Overview
This report provides evidence of Devon schools’, Further Education Colleges and settings’ compliance with statutory guidance under S.157/175 supported by the work of the Devon Education Services Safeguarding Team.
The purpose of the S.157/175 audit is to enable the Local Authority and the Devon Children Family Partnership (DCFP) to assure themselves that all education providers across Devon are discharging (compliant with) their statutory responsibilities, as a minimum. The audit also poses questions relating to good practice and specific safeguarding themes as set out in Keeping Children Safe in Education (KCSiE). This facilitates a baseline gauging of levels of both knowledge and confidence and will, in turn, be used to inform future training and support them.
Once again, this year as last, we have asked schools to grade themselves 1-4 (where 1 equates to embedded compliance and high confidence) on how embedded compliance with KCSiE and Working Together Safeguard Children is across all settings as well as asking them to reflect on the open and positive culture of safeguarding provision and the key facets of “everyone’s responsibility” and “it can happen here”. Settings have been asked to consider how well they can demonstrate impact.
The County has 419 possible submissions in total across Devon (excluding the Plymouth Unitary Authority).
- 80% (90% in 2023/24) of submissions were submitted by the initial deadline of 03rd February 2025
- 90% (99.5% in 2023/24) of submissions were submitted by the final deadline of 28th February 2025.
- 10 % of settings did not submit their S175 audit before the final deadline and these were rigorously pursued. All bar four settings made returns by 04th April 2025. This report therefore includes data for all bar the four non-compliant settings.
Alternative Providers (APs) have again been invited to submit data and the data is included.
Executive summary
The key findings from this report as a result of the S175 / 157 audits, is that Devon schools in general are familiar with, and working within the parameters, of KCSiE guidance and other key legislation.
As expected, we have highlighted several different key areas that we want to develop further and will work alongside all of our schools across Devon to ensure they become areas to celebrate in next year’s audit and report. The main areas for development are:
- All settings to ensure that Safeguarding information is shared appropriately[LS1] [BM2] with a new school prior to the child starting to ensure a smooth transition and settings to ensure safeguarding files are transferred to the new setting within 5 days.
- Ensure that requests for support received by the Front Door are followed up when no communications are received by settings[LS3] [BM4] .
- Ensure that all safeguarding personnel know how to enact the case resolution protocol
- Liaise with social care and attempt to retrieve data of volume of cases, outcomes and learning.
- Ensure that training and Continuing Professional Development & Learning pathways are identified and shared with safeguarding teams.
- Ensure that settings re-focus on “everyone’s responsibility” and “it can happen here” including designated personnel, systems, processes, whistleblowing and the need for immediate action in settings
- Ensure that all settings are delivering robust messages about the impact of absence on pupil safeguarding and wellbeing.
- All settings to ensure they have implemented the requirements from KCSiE 2024 regarding Filtering and Monitoring. This must include staff training for all staff
- DES to await, evaluate and take action when the 2024 DfE curriculum review is published, and recommendations are received.
- Via e.g. forums and task and finish groups DES to work with best practitioners to share examples of effective resources and teaching materials
- Via e.g. forums and task and finish groups DES to work with best practitioners to develop and share impact evaluation tools for schools.
- Reinstate FGM question in 2025/26 review.
- DES to continue to exemplify methods for online safety auditing.
- DES to promote the Prevent self-assessment tool. Support with e.g. workshops.
- Ensure that all settings know who to contact and how to contact Virtual School personnel responsible for outcomes for children on plans.
- DES to explore a DSL supervision offer and create an exploratory pilot scheme with a view to traded opportunities,
- DES to support quality assurance of all Alternative Providers with a checklist and guidance.
- Ensure that all settings inform the local authority of private fostering arrangements.
Headlines
- 50.8% of settings rent or hire their facilities to organisations or third parties who offer activities for children.
- 8.2% (9.5% in 2023/24) of submissions were for multiple schools within a trust.
