As of October 2015 the school has a Mandatory reporting duty. Any case where it is discovered that an act of FGM appears to have been carried out must be reported to the police, alongside the schools designated Safeguarding lead and children’s social care as appropriate.

 Self harm

Self harm is a way of coping and obtaining relief from a difficult and otherwise overwhelming situation or emotional state. Someone who self harms is usually in a state of high emotion, distress and inner turmoil. The self harm can provide distraction from emotional pain.

Self harm can take a number of forms including cutting, overdose of medicine or tablets, punching oneself, pulling out eyelashes, burning, scratching or tearing of one's skin, inhaling or sniffing harmful substances, head banging - any behaviour that could cause harm to oneself.

Self harm must always be treated as a safeguarding incident.

If we are aware that a pupil has self harmed we will 

Listen carefully, seek first aid treatment if necessary, contact the parents as soon as possible,  contact other professionals for advice - safeguarding lead, CAMHS, Multi agency safeguarding hub, or children's social care.


The school is committed to working within the Bexley LSCB Combating Bullying Strategy 

As with all forms of bullying, the School will deal with this in accordance with the Behaviour Policies (particularly the Anti-bullying and Cyberbullying policies), even if the cyber-bullying is happening outside School hours. A referral to the Anti-bullying Project will be made as appropriate.If parents / guardians have any concerns that their child is being cyber-bullied, they should please print off any available evidence and report it to the School as soon as possible. 


Preventing Radicalisation

Protecting children from the risk of radicalisation should be seen as part of a schools’ wider safeguarding duty. Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism.  There is no single way to identify an individual susceptible to extremist ideology.  Staff should be alert to changes in behaviour which could indicate a child is in need of help or protection.  Specific background factors may contribute to vulnerability, these are often combined with specific influences such as family and friends.  The internet and social media has become a major factor in the radicalisation of young people.


  • A nominated member of staff at Hook Lane has attended Prevent Strategy Training.
  • All members of staff have been made aware of their Prevent Duty and the possible indicators of radicalisation.
  • Any members of staff with a concern about a particular child/family must report to the nominated member of staff.
  • The nominated member of staff will make an assessment of the risk which will include considering the context of the child and may include a period of monitoring.
  • If assessment leads to no further action being taken a record will be kept of the initial concern and the monitoring/assessment.
  • If the nominated member of staff feels that further action is necessary a referral will be made to the Channel programme.
  • The school positively promotes the adoption of British Values through our ethos, policies, assemblies and PSHE and any extremist views are actively challenged.
  • The school ensures that children are safe from terrorist and extremist material when accessing the internet in school through appropriate filtering. Pupils are taught about online safety in line with our e-safety policy.


Peer on peer abuse

Staff recognise that abuse may be peer on peer. This occurs where there is a power imbalance and can manifest itself in any of the above. In addition it can take the form of sexting, inappropriate touching (more often of girls) or initiation violence (more often for boys). The school is clear that such abuse should never be tolerated orr passed off as banter or part of growing up.

The school works to minimize the risk of peer on peer abuse by teaching children common values and respect for others. Any friendship issues are treated seriously to avoid social isolation and all inappropriate behaviour is challenged and addressed. Children are taught how to keep themselves safe both in their community and online. 


Possible Signs & Symptoms of Abuse

Pupils may exhibit signs which may or may not be indicators that physical, emotional and/or sexual abuse, including neglect, has taken place, but the possibility should be considered. Guidance on recognising signs & symptoms of abuse can be found in the London Child Protection Procedures.


What to do if you suspect that abuse may have occurred

You must report the concerns immediately to the Designated Teacher by completing an ‘Internal Notification of Concern’ form and handing it directly to him/her, and also explaining your concern. In the absence of the Designated Teacher, speak to the Deputy Designated Teacher. In his/her absence, speak to the most senior member of staff on the premises.  Both the Head teacher and the Deputy Head teacher are contactable on their school mobile phone when not on the school premises.

Roles and Responsibilities

All staff have a responsibility for Safeguarding no matter what their role. These are outlined clearly in Part One of Keeping Children Safe in Education 2015.

Staff must:

  • Stay calm, listen carefully to what is being said
  • Find an appropriate early opportunity to explain that it is likely that the information will need to be share with others (DO NOT promise to keep secrets)
  • Allow the child to continue at his/her own pace
  • Ask questions for clarification only and at all time, avoid asking leading questions.
  • Reassure the child that they have done the right thing in telling you
  • Tell them what you will do next and with whom the information will be shared
  • Record in writing what was said using the child’s own words as soon as possible, note the date, time, any names mentioned, to whom the information was given and ensure that the record is signed and dated
  • Pass this information on immediately to your Designated Teacher or Deputy Designated Teacher in his/her absence.

The school will ensure there is a member of the senior leadership team in the DSL role and that appropriate cover is provided if they are unavailable. This person should have the status and authority within the school to carry out the duties of the post including committing resources and, where appropriate, supporting and directing other staff.

  • Responding to a child making an allegation of abuse
  • It is the right of any individual to make direct referrals or raise concerns directly with Children’s Social Care services. If for any reason you believe that the nominated persons have not responded appropriately to your concerns, it is then your responsibility to consider contacting the Children’s Social Care services directly.
  • Suspicions will not be discussed with anyone other than those nominated above.
  • The Designated Teacher is Mrs N Cummings and has been nominated by the governing body of Hook Lane Primary School to refer allegations or suspicions of neglect or abuse to the statutory authorities. In the absence of Mrs N Cummings, the matter should be brought to the attention of Mrs Sheekey the Deputy Head teacher or Mrs Kelly the Assistant Head teacher who are both Deputy Designated Teachers . In the absence of both of them, speak to the most senior member of staff on the premises. Both the Designated Teacher and the Deputy Designated Teacher are contactable on their school mobile phone when not on the school premises.


After a child has disclosed abuse, the designated teacher should carefully consider whether or not it is safe for a child to return home to potentially abusive situation. On these rare occasions it may be necessary to take immediate action to contact Children’s Social Care to discuss putting safety measures into effect.


Designated lead responsibilities:

Managing referrals

  • Obtain information from staff, volunteers, children or parents and carers who have child protection concerns and to record this information.
  • Assess the information quickly and carefully and ask for further information as appropriate. They should also consult with the Local Authority Designated Officer (LADO – see appendix A).
  • They should also consult with London Borough of Bexley Children’s Social Care (includes the Disabled Children Services) or Safeguarding Children Service to clarify any doubts or worries 
  • Refer all cases of suspected abuse to the local authority children’s social care and: the Designated Officer for all cases which concern a staff member. (this will be with the Headteacher – who is the case manager in these cases)

    Disclosure and Barring Service (cases where a person is dismissed or left due to risk/harm to a child); and/or

    Police (cases where a crime may have been committed).

  • The referral should be made to Children’s Social Care in which the child lives, e.g. if a child lives in another borough, the referral needs to be made to the Children’s Social Care Department in that borough. In Bexley referrals are made to the Children’s Social Care department. If the child is disabled, the referral should be made to the Disabled Children Service.
  • A telephone referral should be made and confirmed in writing using an inter-agency referral form (available on the school portal or through the London Borough of Bexley or LSCB websites) within 48 hours.
  • When making a referral, the designated teacher should keep a written record of:
    • Discussions with child
    • Discussions with parent/s (where appropriate)
    • Discussions with staff
    • Information provided to Children’s Social Care
    • Advice given and decisions taken (clearly timed, dated and signed).
  • Children’s Social Care should acknowledge the referral within one working day and should be contacted if no acknowledgement has been received within 3 working days.
  • Following referral, Children’s Social Care should, within one working day, consider the next course of action, record their decision in writing and notify the Designated Teacher. 
  • Liaise with the Headteacher or principal to inform him or her of issues especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations.
  • Act as a source of support, advice and expertise to staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies.
  • Liaise with the Virtual School headteacher regarding any looked after children.


  • DSL should attend appropriate training carried out every two years, with an annual update, and:

Understand the assessment process for providing early help and intervention, for example through locally agreed common and shared assessment processes such as early help assessments.

Have a working knowledge of how local authorities conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so.

Ensure each member of staff has access to and understands the school’s or college’s child protection policy and procedures, especially new and part time staff.

Be alert to the specific needs of children in need, those with special educational needs and young carers.

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

Obtain access to resources and attend any relevant or refresher training courses.

Encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, in any measures the school or college may put in place to protect them.

Raising Awareness

  • The designated safeguarding lead should ensure the school or college’s policies are known and used appropriately:

Ensure the school or college’s child protection policy is reviewed annually and the procedures and implementation are updated and reviewed regularly, and work with governing bodies or proprietors regarding this.

Ensure the child protection policy is available publicly and parents are aware of the fact that referrals about suspected abuse or neglect may be made and the role of the school or college in this.

Link with the local LSCB to make sure staff are aware of training opportunities and the latest local policies on safeguarding.

Where children leave the school or college ensure their child protection file is transferred to the new school or college as soon as possible. This should be transferred separately from the main pupil file, ensuring secure transit and confirmation of receipt should be obtained.

  • The deputy DSL(s) is appropriately trained and, in the absence of the designated lead, carries out those functions necessary to ensure the ongoing safety and protection of pupils. In the event of the long-term absence of the designated lead, the deputy will assume all of the functions above.

The Headteacher:

  • ensures that the child protection policy and code of conduct are implemented and followed by all staff
  • allocates sufficient time, training, support and resources, including cover arrangements when necessary, to enable the DSL and deputy to carry out their roles effectively, including the assessment of pupils and attendance at strategy discussions and other necessary meetings
  • ensures that all staff feel able to raise concerns about poor or unsafe practice and that such concerns are handled sensitively and in accordance with the whistle blowing procedures
  • ensures that pupils are provided with opportunities throughout the curriculum to learn about safeguarding, including keeping themselves safe online
  • liaises with the Designated Officer where an allegation is made against a member of staff
  • ensures that anyone who has harmed or may pose a risk to a child is referred to the Disclosure and Barring Service.

The Governing Body ensures that the school:

  • Creates a culture where the welfare of students is paramount and staff feel confident to challenge over any concerns.
  • Complies with their duties under legislation - including the Prevent Duty 2015.
  • Contributes to interagency working and plans.
  • Has a nominated governor (usually the chair) who liaises with the Designated Officer in the event of an allegation being made against the head teacher.
  • Has an effective safeguarding policy (updated annually and on website) as well as staff behaviour policy and both are provided to and followed by all staff.
  • Has an appropriate response to children who go missing from education and inform and report to the Local Authority when required.
  • Appoints a DSL who is a member of the senior leadership team, trained every 2 years, and that the responsibilities are explicit in the role holder’s job description. The DSL should be given time, funding and training to support this. There should always be cover for this role.
  • Has considered how children are taught about safeguarding – PSHE/SRE.
  • Has evidence of the child voice and that there are systems in place for feedback and pupils views.
  • Appoints a designated Looked After Children LAC teacher and ensures appropriate training. Ensure staff have awareness of this group and their needs including contact arrangements.
  • Have procedures for dealing with allegations of abuse made against members of staff including allegations made against the Headteacher and allegations against other children. Procedures are in place for referral to the DBS disclosure and barring service.
  • Has safer recruitment procedures that include statutory checks on staff suitability to work with children and ensures recording of this. Ensures volunteers are appropriately supervised. Ensures at least one person on appointment panel is safer recruitment trained.
  • Develops a training strategy that ensures all staff, including site staff and the Headteacher, receive information about the school’s safeguarding arrangements on induction and appropriate child protection training, which is regularly updated in line with any requirements of the LSCB.


Responding to Allegations of abuse against another pupil

After a child has disclosed abuse by another child (with particular reference to sexually harmful behaviour), the designated teacher should make a referral to Children’s Social Care in line with the ‘London Child Protection Procedure’. This is also the case when there is a suspicion or an allegation of a child: 

  • Having been seriously physically abused or being likely to seriously physically abuse another child;
  • Having been seriously emotionally abused or being likely to seriously emotionally abuse another child;
  • Having harmed another child.

Concerns relating to a member of the school staff or other person in a position of trust:

      • If the suspicions in any way involve a member of staff, the matter needs to be brought to the attention of the Designated Teacher for Child Protection immediately who will act in accordance with procedures issued to all schools by the Local Authority Designated Officer (LADO). If the suspicion involves the Head teacher, advice needs to be sought from the LADO and the Chair of the Governing Body is to be informed immediately.


      • The Head teacher or designated deputy Head teacher will attend any Position of Trust/Strategy Meetings relating to allegations against staff.


      • The Sexual Offences (Amendment) Act 2000 established a criminal offence of the abuse of trust affecting teachers and others who are in a relationship of trust with 16-18 year olds. A relationship of trust is one where a teacher, member of education staff or volunteer is in a position of power or influence over a pupil or student by virtue of the work or nature of the activity being undertaken.


      • The legislation is intended to protect young people in education who are over the age of consent but under 18 years of age. ‘Grooming’ a child or young person under 18 with a view to a future sexual relationship may also be an offence in this context.


      • The principle of equality embedded in the legislation applies irrespective of sexual orientation: neither homosexual nor heterosexual relationships are acceptable within a position of trust. Any concern raised by a parent, child or young person will be listened to and taken seriously.

Responding to Allegations of abuse against a member of staff, other worker or volunteer

The Bexley LSCB procedures on allegations against school staff, other workers or volunteers will be followed in all such cases. It is available on the school portal and the Bexley LSCB website.


Recruitment and appointment of workers and volunteers

 In recruiting and appointing workers, we, Hook Lane Primary School, will follow the guidance in "Keeping Children Safe in Education 2015" together with following Bexley HR Service, Recruitment and selection guide for schools.  A summary of pertinent points follows:

  •  At least one member of the recruiting panel will have Safer Recruitment training.
  • Identifying the tasks and responsibilities involved and the type of person most suitable for the job.
  • Draw up the Selection criteria and put together a list of essential and desirable qualifications, skills and experience.
  • All applicants should apply in writing and their application will cover their personal details, previous and current work/volunteering experience.
  • We will make sure that we measure the application against the selection criteria
  • All applicants need to sign a declaration stating that there is no reason why they should be considered unsuitable to work with children. The Rehabilitation of Offenders Act (1974) requires that people applying for positions which give them” substantial, unsupervised access on a sustained or regular basis” to children under the age of 18 must declare all previous convictions which are then subject to police checks. They can then only be offered a job subject to a successful police check. This includes potential employees, volunteers and self-employed people such as sports coaches. They are also required to declare any pending case against them. It is important that your applicant in this particular category understands that all information will be dealt with confidentially and will not be used against them unfairly.
  • We will ask for photographic evidence to confirm the identity of the applicant e.g. their passport and proof of address.
  • We will request to see documentation of any qualifications detailed by the applicant.
  • We will always interview our candidates for a job.
  • We will request two written references from previous employers. We will ask the referee to also comment on their suitability for working with children. If necessary we will also try and follow up written references with a telephone call.
  • The same principles apply to ex-pupils who have been involved with the organisation and have become volunteers.
  • We will ensure that we are compliant with all the requirements of the new Disclosure and Barring Service.
  • When using supply teachers, the school will ensure that the agency has undertaken appropriate checks. The supply teacher will be asked to provide evidence before they start work in the form of two types of identification such as their photographic ID as well as a letter (from the agency). 
  • Contractors: we will check the identity of all contractors working on site and request checks where they work in regulated activity or are unsupervised.

In recruiting and appointing volunteers we at Hook Lane Primary School will be responsible for the following:

  • All volunteers will be asked to provide a brief written application confirming their details, experience, etc.
  • All volunteers will be interviewed.
  •   The school will comply with the new definition of regulated activity, supervised and “unsupervised” as of September 2012. As such, at the discretion of the head teacher and the activities engaged in, volunteers will have to undergo enhanced DBS checks if they will be in regulated activity and may be unsupervised at any time;

The school will continue to carry out an enhanced DBS check whenever necessary and possible.

  • Whenever possible a volunteer should be asked for references.  It is acknowledged that this may not be from an employer but can be a personal reference.
  • All volunteers should receive an induction and be given clear written guidance on responsibilities, acceptable behaviour and limits to their role.
  •  The Protection of Freedoms Act 2012 has removed the requirement for schools to carry out a DBS check on governors simply because of their office. Governors who volunteer to work with children are also exempt from the requirement to hold an enhanced DBS disclosure certificate as long as they are appropriately supervised by a member of staff who has undergone such checks.


  • Further information regarding work experience students will be sought from their providers.


Supervisory arrangements for the management of Hook Lane Primary School out of school hours activities.


We will aim to protect children from abuse and our team members from false allegations by adopting the following guidelines in line with the school’s Safer Working Practices Policy and Code of Conduct:


  • We will keep a register of all children attending our activities.
  • We will keep a register of all staff / outside providers (both paid staff members and volunteers).
  • Where applicable, all clubs independent of the school must have their own child protection policy & procedure in line with the school's
  • The club will keep a register of all children attending the activities and give a copy to the school.
  • The club will keep a register of all team members (both paid staff members and volunteers) and ensure they are DBS checked and comply with new regulations as of September 2012.
  • Registers will include arrival and departure times.
  • Our team members will record any unusual events on the accident/incident form.
  • Written consent from a parent or guardian will be obtained for every child attending our activities.
  • Where possible staff / outside providers should not be alone with a child, although we recognise that there may be times when this may be necessary or helpful.
  • Staff / outside providers should not be alone in a closed room with a child.
  • Staff / outside providers may escort children to the toilet but they should not go into the toilets. They are not expected to be involved with toileting, unless the child has a special need that has been brought to our attention by the parent/guardian, and a procedure for this has been agreed.
  • Physical contact should be avoided unless required for the child’s safety and wellbeing or the safety and wellbeing of others. However our team members will be discouraged from this in circumstances where an adult or child are left alone.
  • All team members should treat all children with dignity and respect in attitude, language and actions.



Student who go missing on / off school site:

While students are in school, we have a responsibility for duty of care to the students and act in loco-parentis by taking steps that are reasonable to ensure their safety and well-being. While on school visit, younger students will wear wea easily identifiable clothing. All pupils will wear badges identifying the school and the school contact number. Procedures are in place if a student should go missing in / out of school (see appendix C).


Education of students through Spiritual, Moral, Social, and Cultural Development (SMSCD) and Assemblies:

Students are encouraged to safeguard themselves by being educated on drugs, alcohols, sex and relationships through SMSCD and Assemblies.


Additional Support Plans (Behaviour support):

This includes strategies that help to prevent safeguarding issues in school such as

  • Positive physical intervention when necessary
  • Behaviour interventions
  • Specific strategies for students who are allocated to a member of staff they can talk to about issues of concern or another professional preferably a counsellor that they can talk to.
  • Students with 1:1 Teaching Assistant support 


  • Management of Children with Child Protection Plan:
  • If a child is subject to a Child Protection Conference, the Designated Teacher will attend the conference to share any relevant information.
  • If the child has a Child Protection Plan, the Designated Teacher is responsible for ensuring that the school participates appropriately in the Child Protection Plan and attends all Core Group Meetings and Child Protection Conferences.
  • Information will be shared with staff on a need to know basis but key personnel working with child should have sufficient information to support them in their work with that child.
  • If a child with a Child Protection Plan has an unexplained absence from school for two or more consecutive days, the Designated Teacher will inform the Social Worker. At Hook Lane Primary School, we have a ‘Designated Teacher for Looked After Children’ who has appropriate training to promote the educational achievement of children who are looked after. The most common reason for children becoming looked after is as a result of abuse and/or neglect. Our staff and volunteers have the skills, knowledge and understanding necessary to keeping looked after children safe. In particular, we ensure that appropriate staff have the information they need in relation to a child’s looked after legal status (whether they are looked after under voluntary arrangements with consent of parents or on an interim or full care order) and contact arrangements with birth parents or those with parental responsibility.  A student who physically or sexually harass others may be excluded. 


  • Support and Training of staff and volunteers
  •  We at Hook Lane Primary School are committed to the provision of safeguarding training for all our team members. In addition to the basic safeguarding training, the Designated Teacher for Child Protection undertakes training in inter-agency working that is provided by the LSCB, and refresher training at annual intervals to keep his/her knowledge and skill up to date. 
  • All school staff receive safeguarding training on entry and annually thereafter.
  • Exclusions Policy:
  • The school will ensure appropriate alternative provision for any excluded children and will contact that provision to ensure the child is attending. Any children who are permanent excluded will be made known to the LA
  • Additional vulnerabilities of children with special educational needs
  • The school recognises that children with special educational needs face additional safeguarding challenges. These can include:
  • assumption that indicators of possible abuse such as behaviour, mood and injury relate to the child's disability
  • Children with SEN and disabilities can be disproportionately impacted by things like bullying without outwardly showing any signs and
  • communication barriers and difficulties overcoming these barriers.
  • SEN children are identified through liaison with outside agencies, early assessment, monitoring of progress, and teacher observation.
  • Children with SEN are carefully monitored - any concerns are logged in concern books and reported to DT to investigate further
  • Injuries are logged in the accident book as for other children
  • Any occurrence of physical handling interventions are logged on a team teach form. One copy is kept in the child's file and one kept by the AHT
  • More vulnerable children are supported in lunch club
  • Any possible incidents of bullying are fully investigated with follow up monitoring
  • Communication with parents is maintained through journals or by telephone. Resource provision children have daily logs to report back to parents and for parents to raise any concerns.
  • PECs, social skills groups are used for teaching resilience/emotional awareness and friendship skills
  • If a number of concerns or pattern starts to be noticed, a separate log book is kept on the child and other agencies contacted as appropriate
  • Where children need support with toileting, signed consent is obtained from the parent and two members of staff are always present
  • Additional vulnerabilities for ‘Looked After Children’
  • We have information about the child’s care arrangements and the levels of authority delegated to the carer by the authority looking after him/her. The ‘Designated Teacher for Child Protection’, through the ‘Designated Teacher for Looked After Children’, have details of the child’s social worker and the name of the virtual school head in the authority that looks after the child. 
    • Department of Education guidance says that the Designated Teacher should keep detailed, accurate, secure written records of referrals and concerns. These should be kept separately from academic records, in a confidential file stored in a secure cabinet, accessible only by appropriate senior staff members. They are exempt from records available for examination by parents or children unless subject to a court order.
    •  The school uses Bexley LSCB  chronological record for concerns 
    • If a child transfers to another school or other educational establishment, the Designated Teacher should forward the child protection file to a named person at the receiving school/establishment under separate cover from the academic records. The file should be marked confidential, to be opened by addressee only.’
    •  The Designated Teacher should retain a copy of the child protection file, which should be stored in a secure cabinet accessible only by appropriate senior staff members. Child Protection records about a pupil who has ceased to become of compulsory school age should be archived and catalogued.
    •       The referrer should confirm verbal and telephone referrals in writing within 48 hours, using the interagency referral form. 

Confidentiality We recognise that all matters relating to child protection are confidential.

  • The Head teacher or Designated Teacher will disclose personal information about a pupil to other members of staff on a ‘need-to-know’ basis only.
  • However, all staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.
  • All staff must be aware that they cannot promise a child to keep secrets which might compromise the child’s safety or well-being or that of another. 
  • Information Sharing 
  • When considering sharing information the staff will consider the seven golden rules: (Information sharing advice for practitioners providing safeguarding services to children, young people, parents and carers March 2015)
    1. Remember that the Data Protection Act is not a barrier to sharing information, it provides the framework.
    2. Be open & honest with the person from the outset about how information may be shared.
    3. Seek advice, do not fail to share information because you are unsure what to do.
    4. Share with consent where appropriate and respect the wishes of those who refuse consent unless you believe that there is a risk of harm to child if the information is not shared.
    5. Consider safety and well-being of the child and base information sharing decisions on this.
    6. Ensure all information shared is Necessary, Proportionate, Relevant, Accurate, Timely & Secure. Ensure any third party or hearsay information is identified and that you have consent to share it.
    7. Keep a record of your decision and reasons for it. Record what you have shared, with whom and the purpose. 
  • We will always undertake to share our intention to refer a child to Children’s Social Care with their parents /carers unless to do so could put the child at greater risk of harm, or impede a criminal investigation. If in doubt, we will consult with Bexley Safeguarding Children Service on this point. To better safeguard children, parents / carers will be asked to agree to an Information Sharing Protocol so that the school can liaise with other agencies involved. The school will also inform parents /carers (unless to do so could put the child at greater risk of harm), if their child is referred to another agency.

 Safer working practice for staff 

Interviewing Pupils Suggested protective measures to consider:

  •  All staff, male or female, should be aware of the potential risks (i.e. false allegations against staff) of interviewing a pupil alone, particularly if the pupil has an experience of sexual/emotional abuse.  Interviewing individual pupils is an integral part of our work and therefore staff should exercise their own professional judgement and a degree of caution in these situations.  All staff should try to ensure that they are not in a compromising position where allegations can be made against them.
  • Ask another person (teacher or pupil’s friend – as appropriate to the content) to sit in on the interview:
  • Sit in a room where it is possible to be observed through a window or glass-paneled door:
  • Do not close the door of the room, if you are not clearly visible from outside the room.


Transporting Pupils 

  • Situations may arise, which require a member of staff to transport a pupil.  Staff should be aware of the risks involved in this. When a pupil has to be transported, the teacher should  be accompanied by another colleague.  No staff should be alone with a pupil in this situation.

Use of Technology 

  • All staff in our school will use technology to support and promote the learning and welfare of the children. However certain safeguards should be remembered:
  • Mobile phones - Staff will NOT give any child their personal mobile phone number and will not contact the child on the child's mobile phone either by voicemail or by texting without the consent of the parent and in line with the school's policy in respect of use of mobiles. Staff should not use a mobile phone in the presence school pupils and pupil areas of the school site unless it is an emergency. In relation to photographs, staff must not use their personal mobile phone, camera (still or moving images) or other devices to take, edit or store images of children from this school. Staff will have an absolute commitment to seek advice from a senior manager about any situation that may be capable of being understood as inappropriate.
  • Staff will ensure Bluetooth is disabled when on school premises on all personal mobiles and laptops.
  • Communication by email should only be through the school's email system and personal emails must not be shared with children. Staff should not communicate with pupils through private email accounts, social networking sites, even on educational matters, but must use official email and networking sites sanctioned by the school. Staff should be extremely careful in their personal use of social networking sites and must not discuss school business or any issues relating to pupils.
  • Use of Internet: Staff will NOT access or expose children or young people to unsuitable material on the internet. Staff will ensure that they follow e-safety standards about access to and use of the internet and be mindful of the Teacher Standards. The Head teacher will have the final decision on whether a member of staff has behaved in an inappropriate or unprofessional manner.

 Examples of inappropriate conduct might include:

  • Participating in chat rooms with pupils,
  • Use of a social media site such as Facebook or Twitter to communicate with pupils,
  • Text-messaging,
  • The promotion of non-school activities such as outside clubs and organisations or
  • Sending emails that are not directly related to the pupil/teacher relationship and specifically relating to school business.


Use of Physical Intervention

  • It is important to allow children to do what they can for themselves, but depending on age and circumstances (i.e. a child who is hurt, who needs instruction in the use of a particular instrument/piece of equipment, safety issues such as the need to prevent a child hurting themselves, running into the road etc.), it may be necessary for some physical contact to take place.                                         
  • Section 93 of the Education and Inspections Act 2006 enables school staff to use ‘reasonable force’ to prevent a pupil from :

 committing any offence (or, for a pupil under the age of criminal responsibility, what would be an offence for an older pupil ) ;

  • causing personal injury to , or damage to the property of, any person

      (including the pupil himself ) ; or

  • prejudicing the maintenance of good order and discipline at the school or among any pupils receiving education at the school, whether during the teaching session or otherwise.


  • Team Teach is used where written consent has been gained from parents. Any use of physical intervention is logged. The school will make use of the powers to search pupils for items that the school deems as banned, inappropriate, a safeguarding risk or preventing the maintenance of good order and discipline, e.g. mobile phones.    
  • Most young people experience the internet and mobile phones as a positive, productive and creative part of their activities and development of their identities. However, issues of E-Safety do arise as some students use the technologies negatively.


E-Safety in Hook Lane Primary School

  •  In Hook Lane Primary School, we have a major responsibility to educate our pupils; teaching them the appropriate behaviours and critical thinking skills to enable them to remain both safe and legal when using the internet and related technologies, particularly social networking sites. It is also important to include parents as much as possible in this process given that children often have access to computers at home.


  • It is appropriate to take photographs of children to capture a curriculum activity or a celebration of school life using school equipment providing we have permission to do so from the parents. Staff must not however use their personal mobile phone, camera (still or moving images) or other devices to take, edit or store images of children from this school.


  • In Hook Lane Primary School, we have a robust filter for the internet and a system for monitoring computer usage, which takes screen shots if any word from our 'trigger' list is typed.  If a student is caught viewing inappropriate material on a computer or on their mobile phone via the School system during School hours, they will receive a serious sanction. However, out of School and particularly on mobile phones connected to the mobile networks, there is often no supervision, monitoring or filtering. 


  • Cyber-bullying is unfortunately another area which is growing rapidly. It is different from more traditional forms of bullying. Some students have 24 hour access to the internet or a mobile phone and so it can be hard to escape. The audience for the bullying can be potentially huge and comments and pictures are likely to stay online forever.

Site security

Visitors to the school are asked to sign in, if necessary show ID, and are given a badge, which confirms they have permission to be on site. Parents who are simply delivering or collecting their children do not need to sign in. All visitors are expected to enter through one entrance and observe the school’s safeguarding and health and safety regulations to ensure children in school are kept safe. The Headteacher will exercise professional judgement in determining whether any visitor should be escorted or supervised while on site.

 Extended School and Off-Site Arrangements

Where extended school activities are provided by and managed by the school, our own child protection policy and procedures apply. If other organisations provide services or activities on our site we will check that they have appropriate procedures in place, including safer recruitment procedures and clarify whose procedure is to be followed if there are concerns. There will be clear communication channels to ensure the DSL is kept appropriately informed.

When our pupils attend off-site activities, including day and residential visits and work related activities, we will risk assess and check that effective child protection arrangements are in place. We will clarify who’s procedures are to be followed, with the DSL kept appropriately informed.

If alternative providers are used we will ensure they have effective safeguarding in place, with the DSL kept appropriately informed.

Photography and Images

 The vast majority of people who take or view photographs or videos of children do so for entirely innocent and acceptable reasons. Sadly, some people abuse children through taking or using images, so we must ensure that we have some safeguards in place.

To protect pupils we will:

  • seek their consent for photographs to be taken or published (for example, on our website or in newspapers or publications)
  • seek parental consent
  • not use pupils full name with an image
  • ensure pupils are appropriately dressed
  • ensure that personal data is not shared.
  • store images appropriately, securely and for no longer than necessary.
  • only use school equipment, i.e. not personal devices.
  • encourage pupils to tell us if they are worried about any photographs that are taken of them.


Supporting the Pupil with a Child Protection Plan

  • The school will support pupils in accordance with his/her agreed child protection plan as required.
  • The school will notify any concerns about a child who has a child protection plan or is known to have an allocated social worker to the child’s social worker or in her/his absence the manager or a duty officer in the team.
  • We recognise that children who are abused or who witness violence may experience difficulties which impact on their 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 and the school ethos of valuing the pupil. 


  • Equality Statement Commitment of the Governing body of Hook Lane Primary School
  • Hook Lane Primary School is committed to promoting equality and prevent discrimination on the grounds of disability, ethnicity, gender, age, religion or belief and sexual orientation. 
  •   Whistle blowing Staff should be aware that children may feel unable to express concerns in an environment where staff fails to do so. All staff should therefore feel free to voice concerns about the attitude and actions of their colleagues in accordance with the Local Authority’s whistle blowing policy. The NSPCC Whistle blowing number is 0800 038 0285
  • Curriculum Through the curriculum, staff will raise pupils’ awareness and build their confidence and resilience so that they have a range of contacts and strategies to ensure their own protection and that of others, recognising that pupils need opportunities to develop the skills they need to stay safe from abuse.

The governors of Hook Lane Primary School are committed to safeguarding practices, which protect children from harm. This commitment is shared by the staff and volunteers of Hook Lane Primary School. We accept and recognise our responsibilities to develop awareness of the issues, which cause children harm.  We are supported by London Borough of Bexley in all child protection matters.

We have accepted this policy and will implement it.  As part of our commitment, we, the governing body of Hook Lane Primary School will ensure that this Safeguarding and Child Protection Policy is reviewed on an ‘annual’ and an ‘as and when necessary’ basis. We will also make child protection a standing agenda at all of our meetings and monitor this Policy by replying to reports, from the Head Teacher and staff, tabled at Full Governing Body meetings.

This policy should be given to all new employees and made freely available to all staff, parents and carers.


Confirmation of policy


School: Hook Lane Primary School


Date of  last review: 1st November 2016


Date to be reviewed: 1st November 2017




The role of the LA is set out in the HM Government guidance Working Together to Safeguard Children (2015). Section 11 outlines the procedures for managing allegations against people who work with children.

Bexley holds clear policies in line with those from the LSCB for dealing with allegations against people who work with children.

Such policies should make a clear distinction between an allegation, a concern about the quality of care or practice or a complaint. An allegation may relate to a person who works with children who has:

• behaved in a way that has harmed a child, or may have harmed a child;

• possibly committed a criminal offence against or related to a child; or

• behaved towards a child or children in a way that indicates they may pose a risk of harm to children.

 County level and unitary local authorities should ensure that allegations against people who work with children are not dealt with in isolation. Any action necessary to address corresponding welfare concerns in relation to the child or children involved should be taken without delay and in a coordinated manner.

Local authorities should, in addition, have designated a particular officer, or team of officers (either as part of multiagency arrangements or otherwise), to be involved in the management and oversight of allegations against people that work with children. Any such officer, or team of officers, should be sufficiently qualified and experienced to be able to fulfil this role effectively, for example qualified social workers. Any new appointments to such a role, other than current or former designated officers moving between local authorities, should be qualified social workers.

Arrangements should be put in place to ensure that any allegations about those who work with children are passed to the designated officer, or team of officers, without delay.

 Local authorities should put in place arrangements to provide advice and guidance on how to deal with allegations against people who work with children to employers and voluntary organisations. Local authorities should also ensure that there are appropriate arrangements in place to effectively liaise with the police and other agencies to monitor the progress of cases and ensure that they are dealt with as quickly as possible, consistent with a thorough and fair process.

 Employers and voluntary organisations should ensure that they have clear policies in place setting out the process, including timescales, for investigation and what support and advice will be available to individuals against whom allegations have been made. Any allegation against people who work with children should be reported immediately to a senior manager within the organisation. The designated officer, or team of officers,  should also be informed within one working day of all allegations that come to an employer’s attention or that are made directly to the police.

 If an organisation removes an individual (paid worker or unpaid volunteer) from work such as looking after children (or would have, had the person not left first) because the person poses a risk of harm to children, the organisation must make a referral to the Disclosure and Barring Service. It is an offence to fail to make a referral without good reason.

The service maintains a list of children subject to a child protection plan: thought to be at risk of significant harm in the borough, and works to ensure that child protection plans are made and implemented on their behalf.




In the case of concern about a child’s safety, wellbeing or abuse of a child


Telephone: 0203 045 5440

Fax: 0203 045 5445

Email: ChildrensDutyteam.admin@bexley.gov.uk


Telephone: 0203 045 3600

Fax: 0203 045 3891


Telephone: 020 3045 3266

Fax: 02030453891


Telephone: 020 3045 4125


Janine Wooster

Telephone: 01322356333


Michelle Pollard

Telephone: 07974184796 (9am – 5pm)


Telephone: 08088005000


Telephone: 0207 230 3700 (8am – 6pm) or calls outside these hours should be made to 999


In the case of allegations against staff


Telephone: 020 838 8259


Telephone: 0203 045 3266 / 07815584591




While students are in school, we have a responsibility for duty of care to the students and act in loco-parentis by taking steps that are reasonable to ensure safety and well-being.

  • If a student goes missing out of school, the following steps should be taken:
    • Gather other students together
    • Allocate staff to search immediate area and alert local security.

If a student is missing for more than 20 minutes,

  • Contact school to say which measures have been taken
  • Ensure that there is good two way communication established with a range of phone lines
  • Notify the police / security if a student continues to go missing,
  • Send other students accompanied by staff back to school (if possible), in bus / cabs asking school to send transport, and additional staff to help search.
  • School alert parents as soon as possible and keep them posted.
  • School alert London Borough of Bexley Deputy Director for Schools and Educational Improvement 
  • Set up link headquarters at school (i.e. Identify roles, rota for manning phones, making tea etc. preparing posters and alert transport police (bus and trains), taxi firms, local police, other police.
  • Try to secure radio and TV help.


Ensure all staff are aware of these procedures.

On outings, always take a mobile phone leaving the number of the phone you have taken with the school office.

Ensure that the school has the numbers of any other phones you have on the trip and make sure these are ON.

Do not hesitate to alert school when there is a problem.


  • If a student goes missing in school, the following steps should be taken:
    • Let the main office / Head Teacher know immediately.
    • One member of staff must go to the roadside to search
    • One member of staff must circumnavigate the grounds
    • One member of staff must search all rooms inside
    • Let all these people know when the student has been found
    • If the student remains missing, school should alert parents as soon as possible and keep them posted


Avoid any blame culture, celebrate the success of the mission when the student is found and learn from the investigation. Head Teacher evaluates what happened afterwards in order to learn from the situation and to satisfy ourselves that the best possible was done.


Chronological Record of Concerns in Relation a Child's Well-being or Safeguarding Issues



Reported By

Concern or Issue  

Is the concern considered to be safeguarding?

Discussed with Parent Yes/No



(see attached prompt list)


















































Issues to be considered when planning action:

  • Does the concern suggest harm or likelihood of harm? Seek Consultation or make referral to Children’s Social Care.
  • Is the child already known to Children Social care or another agency? Should this concern be shared with that agency?
  • Is this a ‘one-off’ incident or is there a history or pattern to the concerns?
  • Does the child have additional or related needs - does this increase vulnerability?
  • Should the issue be addressed directly with the child?
  • Is additional support or monitoring by the school indicated?
  • Should a CAF be convened?




Consider some of the points below to ensure that your child is using the fantastic new technologies available to them as safely as possible.

  1. Please consider employing the strict "safe search" setting on Google. For more information on this and further guides you could look at candp-s.com/familysafety - a website full of useful material and advice on Online Safety.
  2. Look into setting Parental Controls on a Windows Vista, Windows 7 or Mac computer to restrict specific web sites and also the time when the computer can be used.
  3. Mobile phones offer children an amazing amount of opportunity in what they look at and what they can text, including picture messaging. If your child has a smart phone, then please consider setting safe searches on Google and YouTube on these as well.
  4. Please take time to talk to your child about their use of the internet. It will be impossible and perhaps not even desirable to ban everything; indeed they are often much more able than us at using the computer! Education and dialogue are the only realistic ways to protect young people.
  5. Please encourage a balanced use of the computer and mobile phones- for example, setting expectations that computers are off at 10pm and phones aren't used at mealtimes or ½ hour before bedtime (and not once in bed!).


*How a parent/carer can ensure that their child’s online experience is safe.

  1. Learn - Find out more about online threats
  2. Talk - Discuss what your child should, and should not, do online and print off a copy of the Safe Internet Use Agreement - sign it and put it on the wall.
  3. Have fun - Enjoy some of the recommended sites by going online together (let your child show you how).
  4. Take action - Make searching on the internet safer by blocking pornography on Google and YouTube and get a healthy balance by setting time restrictions on your child’s computer.
  5. Care - Make each child’s computer use more comfortable – avoid posture problems by getting a laptop riser and separate keyboard and mouse and finally – encourage each child to learn to type.


*(Culled from www.candp-s.com/familysafety)