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ITEM |
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AMBER |
GREEN |
RESOURCES |
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Individual safeguarding/child protection files are established once welfare concerns are recognised, and each file has a chronology at the front.
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RED There is inconsistent practice around the use and development of safeguarding/child protection files. There has been no evidence of quality assurance of the files. Files are securely stored, and only accessible to the Designated Safeguarding Lead. |
AMBER There is consistent practice around the use of and development of safeguarding/child protection files which are audited at least on an annual basis. These are managed within expectations from Annex C of Keeping Children Safe in Education. Files are stored securely and only accessible to members of the safeguarding team. There is a risk aversion to sharing information with staff adequately to safeguarding staff on a 'need to know basis'. |
GREEN There is evidence that the designated safeguarding lead regularly audits relevant records (safeguarding, behaviour, and attendance) for quality of recording and actions taken. Learning is shared with staff. Audits include reviewing:
These files remain effective as working documents to support the safeguarding of vulnerable children. Access to a child’s safeguarding file has been reviewed to consider that any appropriate members of staff who are actively involved in promoting the child's safety, welfare and educational outcomes (class teacher/tutor having full access within reason). Management of sensitive data is mitigated through a competent code of conduct. |
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The setting maintains a vulnerable children list.
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RED The setting does not have a vulnerable children list of children who may require additional support and monitoring. There may be multiple lists in a setting which do not correlate with each other. Children's with multiple needs maybe spoken about multiple times in different forums with minimal internal working together.
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AMBER The setting maintains a vulnerable children list that is RAG rated to ensure that the setting’s resources are appropriately assigned to those who require it. The list is reviewed during regular safeguarding meetings by the designated safeguarding lead (and deputies). This often is done with other professionals in the setting responsible for behaviour, attendance, and attainment. Relevant colleagues should have access to information for them to participate and contribute effectively. The designated safeguarding lead works with other staff to monitor and promote educational outcomes for those on the list. This is inline with their statutory duties under Annex C of Keeping Children Safe in Education. |
GREEN In addition to the conditions in the AMBER: The vulnerable children list is a live document. Cases are reviewed on a systemic basis based on need and requirement. The setting has resource to appropriately administrate the vulnerable children’s list, so it is accurate and actions are SMART. Relevant members of the safeguarding team review children systemically but at least on a termly basis (or more regularly as required) to inform practice. This is protected time which is separate and differentiated from strategic safeguarding meetings. Management of meetings involves cross referencing data around behaviour, attendance, and attainment to ensure that the setting can put in reasonable adjustments to ensure high aspirations around educational outcomes for vulnerable learners. The vulnerable children's list is for those who require early help, those who require a social worker, those who have been allocated a social worker and those who have just had a social worker.
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GREEN The setting has not reviewed its practice and does not transfer safeguarding/child protection files within 5 days of an in-year transfer or within the first 5 days of the start of a new term. After a learner has left the setting, records relating to that individual are not retained securely, in line with Local Authority guidance (in line with KBSP procedures) up until the learner’s 25th birthday. |
AMBER The setting has reviewed its transfer of safeguarding/child protection files within 5 days of an in-year transfer or within the first 5 days of the start of a new term. Where possible safeguarding/child protection files should be transferred separately from the main pupil file, ensuring secure transit, and confirmation of receipt should be obtained working in partnership with the receiving setting. If a child and family are open to children and family services a meeting is convened to handover (Multi-agency team around child/family meeting). If this is not possible a list of children who are currently open to children's social care is made to the next setting to enable the designated safeguarding lead to prioritise action. After a learner has left the setting, records relating to that individual are retained securely, in line with Local Authority guidance (in line with KBSP procedures) up until the learner’s 25th birthday. |
GREEN In addition to the conditions in the AMBER: Capacity has been considered, resourced, and protected to ensure the following: The setting has a schedule set up alongside the vulnerable children list to ensure timely information is shared with the next setting. Suitable resources have been put in place to ensure that transfer of files can happen within the statutory timescales. The most vulnerable cases are prioritised and there is evidence that additional information is shared with the new setting in advance of the learner leaving to help the new setting put in place the right support, aid a successful transition, to effectively safeguard the learner and enable them to thrive (meetings/visits with the new setting) Where possible any information shared in advance is done with consent from parents/carers and the child themselves (use of pupil passports). Where there are multiple children transferring to a setting, a transition meeting takes place to share relevant and salient information. |
Transfer of safeguarding files guidance and supporting documents.