- 27.7% (33% in 2023/24) of settings were Devon maintained settings.
- 95.9% (96% in 2023/24) of settings have a dedicated DSL that is a senior member of staff. In addition, 1.6% of DSLs are “associate senior leaders”. 100% of settings have a DSL. (See below).
- Settings made 2,190 (2,041 in 2023/24) multi agency referrals through The Front Door during the year.
- Settings provided Police with intelligence 1,301(1,753 in 2023/24) times during the year.
- 100% of staff have read KCSiE 2024.
- 100% of staff understand the school’s place in keeping children safe and understand their role.
- 100% (99% in2023/34) of staff are aware that safeguarding incidents can happen outside of the family home (Contextual Safeguarding).
- 98.9% (61% in 2023/34) of staff have had Filtering and Monitoring training since September 2024.
- 96% (84% 2023/24) of settings ensure that the Child Protection policy is referenced within their application pack.
- 70.7% (41% in 2023/24) of settings teach children RSE / Safeguarding at least once a week with 29.9% teaching this “multiple times per week”.
- 72.5% (64% in 2023/24) of settings have completed or started an Online Safety audit.
- 57.5% (46% in 2023/24) of settings have completed or started a PREVENT duty self – assessment.
- 50.8% of settings rent or hire their facilities to organisations or third parties who offer activities for children.
Devon overview
Most schools across Devon are academies
Respondents
The majority of settings across Devon are part of a Multi Academy Trust (MAT) or Federation.
Summary of key roles
- 100% of settings have a Designated Safeguarding Lead (DSL)
- 100% of settings have a Designated Teacher for CiC
- 100% of settings have Designated Teacher for Young Carers
- 100% of settings have a named SPOC for Channel / Prevent
- 100% of settings have a Senior Lead for Early Help
- 100% of settings have a Senior Lead for Relationships &Sex Education (RSE)
- 100% of settings have a Key Adult for Operation Encompass
- 100% of settings have a Designated Mental Health Lead
Q. Is your DSL a senior member of staff
Of the 4.1% of settings where the response was; ‘in part’ or “other “, the settings spread capacity and role between a Strategic Designated Safeguarding Lead who is a member of the Senior Leadership Team (SLT) and an Operational Designated Safeguarding Lead who does not have senior leadership responsibilities. This arrangement is most prevalent in secondary settings. 95.9% of settings indicated that the named DSL is always available during school hours to discuss concerns. Of the remaining 4.1% it was clear that strategic v operational roles came into play with the operational lead available when the strategic lead was not.
| 2023/24 | 2022/23 | 2021/22 | 2020/21 | 2019/20 | 2018/19 |
| 95.9% | 100% | 100% | – | – | – |
Q. Do you have all the arrangements in place, that are listed (below)?
- An effective Child Protection Policy – reviewed annually (at a minimum) and agreed by the governing body.
- A behaviour policy which includes measures to prevent bullying.
- A staff behaviour policy (staff code of conduct), which should include low-level concerns, allegations again staff and whistleblowing, plus acceptable use of technologies.
- Appropriate safeguarding arrangements in place to respond to children who are absent from education.
- A Designated Safeguarding Lead (DSL) who is a member of SLT and takes lead responsibility for safeguarding and child protection.
- A standing agenda item for Safeguarding as part of every governing body meeting.
- A nominated Safeguarding governor (preferably not the chair) to champion Safeguarding and child protection.
- Other safeguarding procedures, including dealing with allegations against members of staff and safer working practice.
- Up to date training at the appropriate level for all staff, volunteers and governors.
- Robust safer recruitment procedures which safeguard children and are in line with the Department for Education (DfE) procedures and other key government guidance.
- All settings should have an accredited person / people who are trained in Safer recruitment.
- A Single Central Record (SCR) for identity, qualification and vetting checks for all staff and volunteers.
Q. How many referrals did the DSL make to the following multi agency teams (during academic year 2023/2024)? Previous year in parenthesis.
| Front Door (formerly MASH) | Prevent | DBS | Police | MACE | MARAC | Case Resolution | LADO |
| 2,190 (2.041) | 53 (86) | 28 (27) | 1,301 (1,753) | 22 (10) | 70 (0) | 47 (53) | 295 (282) |
Q. Is the DSL confident that all children’s Safeguarding files are up to date and robust, and that these files provide a full picture of life for the child, including actions, decision making and outcomes for all safeguarding concerns, child’s voice, reference to thresholds/toolkits and includes all communication.
Of the 2.7% of settings that only rated their files 3 stated the main reason was:
- Recently moving from paper to electronic recording systems and needing to train staff and embed.
- Need more consistency to ensure all concerns logged have clear actions and outcome and rationale logged.
| 2023/2024 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 97.3% | 95% | 100% | 100% | 100% | 97% |
Q. Is the DSL confident that all child protection files are transferred to a new school setting within 5 working days, and is transferred separately from the main pupil file? Can the DSL show evidence of a received receipt?
Of the 10.1% (16% in 2023/24) of settings that rated themselves 3 or 4 they qualified this as follows:
- Settings are not clear about pupil destinations and thus time limits breach whilst investigations are ongoing.
- Settings do not always have evidence of files being transferred – need to introduce a received receipt.
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 89.9% | 99% | 99% | 100% | – | – |
Q. Does the DSL ensure any relevant Safeguarding / Welfare information is shared prior to a child starting a new school (and Safeguarding files being sent) to ensure that the receiving school has a full picture of the child and can put the right support in place prior to the 1st day?
Of the 4.3% (10% in 2023/24) of settings that rated themselves 3 or 4 they qualified this as follows were:
- They do not share any information with the new setting until the child has started on roll.
- Poor communication between admissions / new school / families.
These explanations mirror almost exactly those given in 2023/24 and thus this needs to be an area for focus and development.
Q. Does the DSL ensure that all Front Door (MASH) enquiries are followed up if there are no notifications of outcome?
Of the 1.4% (1% in 2023/24) of settings that rated themselves as “3” they qualified this as follows:
- Lack of feedback to requests for support and an absence of agreed timescales.
- Poor communication with (from) Children’s Social Care.
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 98.6% | 99% | 100% | 99% | 99% | 85% |
Q. Are the safeguarding team proactive in sharing information as early as possible to help identify, assess, and respond to risks or concerns about the safety and welfare of children?
Review of Identified actions 2023/24:
- All settings to ensure that Safeguarding information is shared to a new school prior to the child starting to ensure a smooth transition and settings to ensure safeguarding files are transferred to the new setting within 5 days. –
- DES to send out OMG on information sharing at key transition points. COMPLETED.
- DES to add this information in summer term newsletter and as advice during summer term forum. COMPLETED.
- Director of Education to include OMG in Heads briefing at key transition points. ACTIONED.
Identified actions 2024/25:
All settings to ensure that Safeguarding information is shared to a new school prior to the child starting to ensure a smooth transition and settings to ensure safeguarding files are transferred to the new setting within 5 days. –
- DES to liaise with admissions , Careers South-West and other agencies to support schools to explore means of identifying destinations for pupils.
Part one (a) – safeguarding information for all staff
Q. Have all staff who have direct contact with children read at least Part 1 and Annex B of KCSiE 2023?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 100% | 100% | 100% | 99% | 99% | – |
Q. Do all staff who have direct contact with children understand that Safeguarding is everyone’s responsibility and understand their own role in safeguarding children within your school?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99.7% | 100% | 100% | – | – | – |
Q. Do all staff understand the term ‘Early Help’ and are able to identify children and families who may benefit from Early Help support?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 85.9% | 80% | 97% | 99% | 99% | 66% |
Q. Are ALL staff aware of the safeguarding systems within your school; including who the DSL / DDSL is and how to report concerns?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99.5% | 100% | 99% | 100% | 100% | 100% |
Q. All staff know how to report concerns to Children’s Social Care (MASH)?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 92.1% | 91% | 99% | 99% | – | – |
Q. Are ALL staff aware that children may not feel ready or know how to tell someone that they are being abused, exploited or neglected and / or they may not recognise their experiences as harmful.
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99.5% | 99% | 99% | – | – | – |
Q. Are ALL staff who work directly with children aware that abuse, neglect and Safeguarding issues are rarely standalone events?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99.7% | 99% | 100% | 100% | 100% | 98% |
Q. Are ALL staff aware that Safeguarding incidents can happen outside of the family home – in the community and in school?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 100% | 99% | 98% | 100% | 98% | 70% |
Q. Are ALL staff aware that children can abuse other children and that it can happen both in school and outside of school?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 100% | 99% | 100% | – | – | – |
Q. Are ALL staff clear that all behaviour of a sexual nature should be challenged and recorded and should not be dismissed as ‘banter’ or ‘just having a laugh’?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99% | 99% | 99% | – | – | – |
Q. Are ALL staff aware of indicators of poor mental health and how to identify children in need of extra support?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 96% | 94% | 96% | 97% | – | – |
Q. Are you confident that all staff who have a concern about a child’s welfare, act on these concerns immediately?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99.5% | 100% | 99% | – | – | – |
Q. Are staff aware of the importance of early information sharing and how vital this is when trying to effectivity identify, and assess, concerns to ensure appropriate and timely allocation of support?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99.7% | 99% | 100% | 100% | 100% | – |
Q. Are ALL staff aware that technology is a significant component in many safeguarding and wellbeing issues?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99% | 99% | 99% | 100% | – | – |
Q. Are ALL staff aware that children who are absent from education, particularly on repeat occasions and / or prolonged periods may be an indicator of safeguarding concerns.
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 98.4% | 99% | – | – | – | – |
Q. Are ALL staff confident in how to report low level (and whistleblowing) concerns regarding a colleague.
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 97.2% | 99% | 97% | 99% | – | – |
Q. Has the DSL used escalation procedures including the Case Resolution Protocol for any cases?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 97% | 37% | 69% | – | – | – |
Q. Do ALL staff have the attitude that ‘it could happen here’?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99.5% | 100% | – | – | – | – |
Q. Do ALL staff understand that no single practitioner can have a full picture of a child’s needs and circumstances.
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99.5% | 99% | – | – | – | – |
Q. Do ALL staff understand the schools place in keeping children safe and understand their role in providing a safe environment for children to learn?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 100% | 99% | – | – | – | – |
Q. Have all staff had training (formal or regular drip feed) on the following topics during the year 2023/2024?
| 202324 | 2022/23 | 2021/22 | 2020/21 | 2019/20 | 2018/19 | |
|---|---|---|---|---|---|---|
| 4 Categories of abuse – Physical, Emotional, Sexual, Neglect | 100% | 100% | 96% | 100% | 100% | 100% |
| FGM and Honor Based violence | 96% | 97% | 91% | 99% | – | – |
| Prevent / Radicalisation | 99.7% | 99% | 95% | – | – | – |
| Domestic Abuse | 98% | 98% | 98% | – | – | – |
| Mental Health | 98% | 98% | 95% | 100% | – | – |
| Adverse Childhood Experiences / Trauma | 97% | 95% | 93% | – | – | – |
| Exploitation – CSE, CCE, Gangs | 99% | 99% | 94% | 99% | 98% | – |
| Child on Child abuse | 99% | 99% | 96% | 99% | 99% | 94% |
| Harmful Sexual Behaviour | 99% | 99% | 96% | – | – | – |
| Online Safety | 100% | 100% | 96% | – | – | – |
| Incel | 57% | 75% | – | – | – | – |
| Filtering & Monitoring | 98% | 84% | – | – | – | – |
Q. Has your setting ensured that changes to KCSiE 2024 (appendix F) has been fully included in relevant training, policies and processed?
Review of actions 2022/23 Identified actions:
- Settings to continue to develop Early Help support within their settings and ensure that all staff understand the term Early Help and their role in it.
- DES to work with Early Help Lead to produce podcasts suitable for all staff (L2) training. ONGOING IN 2025/26 INCLUDING FAMILY GROUP CONFERENCING PODCAST.DES to invite EH team to the conference to have a stall. JUNE 2025
- DES to include this information in Forum, Newsletter and FB group[LS1]. ACHIEVED..
- Settings to ensure all staff know how to make a MASH enquiry.
- Front Door (MASH) personnel to produce a short podcast suitable for all staff (L2) training. COMPLETED AND USED IN TRAINING.
- Share OMG – MASH enquiries via newsletter. COMPLETED.
- Ensure all settings are using the DCFP Case Resolution Protocol when required.
- DES MASH team to work with DSCP to produce guidance and podcast on case resolution protocol – education specific. IN PRODUCTION.
- Director of Education to include in Heads briefing. ACHIEVED.
- Settings to ensure they add Incel awareness & Filtering and Monitoring to their annual staff training calendar.
- Share NEW OMG – Filtering and Monitoring more widely. ACHIEVED.Share SWGfL podcasts in Newsletter, forum and FB group. NOT ACHIEVED.
- Share Incels and the ‘manosphere’ safeguarding CPD | LGFL link with settings[LS2] [BM3] . ACHIEVED.
- Settings to ensure they are providing all staff with Mental Health training throughout the year.
- Signpost to Anna Freud, SPARK UK, Young Minds. Add videos to FB group and newsletter. INCLUDED IN SAFEGUARDING TRAINING L2/L3.
- `Work with Jo Lewitt or PHN team to produce podcast for schools? ONGOING.
Identified actions:
Ensure that requests for help are followed up when no communications are received by settings
- Liaise with Front Door and social care to explore optimum time scales.
- Include methodologies for pursuit in training, forums, newsletters etc.
Ensure that all safeguarding personnel know how to enact the case resolution protocol
- Revisit podcast/video
- Create a One Minute Guide
- Liaise with social care and attempt to retrieve data of volume of cases, outcomes and learning.
Ensure that training and Continuing Professional Development & Learning pathways are identified and shared with safeguarding teams.
- Revisit and review the training calendar
- Share via newsletters and face to face events/forums/conferencing
Ensure that settings re-focus on “everyone’s responsibility” and “it can happen here” including designated personnel, systems, processes, whistleblowing and the need for immediate action in settings
- Provide/ redistribute poster material
- Focus on training, newsletters, reviews, forums.
Ensure that all settings are delivering robust messages about the impact of absence on pupil safeguarding and wellbeing.
- Liaise with inclusion and attendance teams to share common messages.
- Focus on newsletters and forums. Sharing good practice via forums etc.
Part two – the management of safeguarding
Q. Does your governing body have strategic leadership of safeguarding across your school, and do they understand their legal requirements set out in KCSiE 2024?
The reasons identified by settings that have responded “no” include:
- New governor’s recently appointed so require further training.
- Safeguarding is under the control of Trustees (“we are in a Multi Academy Trust”).
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99.5% | 99% | 99% | – | – | – |
Q. Does your governing body ensure that ALL governors and trustees receive appropriate safeguarding and child protection training (including online safety) at induction and is this training regularly updated?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99.6% | 99% | 98% | – | – | – |
Q. Is your governing body aware of their obligations under the Human Rights Act 1998 and the Equality Act 2010?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 98.1% | 96% | 95% | – | – | – |
Q. Does the governing body recognise the importance of information sharing between practitioners and local agencies. This should include ensuring arrangements are in place that set out clearly the processes and principles for sharing information within the school or college and with local authority children’s social care, the safeguarding partners and other organisations, agencies, and practitioners as required.
Q. Are all staff aware that the Data Protection Act 2018 and UK GDPR do not prevent the sharing of information for the purposes of keeping children safe?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 100% | 100% | 99% | 99% | 99% | 99% |
Q. Do you hire or rent out your school facilities to organisations or individuals?
| YES: 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 50.8% | – | – | – | – | – |
Q. Does the school ensure that suitable checks are undertaken to ensure children who are accessing alternative provision, including any on-line provision is deemed safe and that evidence of these checks are held by the school?
Q. Does the school ensure that any part-time timetables (Annex-R) are fully risk assessed to ensure that safeguarding concerns are fully considered?
Identified actions:
- Ensure that all settings renting or hiring premises to individuals or organisations that provide activities for children comply with KCSiE 2024 and share safeguarding policies/statements. Settings must also ensure that hirers inform users of the settings’ safeguarding team contacts and these individuals should know that they must act/contact the LADO in the event of concerns being raised about the hirers.
Filtering & Monitoring
Review of Identified actions 2023/24:
- All settings to ensure they have implemented the requirements from KCSiE 2024 regarding Filtering and monitoring. This must include:
- Staff training for all staff
- DES to add robust information to the Summer Term Forum. Support for embedding training. COMPLETED.
- DES to share SWGfL resources on FB, Newsletters. COMPLETED.
Identified actions 2024/25
All settings to ensure they have implemented the requirements from KCSiE 2024 regarding Filtering and monitoring. This must include:
- Staff training for all staff
- DES to produce and roll out bespoke training
- Identify and share existing good practice via forums
Part three – safer recruitment
Q. Do ALL job adverts make it clear to all candidates that safeguarding checks will be undertaken?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 100% | 99% | 99% | – | – | – |
Q. Do you ensure that a copy of your child protection policy is referred to within the application pack – link to website or attached version?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 96% | 84% | 35% | – | – | – |
Q. Do you ensure that all shortlisted candidates complete a self-declaration of their criminal record information that may make them unsuitable to work with children?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99% | 95% | 96% | – | – | – |
Q. Do you carry out online searches as part of due diligence for shortlisted candidates?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 95% | 83% | 72% | – | – | – |
Q. Are two references sought for each employee including their most recent employer and can this be evidenced? Or, if the employee doesn’t have two references, do they have a risk assessment in place?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 100% | 99% | 100% | 100% | 99% | 95% |
Q. Do you ensure that all references are verified?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 99.7% | 99% | – | – | – | – |
Q. Do schools ensure that they view the original DBS certificate but that the certificate is not copied?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 100% | 100% | 100% | 99% | 100% | 99% |
Q. Are copies of original ID documents and qualifications, where required, held on file?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 100% | 99% | 99% | 99% | 99% | 97% |
Q. Does the school use some form of risk assessment for long standing employees where there are missing documents on files such as references and medical checks?
| 2023/24 | 2022/2023 | 2021/2022 | 2020/2021 | 2019/2020 | 2018/2019 |
| 100% | 96% | 98% | 96% | 97% | 81% |
Q. Does your Single Central Record (SCR) evidence the following checks have been undertaken?
Q. Do you ensure that you have written notification from contractors, agency, or third-party organisation that they have carried out the checks on an individual who will be working at your school?
Q. Do you record fee funded trainee teachers on the SCR?
Most settings who responded ‘no’ did not employ fee funded trainee teachers within their setting. Conversations also revealed that there were misconceptions about the nature of “fee funding” which refers to trainee teaching staff who are fully employed by the setting and receive a training salary.
Q. Do you ensure that someone trained in safer recruitment is on every interview panel?
Review of actions 2023/2024:
- Ensure that any historical gaps with safer recruitment checks are covered with a risk assessment.
- DES to remind settings in training. COMPLETED . 2024/25 data = 100% compliance.
Part four – opportunities to teach safeguarding
How often is Relationships & Sex Education (RSE) / Safeguarding taught to your children?
Have all children had education on the following topics during the year 2023/2024?
(At the appropriate level for age and development.)
Do you ensure that following any reports from children of Harmful Sexual Behaviours including those that are technology based, these are investigated in line with expectation within part 5 of KCSiE and outcomes reported to parents?
Review of Identified actions 2023/24:
- Ensure all children have education (age appropriate) on:
- Exploitation (85% in 2023/24, 86% in 2022/23). NOT ACHIEVED.
- FGM (62% in 2022/23). Not requested for 2023/24.
- Online Safety – 4 C’s (98% in 2023/24, 51% in 2022/23). PARTIALLY ACHIEVED.
- Radicalisation (86.4% in 2023/24, 95% in 2022/23). NOT ACHIEVED.
- Sexual Violence & Sexual Harassment (88.5% in 2023/24.9% in 2022/23) PARTIALLY ACHIEVED.
- DES to share the following resources to support education for younger children:
- Lesson plans for schools
- Educate against hate
Identified actions 2024/25;
- DES to await, evaluate and take action when the 2024 DfE curriculum review is published, and recommendations are received.
- Via e.g. forums and task and finish groups DES to work with best practitioners to share examples of effective resources and teaching materials
- Via e.g. forums and task and finish groups DES to work with best practitioners to develop and share impact evaluation tools for schools.
- Reinstate FGM question in 2025/26 review.
Part five – Devon specific questions
Q. Have you undertaken an online safety audit since September 2023?
| 2023/24 | 2022/23 | 2021/22 |
| 54.6% | 42% | 56% |
Q. Have you undertaken a Prevent Self-Assessment since September 2023?
Q. Do you have an up to date ‘Ready for Anything’ policy which has been practiced since September 2023? (Martyn’s Law 2025)
Q. Have all staff been provided with specific training / guidance on the following terms (Since September 2023)?
- Child Missing Education (CME)
- Elective Home Education (EHE)
- Persistently Absent – 10% + of education missed (PA)
- Severely Absent – 50%+ of education missed (SA)
Q. Do you ensure that all children with SEND, mental health problems or medical conditions have individual plans which have been agreed by parents / carers?
Q. For children with part-time timetables, what measures do you have to ensure that this decision also considers any safeguarding concerns?
Responses included:
- Regular meetings
- No lone decision making
- Ensure that child’s voice is integral
- Regular reviews
- Risk assessments
- Good relationships with families
Q. Have you read and reflected upon Devon’s recent Neglect briefing ensuring that any learning has been shared with your colleagues and used to reflect on open cases within your context?
Q. Does the DSL team ensure that they use wider professional learning from sources such as the Devon SCP, DES safeguarding team newsletters or NSPCC to continually update and inform their practice?
Q. Do you have a vulnerable children list?
Q. Do you include previously looked after children on your vulnerable children list?
Q. Do you liaise with the Virtual Schools team when supporting children with current Child Protection or Child in Need plans?
Q. Does the DSL have any form of supervision or coaching/mentoring to support them to reflect on both individual children and families alongside their own practice?
Q. Do you obtain written confirmation from any alternative provision providers that you use, that confirms all safeguarding checks have been undertaken for individuals working for them and includes assurances that they have robust safeguarding procedures in place?
Q. If you are made aware of a private fostering arrangement, do you notify the LA?
Review of Identified actions 2023/24 :
- Ensure that all settings have completed an Online Safety Audit. + 12.6% THIS AUDIT.
- Ensure all settings complete a PREVENT self-assessment. 42.4% NOT YET STARTED THE AUDIT.
- Ensure all settings have Ready for Anything policy which is regularly practiced. 2.2% NON-COMPLIANCE.
- Ensure all staff have a clear understanding of attendance terms. 1.1% NON-COMPLIANCE.
- Ensure all settings have a vulnerable children list which is reviewed regularly. 4.3% NON-COMPLIANCE.
Identified actions 2024/25;
- DES to continue to exemplify methods for online safety auditing.
- All training to flag up and exemplify Martyn’s Law with an allied One Minute Guide.
- DES to promote the Prevent self-assessment tool. Support with e.g. workshops.
- Ensure that all settings know who to contact and how to contact Virtual School personnel responsible for outcomes for children on plans.
- DES to explore a DSL supervision offer and create an exploratory pilot scheme with a view to traded opportunities,
- DES to support quality assurance of all Alternative Providers with a checklist and guidance.
- Ensure that all settings inform the local authority of private fostering arrangements.
Part six – celebrations & frustrations
Summarised by education safeguarding team who read each return
| Phase | Needs | Celebrations | Frustrations |
|---|---|---|---|
| Mainstream/Academy Primary | Impact evaluation tools to demonstrate impact of both staff CPD (Q16) and PSHE topics (Q33) Content and support to deliver CPD: – FGM – Domestic Violence – Exploitation – HSB – Incel – Filtering & Monitoring Content and support for delivering PSHE themes (and further exploration of why these themes aren’t being covered in some settings): – Sextortion – Radicalisation – Gang culture and serious violence More L3 training availability Mentions of “behaviour” – how do we/should we capture information about relational practice CPD and implementation. Supervision capacity/expertise More practical support and resources for early help. How can restructure intent and implementation be better disseminated? Are hub working arrangements likely to impact positively? May be that some schools are missing point of EH as part of the levels of response (windscreen) – “it only goes so far”. Why is escalation to FD not happening if not effective? | Schools that can demonstrate impact of CPD and PSHE – how can this expertise and success be shared and disseminated? Peer led forums? Sharing of resources? Reviews are valued. Newsletter is appreciated. OMGs are valued. Positive inspections | Perceptions about Front Door practices and protocols. Attitudes towards social care are largely negative and predicated on perceptions about poor communications, turnover of staff and unwillingness to listen to school voice. Lack of funds. Are there better and more effective ways to signpost to charitable grants, free resources and volunteer/voluntary agencies? EH -see needs. |
| Mainstream/Academy Secondary | Impact evaluation tools to demonstrate impact of both staff CPD (Q16) and PSHE topics (Q33) Content and support to deliver CPD: • FGM • Exploitation • Incel • Filtering & Monitoring Content and support for delivering PSHE themes (and further exploration of why these themes aren’t being covered in some settings): • Sextortion • Radicalisation • Gang culture and serious violence Support with EBSA – CPD/protocols and processes. More specific contextual safeguarding CPD and resources. Networking opportunities for N Devon schools’ DSL/DDSLs. Feeling of isolation. | Schools that can demonstrate impact of CPD and PSHE – how can this expertise and success be shared and disseminated? Peer led forums? Sharing of resources? NB; the HSB pupil peer made video at a specified setting Newsletter is appreciated. OMGs are valued. Positive inspections | Perception that social care cases are stepped down from plans too quickly and that there is no consultation, or they are stepped down to nothing. Perception that schools are carrying increasingly complex Early Help and are often nominated as lead professional, sometimes without any consultation. Front Door and social care comms are heavily criticised as being weak. Schools indicate that they aren’t updated about request and case progress and/or outcomes and closure. Funding for “extras” e.g. theatre visits, is sparse. Are there grants or other sources of support to signpost to? Links to community safety partnerships who have been able to support historically. Some slight hint that time for ongoing CPD is sparse and/or that CPD processes are impeding whole staff opportunities. |
| Post 16 | Impact evaluation tools for CPD and PSHE themes. