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REF |
ITEM |
RED |
AMBER |
GREEN |
RESOURCES |
Management of Policies and Procedures |
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Access to the appropriate policies is available through the setting’s website and the prospectus in accordance with government guidance ‘Statutory policies for schools and academy trusts’ For Early Years settings and Childminders - the setting's policies are shared with parents and carers and are available on request. |
RED The setting does not have a schedule of renewal and the most up to date policies are not available to the setting’s community. |
AMBER The setting has appropriate policies and procedures in place and is accessible to members of the setting’s community.
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GREEN The setting has a policy schedule in place. This is managed appropriately by senior leaders and the governing body as appropriate. Policies and procedures are accessible to the setting’s community, are up to date and reflect up to date national/local guidance. In all relevant policies there is explicit reference to the safeguarding duty placed upon the setting to promote the safety and wellbeing of learners. |
Education Settings Safeguarding Policies and National Guidance Checklist
Statutory policies for schools and academy trusts - GOV.UK (www.gov.uk) |
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All staff (including supply staff, volunteers, peripatetic staff, and governors) who work directly with children and young people have read and understood Keeping Children Safe in Education (most recently updated version):
Those who do not work directly with learners have the option of reading Annex A. |
RED Staff are expected to have read this independently and there are no records to indicate whether this has been completed. |
AMBER Staff are to have read this independently and there are records to indicate that they have signed to say they have read and understood the document. |
GREEN Governing bodies or equivalent and their senior leadership ensure that mechanisms are put in place to assist staff to understand and discharge their roles. This can include:
This is seen as more than a tick box exercise and is embedded into a safeguarding culture. |
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There is effective curation of the setting’s safeguarding and child protection policy.
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RED The policy is out of date, has not been reviewed at least on an annual basis nor when there has been an update in guidance and/or legislation. There are limited records on staff and governors reading the policy. |
AMBER There is evidence that all staff (including supply staff, volunteers, peripatetic staff) within the setting revisit systems which support safeguarding at least on an annual basis and has been ratified by the governing body (or equivalent). The policy is up to date with new iterations of statutory guidance (Keeping Children Safe in Education, Working Together to Safeguard Children, and for early years providers Early Years Foundation Standards). This includes adherence to statutory guidance Keeping Children Safe in Education (Part 2, Safeguarding policies and procedures). Opportunities have been provided for staff to contribute, feedback and shape safeguarding arrangements and the child protection policy. The setting’s response to child on child harm is set out clearly in this policy in line with Keeping Children Safe in Education (Part 2). |
GREEN There is evidence that the policy is updated at least annually and reflects changes and developments nationally and locally. The document reflects the setting’s own local processes and encompasses all of what is set out in the AMBER. The policy is a live document which is accessible and regularly used by staff to reflect the setting's own practices. The setting has referenced easy read/child friendly versions of the following commonly occurring issues:
The safeguarding and child protection policy is adequately cross referenced with other relevant policies and procedures. |
Keeping children safe in education - GOV.UK (www.gov.uk)
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There is effective curation of the setting’s behaviour policy.
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RED The policy is out of date, has not been reviewed at least on an annual basis nor when there has been an update in guidance and/or legislation. There are limited records on staff and governors reading the policy. |
AMBER There is evidence that all staff (including supply staff, volunteers, peripatetic staff) within the setting are aware of systems and processes around the management of learners’ behaviour. The policy includes measures to prevent bullying, including cyber bullying, prejudiced-based and discriminatory bullying. Responses to incidents of bullying should cross reference the safeguarding and child protection policy. The behaviour policy has been reviewed and updated to reflect the newest government guidance (see resources). |
GREEN The document reflects the setting’s own local processes and encompasses all of what is set out in the AMBER. The policy is a live document which is used and reflected in day to day practice. This policy has been communicated to all the setting’s community and is accessible and differentiated (displaying setting’s rules clearly in classes and around the building). Easy read/child friendly versions are available if requested. There is evidence that the policy is applied in conjunction with the safeguarding and child protection policy and reasonable adjustments are made for those with additional needs. The policy is contextualised to recognise systemic discrimination and resonates with the values set out in the Bristol One city Plan; Belonging strategy – Belonging in Education (and Belonging in the Beginning if Early Years) |
Creating a culture: a review of behaviour management in schools - Tom Bennett’s independent review on behaviour in schools Behaviour and discipline in schools - statutory guidance for governing bodies Respectful school communities: self-review and signposting tool Use of reasonable force in schools Working together to improve school attendance Searching, screening and confiscation at school Keeping children safe in education School suspensions and permanent exclusion Bristol’s Belonging Strategy for Children and Young People: Vision Statement 2021 – 2024
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There is effective curation of the staff behaviour policy, sometimes called a code of conduct (which should include low-level concerns, allegations against staff and whistleblowing procedures). |
RED The policy is out of date, has not been reviewed at least on an annual basis nor when there has been an update in guidance and/or legislation. There are limited records on staff and governors reading the policy. |
AMBER There is evidence that all staff (including supply staff, volunteers, peripatetic staff) within the setting are aware of systems and processes around expectations around professional practice, how to keep themselves safe and how to raise a concern about another member of staff. The document is reviewed at least on an annual basis. The policy has been updated to reflect the setting’s response to low level concerns in line with the newest iteration of Keeping Children Safe in Education.
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GREEN In addition to conditions set out in the AMBER; The setting’s policy is a live document which is implemented into practice and contributes towards a culture of safe working practice. There are mechanisms in place that allow the confidence to share concerns on a day-to-day basis and are effectively used. This includes:
The setting has further evidenced an open culture by reflecting organisational learning from responding to incidents. |
ldeveloping-and-implementing-a-low-level-concerns-policy.pdf (farrer.co.uk)
Staff code of conduct: model and examples | The Key Leaders (thekeysupport.com) |
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There is effective curation of the setting’s Attendance Policy and procedures. |
RED The setting does not have clear procedures for children who go missing from education that are reviewed at least on an annual basis. |
AMBER There is evidence that all staff (including supply staff, volunteers, peripatetic staff) within the setting are aware of the systems, processes, and procedures for managing children who go missing from education within the attendance policy. This is reviewed and revisited with all staff at least on an annual basis through training and CPD. The attendance policy has been reviewed and updated to reflect the newest government guidance (see resources). |
GREEN In addition to conditions set out in the AMBER; There is evidence that all staff understand what action should be taken when there are concerns around a learner with poor or non-attendance. There are clear and differentiated materials around the setting’s approach to improving attendance for the setting’s wider community (such as easy read versions for learners and parents).
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Children Missing Education - Statutory guidance for local authorities and advice for other groups on helping children who are missing education get back into it. Education for children with health needs who cannot attend school - Statutory guidance for local authorities and departmental advice for others ensuring children with health needs receive education. School Admissions Code - Statutory guidance that schools must follow when carrying out duties relating to school admissions. Working together to improve school attendance - Replaces School attendance: guidance for schools non-statutory guidance to help schools, trusts, governing bodies, and local authorities maintain high levels of school attendance. School behaviour and attendance: parental responsibility measures - Statutory guidance for schools, local authorities and the police on dealing with poor attendance and behaviour in schools. Local resources and guidance Children Missing Education BCC guidance and reporting form. Click here for the Local Authority Attendance Toolkit. |
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RED There is evidence to suggest that the setting’s responsibilities around safeguarding are dependent on one person. The statutory definition of safeguarding in policies has not been updated to include prevention of impairment of mental and physical health or development.
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AMBER There are explicit statements in relevant policies which are regularly reviewed regarding the joint ownership of the responsibility of safeguarding arrangements across the whole setting’s community. Staff can understand what safeguarding is (using the updated statutory definition) and their own role in safeguarding learners. The setting has taken steps to become a ‘trauma informed’ setting and is aware of the impact of the manifestation of trauma from adverse childhood experiences particularly when it comes to the management of behaviour. |
GREEN In addition to conditions set out in the AMBER; There is evidence of mechanisms and systems which encompass perceiving mental health presentation, SEND, behaviour, attainment, and attendance as intersectional, interrelated, and as a potential communication of a safeguarding concern (or unmet need). These connections are explicitly reflected in the setting’s policies and practice. For example, staff responsible for attendance, special educational needs and behaviour are part of the 'Safeguarding Team' or equivalent and regularly contributes towards supporting, identifying and responding to vulnerability/safety planning. |
Basic Safeguarding Awareness - To be completed by all education staff. |
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Safeguarding/Child Protection Procedures |
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All staff are aware of the procedures for making a referral for a timely response to keep children and adults safe. |
RED The setting’s processes and policy only allow for concerns to be escalated through a Designated Safeguarding Lead. Staff are unaware of how or unwilling to make a referral to Children's Social Care or call emergency services when a timely response is required or if they disagree with a decision made by the Designated Safeguarding Lead. |
AMBER All staff (including supply staff, volunteers, peripatetic staff) are competent about triaging concerns and can take timely responses to prevent harm. The safeguarding and child protection policy indicates when staff can and should make referrals/call emergency services if going through the Designated Safeguarding Lead would lead to a less timely response, or if they disagree with the decision not to make a referral. All staff (including supply staff, volunteers, peripatetic staff) are able to refer concerns to Children’s Social Care (First Response or other Local Authority equivalent), the Emergency Duty Team (out of hours) and Adult Social Care (Care Direct or other Local Authority equivalent) if required. This should include developing competence around being able to make decisions to contact emergency services via 999 when a child is at immediate risk of harm or requires urgent medical attention. |
GREEN In addition to conditions set out in the AMBER; The setting has a robust safeguarding team to provide accessible and timely advice and guidance. There is also an open non-judgemental culture where staff can openly disagree with decisions around whether to make a referral or not. There are mechanisms to facilitate staff to take timely action if required. This could include accessible posters in staff rooms (such as in the Local Authority’s model safeguarding/child protection policy). |
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The setting's safeguarding and child protection policy and procedures have been written in line with current Local Safeguarding Partnership (Keeping Bristol Safe Partnership in Bristol) and South West Child Protection Procedures. |
RED The safeguarding and child protection policy does not reflect local processes or services. |
AMBER The safeguarding and child protection policy has been adapted from a model policy and references local services and procedures. |
GREEN The safeguarding and child protection policy has been adapted and/or is aligned to the Local Authority/Local Safeguarding Partnership’s model safeguarding/child protection policy. The setting’s policy is bespoke and adapted to reflect the setting’s own local resourcing. |
Model Safeguarding Policies and procedures Bristol (bristolsafeguardingineducation.org) |
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Safeguarding Staff Training - Safeguarding Awareness |
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All staff members have received appropriate safeguarding training, at least annually, plus regular safeguarding updates as required to provide them with the skills and knowledge to safeguard children effectively. |
RED Not all staff receive refresher training at least on an annual basis. |
AMBER All staff (including supply staff, volunteers, peripatetic staff) receive annual safeguarding training once an academic year which repeats basic awareness content. Training includes how to keep children safe online for a connected world. |
GREEN In addition to conditions set out in the AMBER; Training is contemporary and covers topical issues that impact locally and nationally. Training and continuous professional development is effectively delivered throughout the academic year (to avoid frontloading) using a variety of different means which supports different learning styles. The setting uses online platforms such as the Local Authority Safer Schools App to ensure that knowledge is up to date and accessible. |
Bristol Safer Schools App (bristolsafeguardingineducation.org) Basic Safeguarding Awareness - To be completed by all education staff. |
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Staff have received basic safeguarding training at induction. |
RED All staff have not received basic safeguarding awareness training upon induction. |
AMBER All staff have received training on their induction highlighting basic safeguarding awareness. This has included understanding the difference between safeguarding and child protection, identifying neglect, physical abuse, sexual abuse, emotional abuse, and how to keep children safe online for a connected world. |
GREEN In addition to conditions set out in the AMBER; There are robust records to indicate whether staff have completed training or require it after a practice concern. Annual refreshers are provided to build on knowledge but allow for colleagues to reflect to whether they need to repeat basic awareness content again. The setting can provide and gain access to basic awareness training for staff who may require repeat training. The setting uses online platforms such as the Local Authority Safer Schools App to ensure that knowledge is up to date and accessible. |
Bristol Safer Schools App (bristolsafeguardingineducation.org) Basic Safeguarding Awareness - To be completed by all education staff. |
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The setting has effectively engaged with local training to ensure adherence to local procedures around a variety of safeguarding topics set out by the Local Safeguarding Partnership and statutory guidance. |
RED The setting does not engage with local training and has limited awareness of procedures set out by the Local Safeguarding Partnership. There is limited knowledge around topical safeguarding issues as set out in Annex B of Keeping Children Safe in Education. |
AMBER The setting’s Designated Safeguarding Lead has undertaken local training around a range of specific safeguarding topics outlined in Annex B of Keeping Children Safe in Education. The Designated Safeguarding Lead provides advice and guidance in their setting if required. |
GREEN The setting has developed a sustainable knowledge base and ensured that specialist training is not isolated in one post or position (development of safeguarding champions as subject matter experts). Those who have attended training have the time and capacity to cascade knowledge to the school community, coordinating with safeguarding on the curriculum to contribute towards sustainable knowledge. Knowledge of topical issues are updated at least on a 3-yearly basis through Continuing Professional Development (CPD)/networks, reading and research. |
Bristol Safeguarding in Education Training schedule Keeping children safe in education - GOV.UK (www.gov.uk) Welcome to the Keeping Bristol Safe Partnership website. Training (bristolsafeguarding.org)
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All staff have received awareness training in specialist topics which reflect statutory multi-agency guidance (Female Genital Mutilation, Forced Marriage and Domestic Abuse). |
RED The setting does not have anyone trained in all these topics. |
AMBER The setting has at least one member of staff who has attended additional training and CPD around all three topics. This member of staff has authority and capacity to effect change and to ensure compliance with statutory expectations set out in the documents. |
GREEN In addition to conditions set out in the AMBER ; The setting has developed a sustainable knowledge base (through use of subject matter leads/champions) and all staff have a basic awareness of these topics. Knowledge is updated at least on a 3-yearly basis through CPD/networks, reading and research. Those who have attended training have the time, authority, and capacity to cascade knowledge to the setting’s community, coordinating with safeguarding on the curriculum. |
Multi-agency statutory guidance on female genital mutilation - GOV.UK (www.gov.uk)
The right to choose: government guidance on forced marriage - GOV.UK (www.gov.uk)
Domestic Abuse Act 2021 - GOV.UK (www.gov.uk) Information and resources: So-called ‘honour’-based abuse (including Female Genital Mutilation and Forced Marriage) & domestic abuse.
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All staff have received training on sexual violence and sexual harassment in line with duties and expectations within statutory guidance Keeping Children Safe in Education. |
RED The setting has not provided additional training for all members of staff to be able to recognise and respond to incidents of child on child harm. |
AMBER All members of staff have had training around sexual violence and sexual harassment and how this relates to the setting’s safeguarding and child protection policy and procedures for responding to child on child harm. |
GREEN The setting has a member of staff who has undertaken additional CPD/training and has been able to cascade learning to all members of staff. The setting has ensured that those colleagues who have responsibility for safeguarding, special educational needs and disability and managing behaviour have:
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Keeping children safe in education - GOV.UK (www.gov.uk) Information and resources: CPD: Brook Sexual Behaviours Traffic Light Tool (RSE) Course |
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All staff have undergone Prevent awareness training with regular annual updates to refresh knowledge. |
RED The setting has not provided training opportunities for every member of staff to identify learners at risk of extremist ideology and radicalisation. |
AMBER The setting has provided training historically to all members of staff through a whole school programme (Workshop to Raise Awareness of Prevent - WRAP, or access to the Home Office E-learning). There is limited evidence that this has been refreshed at least on an annual basis. |
GREEN In addition to conditions set out in the AMBER ; The setting provides at least annual updates on Prevent to reflect local and national considerations. Topics are informed by the setting’s Prevent self-assessment to ensure relevancy and application to setting’s community and cohort of learners. This is integrated within the wider development and effectiveness of the setting’s safeguarding culture. |
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Managing safeguarding on the curriculum |
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The setting has a policy which sets out its position on teaching about safeguarding on the curriculum. For Early Years this policy promotes respect for personal boundaries and age-appropriate intimate care, children's sense of identity, self-worth.
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RED The setting does not have a policy that covers safeguarding on the curriculum (or differentiated for early years) that is reviewed on an annual basis (Relationship and sex education, Personal, Social, health and economic) . |
AMBER The setting has a policy regarding teaching safeguarding on the curriculum (or differentiated for early years) that is reviewed on an annual basis. The policy covers teaching about online safety. The setting has appointed a RSHE/PSHE lead who has reviewed the curriculum in line with statutory guidance Relationships and Sex Education (RSE) and Health Education, or the Early Years foundation stage (EYFS) statutory framework (for early years settings)
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GREEN In addition to conditions set out in the AMBER ; The setting’s policy, since 2020, has been co-constructed with the setting’s community to incorporate duties from the statutory guidance. This includes:
The setting’s RSHE/PSHE lead is (at least) an extended member of the setting’s safeguarding team and can ensure that practice around teaching about safeguarding on the curriculum can respond to emerging need. The policy can account for the need for a personalised or contextualised approach for the needs of more vulnerable children, victims of abuse and some learners with special educational needs and disabilities. |
Relationships and sex education (RSE) and health education - GOV.UK (www.gov.uk) |
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The setting has reviewed the curriculum against the principles of the teaching of protected characteristics. |
RED The setting has not reviewed the teaching of the protected characteristics.
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AMBER The setting has reviewed the teaching of the protected characteristics and taken measurable actions to implement changes.
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GREEN There are mechanisms to ensure curriculum delivery is responsive to the needs of the setting’s community by reviewing localised data (e.g., healthy schools’ data, pupil voice, safeguarding trends, parent/carer consultations). The curriculum is planned and delivered so that learners develop age-appropriate knowledge and understanding around respect for all people during their time at the setting. |
Inspecting teaching of the protected characteristics in schools - GOV.UK (www.gov.uk)
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Learning opportunities are provided for learners to consider risk in different situations and explore strategies for keeping safe. Children who are unable to share concerns (e.g. babies, those who are non-verbal or have additional learning needs) are given the opportunity to form strong attachments with those who care for them through effective care and through implementation of a key worker system. |
RED time is not protected on the setting’s timetable to support all learners consistently to develop understanding of the importance of keeping safe, or to build trusting relationships with the setting’s staff. |
AMBER The setting can evidence protected time on the setting’s timetable to ensure learners are taught to make sense of their feelings, are listened to, and develop a sense of trust in adults whom they can turn to for help and advice. The setting has systems in place (which are well promoted, easily understood and easily accessible) for learners to confidently report worries, knowing their concerns will be treated seriously. The setting has systems in place for learners to report concerns anonymously. Action has been taken to build trusted relationships which facilitate communication. |
GREEN In addition to conditions set out in the AMBER ; The setting regularly revisits developing trusted relationships with adults throughout the academic year through a holistic RSHE/PSHE curriculum with protected time on the setting’s timetable. The effectiveness of the setting’s systems in place for learners to report concerns has been reviewed with learners through feedback. The Designated Safeguarding Lead/Safeguarding Team has taken measurable action to develop a culture of listening for learners and consider their wishes and feelings amongst all staff. This includes understanding any difficulties that learners may have in approaching staff about their circumstances. The setting uses data to identify current trends and concerns and can address these quickly to provide students with appropriate guidance and support to enable them to keep safe. |
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