Information sharing advice for safeguarding practitioners - GOV.UK (www.gov.uk) |
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Appropriate action is taken by the receiving setting to ensure support is in place for vulnerable learners. |
GREEN The setting stores and accesses the safeguarding/child protection file as and when new concerns are identified. This is generally accessed only by the Designated Safeguarding Lead (and deputies). The setting does not have records of enquiring about historical safeguarding/child protection file if a learner develops vulnerabilities. |
AMBER The safeguarding/child protection file is shared and accessed by key staff such as the Designated Safeguarding Leads and Special Educational Needs Co-ordinators (SENDCos) and other relevant staff are aware as required. Files are triaged. Staff at the new setting read and process files. Capacity may not be protected and activity is limited to members of the safeguarding team. The setting can evidence chasing previous settings where a safeguarding/child protection file has not been shared and there is suspected vulnerability. |
GREEN In addition to the conditions in the AMBER: Capacity has been considered, resourced, and protected to ensure the following:
Referrals are escalated to the Local Authority Safeguarding in Education Team if there is a deficit in practice. |
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RED Information about risk is curtailed/sanitised due to fear of placement commencing. Safeguarding information is withheld which can put the placement at risk and the safety of the child. The setting does not quality assure provisions for children on their school rolls. |
AMBER There is evidence to indicate that moving a child is done in the best interest of the child. Members of the senior leadership team and the designated safeguarding lead have read the Local Authority guidance about and protocol on the use of and commissioning of Alternative Learning Provision (available on the Bristol City Council Website). There is evidence that the setting has processes to ensure that the safeguarding team, SENDCo and/or behaviour lead work together to monitor the child's needs and placement. If a child has an Education Health and Care Plan, there is evidence that an emergency annual review is convened. There is a transition plan which ensures safety and mitigates risk. The setting only commissions from the Local Authority Alternative Provision framework and exercises its own quality assurance processes. |
GREEN In addition to conditions in the AMBER
Where a child remains on the setting’s roll.
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The setting has a process for effectively managing Police Safeguarding Notifications when they are received. |
RED The setting has not signed to receive police notifications and or signed up to have access to the Think Family Education App. The setting does not act upon receipt of a Police Safeguarding Notifications in a timely manner or check the Think Family Education App (on a daily basis). Knowledge of the scheme is limited to those members of staff receiving the notifications or have completed a briefing. |
AMBER The setting has a process for managing Police Safeguarding Notifications in a timely manner. For those settings who have access The designated safeguarding lead (and deputies) ensure that the notification is added to the children's safeguarding/child protection file. Information is shared and cascaded to those working with the child to ensure a trauma informed approach. Support for the child/family is provided where and when necessary. |
GREEN In addition to conditions in the AMBER The setting has reviewed capacity and resource to ensure that notifications are actioned on the day that they are received in line with the national Operation Encompass. There is evidence of support and safety planning involving relevant colleagues on receipt of a Police Safeguarding Notification and or an alert on the Think Family Education App (if accessed by the setting). This can include making reasonable adjustments for children. Notifications and the Think Family Education App is reviewed as part of case reviews/monitoring to help inform longer term support and intervention. If necessary timely referrals are made in line with the setting’s safeguarding/child protection policy if additional concerns are held by the setting (changes in behaviour, disclosure from the learner). |
Safeguarding Training for Education Sector colleagues (bristolsafeguardingineducation.org)
Think Family Education App - Sign up (bristolsafeguardingineducation.org) |
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The setting has processes, resources, and capacity to ensure that requests for information are completed and returned in a timely manner. These include (but not limited to):
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RED There is no process in place to ensure that requests are received and dealt with robustly. There is limited capacity to complete requests for information. Returns are not always met and or not within time limits.
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AMBER Requests for information are completed by the Designated Safeguarding Lead (and/or deputies). There is appropriate capacity and resource to complete requests for information (such as reports) and these are consistently returned within the expected time frames during term time. Information requests/reports are not consistently recorded on the child's safeguarding/child protection file. |
GREEN In addition to conditions in the AMBER The setting has robust processes to ensure that requests for information are appropriately triaged, delegated and quality assured by the Designated Safeguarding Lead (and/or deputies). The designated safeguarding lead has oversight over reports and quality assures the information requests. Reports are completed and shared with parents/carers where necessary and where it is safe to do so. Reasons for not sharing information with parents are justified in record keeping. Rotas are created and established to ensure adequate safeguarding cover during school holidays so education can always provide reports when requested. The setting has developed a generic safeguarding email account which is accessible for different member of the Safeguarding Staff to a sustained and continuous response. |
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Early years/non-mobile babies and learners with complex needs procedures |
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The setting’s safeguarding/child protection policy and procedures reflect a differentiation of process which reflects the need for the setting’s learners who are non-mobile and learners with complex needs (This includes consideration for children with limited mobility when considering the nuance of crawling, cruising, commando-crawling, and bum-shuffling babies).
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RED The setting’s policy or procedures do not reflect a differentiation of approach and understanding when dealing with children with additional needs that the children in the setting may have.
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AMBER The setting's Safeguarding/child protection policy contains additional information and procedures around injuries to non-mobile babies/children with complex needs and those with limited mobility. The policy and procedures are informed by wider procedures from the Local Safeguarding Partnership. If a child is at immediate risk of harm or requires immediate medical attention (if there is any bleeding from nose, ear, or mouth, or the child has any other serious injury) staff know to call an ambulance. For babies, Early Years settings should contact the on-call Community Paediatrician at the Bristol Royal Hospital for Children in the first instance if they notice a bruise or an injury to a non-mobile baby (even if the parent has a plausible explanation). Where appropriate a referral to children’s social care should be concurrently be made. There is evidence that the communication of need and bespoke care planning is robustly shared with staff who maybe working directly with the child. As required, the Designated Safeguarding Lead and other members of the safeguarding team have undertaken additional specialist training and know how to directly contact medical professionals for further advice and guidance. The setting has adequate levels of trained staff to ensure safely meeting the needs of children who may require additional support due to their vulnerability. |
GREEN In addition to the conditions in the amber: There is evidence that the designated safeguarding lead has commissioned any additional bespoke training for members of staff who work directly with learners who are non-mobile, have complex needs, and those with limited mobility. This is to ensure that staff can look for the signs of harm and how to respond to any injury (regardless to how minor it may seem). This is refreshed at least on an annual basis.
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Managing attendance (including children who are missing from education & pupils missing education) |
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The setting has an effective policy in place that promotes good attendance and reduces absences.
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RED The setting does not have an attendance policy nor procedures that have been written in accordance with local or national guidance. Any policy or procedure does not include the setting’s response for children who go missing from education. This policy has not been reviewed at least on an annual basis. |
AMBER The setting has a clear attendance policy to promote good attendance and punctuality. There are clear procedures around what actions the setting takes around children who go missing from education. The policy recognises that missed or poor attendance maybe indicative of a safeguarding concern and this should be read in conjunction with the setting's safeguarding/child protection policy. The attendance policy considers the safety of children and reflects practice to promote seeing the child where possible when they haven’t attended. This can include the use of home visits. These should be proportionate and bespoke to individual circumstances. The policy includes measures for recognising good/improved attendance, and that these are rewarded. The Attendance Lead (and/or the Designated Safeguarding Lead) has attended Local Authority training on children missing education and engages in the Local Authority School Attendance Networks.
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GREEN In addition to the conditions in the AMBER: The setting’s senior leadership team and governance have reviewed the attendance policy to be compliant with statutory guidance. This has been done at least on an annual basis and includes consideration of the guidance Working Together to improve School Attendance For statutory aged settings and/or where appropriate as good practice - relevant members of staff audit attendance practice to be complaint with statutory guidance and expectations. This is done on an annual basis. The senior leadership has reviewed the effectiveness of the setting's response of when poor attendance intersects with safeguarding concerns and proactive multi-agency/disciplinary responses are considered as part of an early help approach in line with national guidance.
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Working together to improve school attendance - GOV.UK (www.gov.uk) |
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The setting has a member of staff who has capacity and resource to oversee attendance. |
RED The setting does not have a protected Attendance Lead who has capacity and resource to ensure attendance measures are operationalised. Enforcement action is progressed with children of statutory school age with poor school attendance without welfare or family support being put in place. |
AMBER The setting has an Attendance Lead where attendance responsibilities are on top of other duties. Capacity may be impaired by additional duties – interventions may be short term. The setting has processes in place to make reasonable enquiries for pupils missing education (this can include first day calling, home visit) Vulnerable children are identified and prioritised for interventions for a welfarist approaches in partnership with the wider safeguarding team (implement strategies, signposting to support etc). When providing interventions and gaining evidence for possible enforcement action, approaches are differentiated with reasonable adjustments made for any identified additional needs/vulnerability (e.g, ensuring correspondences are understood by parents) |
GREEN in addition to the conditions in the AMBER: The setting's governance and leadership have reviewed appropriate resource and capacity for attendance work. This should be sustainable, continuity, and resilience for attendance work. There is a culture within the setting where attendance is seen as everybody’s business and resources are created to involve wider members of staff to promote good attendance (visual guides for staff). Staff have capacity to review attendance data and support with targeted intervention for those learners with poor attendance or who have emerging needs. Attendance leads have had or working towards being trained to designated safeguarding lead level and can consider contextual safeguarding approaches to understanding poor attendance. The setting’s enforcement actions have been updated and reviewed in line with guidance Working Together to improve School Attendance. |
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The setting can work in partnership with the Local Authorities for working with families who electively home educate. |
RED There is no evidence that the setting scrutinise cases where a child has left the setting due to elective home education in terms of potential safeguarding considerations. The setting does not follow national or local guidance when a child has left due to elective home education. |
AMBER The attendance and designated safeguarding lead are familiar and mindful of statutory and non-statutory national and local guidance. There is evidence that the setting notifies the appropriate Local Authority team. Whilst the setting should not seek to prevent parents from education outside the school system, information is provided around the impact this will have on the child. There is evidence that when a parent/carer has expressed their intention to remove a child from the setting who has SEND, is vulnerable, and/or has a Social Worker, that the LA, setting, and other key professionals work together to coordinate a meeting with the parent/carer where possible before a final decision has been made, to ensure the parent/carer has considered what is in the best interests of each child. |
GREEN In addition to the conditions in the AMBER,
The designated safeguarding lead, attendance lead, and an appropriate member of the governing body, routinely reviews practice around cases of elective home education. There is evidence that the setting has reviewed parent/carers’s choices to educate their children at home. If there are reasons for home education related to a reported deficit in the setting’s practice (i.e. unresolved child on child harm, lack of suitable provision for SEND provision, dissatisfaction with the setting’s behaviour policy) due diligence and learning is made to review practice on a strategic basis. |
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There is evidence that any learners on reduced timetables have arrangements that keep them safe. |
RED Children on reduced timetables have not had their welfare/safeguarding needs identified. There is limited evidence that arrangements have end dates and plans to attempt reiteration or progression of education assessments.
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AMBER There is evidence that when a setting has placed a child on a temporary reduced timetable that this is done the child’s best interests – this includes:
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GREEN In addition to the conditions of the AMBER: There is evidence that governance and leadership regularly scrutinise the attendance of children on a temporary reduced timetable are regularly monitored, reviewed, and information recorded on SIMS (or other Management Information System) using standard national coding. Leadership and governance ensure that the setting monitors outcomes of the intervention are evaluated and demonstrate that these are having a positive impact. There is evidence that the setting’s Designated Safeguarding Lead (and deputies) has mechanisms to ensure that learners taught offsite are safeguarded to the same standard as a learner taught onsite. If necessary reasonable adjustments should be made.
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The setting can act to safeguarding learners who are likely to become NEET (not in education, employment, or training). |
RED The setting does not have processes in place to ensure that children at risk of becoming Not in Education, Employment or Training (NEET) are referred early into the Post 16 Participation Team or the Pathway to Independence Team if vulnerabilities are evidenced. There is limited knowledge about services and support that is available to children post 16. |
AMBER The setting provides access to or can signpost to careers advice and guidance to all children and encourages participation. If a secondary setting, processes are in place that can identify children who are likely to become NEET. Referrals are considered to the Post 16 Participation Team or the Pathway to Independence Team if vulnerabilities are evidenced. This is with consent from the child and their parents/carers to ensure that support can be accessed before the end of year 11 and/or when there are concerns of disengagement at post 16 stage.
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GREEN In addition to conditions in the AMBER: The setting can evidence measures to monitor the educational outcomes of vulnerable learners and can identify children who are likely to become NEET. There is evidence of attempts to re-engage children who they anticipate of being at risk of becoming NEET through appropriate safeguarding and pastoral support. There is evidence that proactive action is taken with consent from children and their families to refer into support for those learners at risk of becoming NEET (consultation with the Local Authority teams and voluntary sector agencies.)
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Exclusions, suspensions and pupil movement. |
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The setting has processes and procedures to ensure that safeguarding and welfare are priority considerations when a child is at risk of suspensions, exclusions and or pupil movement. |
RED The setting’s behaviour policy (or equivalent) has not been reviewed since national guidance has been updated in May 2023. There is limited evidence that early intervention is used to address any causes of disruptive behaviour – this includes whether appropriate provision is in place to support any Special Educational needs or disability, mental health, or familial problems. Duties around managing suspensions and exclusions are delegated to other members of the senior leadership team without appropriate supervision of the headteacher/principal. |
AMBER The setting is compliant with local and nation guidance. This has been reviewed to include newest iterations of and have reflected changes updates in statutory guidance since September 2023.
The setting has processes and practices which ensure that safeguarding of learners is a priority consideration if a child is at risk of suspension and or exclusion. The headteacher/principal has oversight of decisions made.
The Bristol Inclusion Surgery have been consulted where there are concerns about risk of exclusion or suspensions for children. |
GREEN In addition to the conditions in the AMBER There is evidence that the setting’s governing body, senior leadership team, and the designated safeguarding lead systemically reviews the effectiveness of safeguarding arrangements for cases of suspension and exclusion. Any deficits are rectified in a timely manner. Evidence of proactive identification and preventative intervention should be demonstrated to show proportionate responses. Work has been evidenced to review whole setting data on protected characteristics against the setting's interventions to ensure that anti-discriminatory and anti-oppressive practice is undertaken across the whole setting and community. Updates to the Public Sector Equality Duty objectives are amended as necessary.
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School suspensions and permanent exclusions - GOV.UK (www.gov.uk)
Behaviour in schools - GOV.UK (www.gov.uk)
Searching, screening and confiscation at school - GOV.UK (www.gov.uk)
One City Strategies - Bristol One City - Bristol’s Belonging Strategy for Children and Young People - Belonging in Education (bristolonecity.com)
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The setting supports the welfare and education outcomes for learners during and after an exclusion or suspension. |
RED The setting has ceased their involvement and renounced responsibility to safeguard to the Local Authority. Or, there is no evidence to indicate that children have been offered emotional support and academic work provided (that has been marked) when they have been suspended or excluded. Disengagement by the child or family is cited as a reason by the setting to not provide support.
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AMBER For all cases where a child has been suspended or excluded - The setting has proactively works together with the family and other professionals to ensure the safety of the child:
Work is provided and marked to cover all curriculum areas missed to support further disruption to a child's educational outcomes. Where possible remote education is considered. Attendance is monitored with greater scrutiny by members of the senior leadership team. There is evidence that the setting continues to support multi-agency support Following the sixth day of :
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GREEN In addition to the conditions in the AMBER: There is evidence that the setting monitors the welfare daily with parents/carers – and if appropriate the child themselves to promote a sense of belonging (e.g, phone calls, face to face or virtual meetings). The setting’s policies and practice guarantee that the arrangement of reintegration meetings do not delay the pupil returning to the setting following a fixed term exclusion. There is evidence that the governing body, senior leadership team, and the designated safeguarding lead review /audit cases of suspensions and exclusions to ensure:
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The setting has robust safeguarding practice when using managed moves or offsite directions. |
RED There is limited evidence so suggest that arrangements have been made in the best interest of the child. There is limited evidence to suggest that arrangements have been implemented to improve future behaviour and not as a sanction or punishment for past misconduct. There is limited evidence that the designated safeguarding lead has been involved and consulted with the arrangement. |
AMBER The work of pupil movement is underpinned by national and local guidance. In particular - resonating with the Local Safeguarding Partnership’s Bristol Belonging strategy and attempts are made to mitigate the feeling of exclusion. There is evidence that the designated safeguarding lead or member of the Safeguarding Team have led a discussion and assessment of need to ensure safety and welfare are paramount considerations. There is evidence that arrangements are made in partnership with parents/carers as a form of supportive intervention. Parents are provided with a clear agreement of who is responsible for support during period of the arrangement and how to contact them. There is evidence of suitable planning between settings (and involved professionals), with clear time scales, to ensure a child isn’t further put at harm physically or emotionally. This should include:
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GREEN In addition to the conditions in the AMBER: There is evidence that the setting facilitates a physical introduction with the child on the first day of attendance at a new provision. Action is evidenced to monitor the successful educational outcomes of a child – that agreed targets are being met with reasonable adjustments being made to consider the trauma the child has/may experience. The setting’s governance, senior leadership team and designated safeguarding lead audits and reviews records around these arrangements to ensure that they are compliant with the Equality Act and Human Rights Act. Discourse analysis is made to identify whether decisions are made in the best interest of the child (or not). There is evidence that extra familial harm is assessed and considered explicitly to ensure that children will remain safe travelling to and whilst present in their intended destination. Contextual safeguarding should consider at the very least: setting, neighbourhood, and peer group. |
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Children in care, children who have been previously looked after, and children in private fostering arrangements |
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The setting has appointed a Designated Teacher/ Person for children in care who has read and ensures that the setting is compliant with statutory guidance Designated teacher for looked after children (2018) and Promoting the education of looked-after children (2018). |
RED The setting does not have a dedicated designated teacher who has read and is compliant with the statutory guidance. Children in care (including Children who have been previously looked after) do not consistently have protected resource and processes to monitor their educational outcomes in partnership with the Local Authority virtual school. or Designated teachers are in place, but do not have authority to delegate duties to other members of staff. The Designated Safeguarding Lead does not have oversight. |
AMBER The setting has appropriate levels of resource to ensure that the designated teacher is able to monitor the educational outcomes for children in care and children who have previously been looked after. The designated teacher is supported by the designated safeguarding lead and has appropriate levels of training for them to carry their roles effectively. This must include engagement with the Local Authority virtual school (training/networks) to ensure that local procedures are adhered to. Designated safeguarding leads have oversight of Personal Education Plans (PEP), and other statutory reviews in line with their statutory duties. |
GREEN In addition to the conditions in the AMBER: The setting has measures to identify children who have previously been looked after as part of their admissions and or home school agreement. This is done sensitively and in line with Data Protection legislation. Robust consideration of ongoing support is provided for kinship carers and those who have been previously looked after. The setting has reviewed and considered appropriate resource, capacity to do the role. The designated teacher is a member of the safeguarding team and trained to DSL level. They’re expertise are utilised to promote the educational outcomes for children with a social worker. |
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The designated safeguarding lead and safeguarding team are able identify and undertake appropriate enquiries to determine whether a learner maybe privately fostered and make referrals to children's social care for a statutory assessment. This must be to the Local Authority to which the child is currently habitually resident. |
RED The setting does not have any colleagues trained to understand the legislation and professional duties around children who are privately fostered. The setting has limited systems to identify and respond to meeting the needs of children who are privately fostered. |
AMBER The designated safeguarding lead and safeguarding members of staff are able to identify and assess whether a referral to Childrens social care is required. Designated Safeguarding Lead and the safeguarding team undertaken addition training about children in the family court system and have read/able to use the guidance Parental responsibility: guide for schools and local authorities - GOV.UK (www.gov.uk) Children who are privately fostered are identified as vulnerable and are provided early help support along side any reasonable adjustments that are required in their day to day provision. Where appropriate both parents and carers are signposted to additional support where appropriate. There are clear agreements in place around agreed decision making between parents/carers and those with parental responsibility.
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GREEN In addition to the conditions in the AMBER: The setting has evidence of effective mechanisms to proactively identify and respond to the needs of children who are identified as privately fostered. (admissions process, awareness raising through all staff training) The support for children in care with regards to reviewing educational outcomes is replicated for children who are privately fostered:
The setting is able to consider access to additional resource and support which isn’t afforded to kinship/private foster carers. |
Children Act 1989: private fostering - GOV.UK (www.gov.uk)
The Fostering Foundation - Home
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Young Carers - Please note that some options may not be relevant to certain settings; please select N/A if this is the case: |
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The setting has systems in place to proactively identify young carers or learners who may be looked after by young carers, or learners who may be at risk of becoming young carers. |
RED The setting does not have effective systems in place to identify or support children who are young carers. The only way a child is identified as a carer is that is through self-disclosure and or notification through parents/carers or an involved professional.
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AMBER The setting's designated safeguarding lead and safeguarding staff have a basic awareness of young carers, the support available to them, and their right to a statutory assessment. The setting proactively and meaningfully raises the awareness of young carers through staff training and on the curriculum. The setting uses professional curiosity when reviewing educational outcomes (attendance/behaviour/academic attainment) to trigger sensitive enquiries into whether a child could be a young carer. Reasonable adjustments are made when need has been identified. Once a young carer is identified, the setting can refer to relevant agencies in line with the Children Act 1989. The setting ensures that they add young carers to the school census.
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GREEN In addition to the conditions in the AMBER: The setting has a dedicated member of staff who can champion the needs of young carers. They are accessible and able to be visible to children and the parenting community. There is a strong culture of support and dignity for these children to tackle issues of stigmatisation and shame. These are evidenced through mechanisms such as assemblies, PSHE curriculum, posters and paraphilia, newsletters. The setting is signed up to and proactively engages with the Young Carers School Programme to provide early help within the setting to children. Engagement with wider professional teams who maybe involved with the family is considered to ensure a 'think family approach' is taken. This may include working with adult social care.
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Young Carers (bristolsafeguardingineducation.org)
Young carers in schools | Carers Support Centre
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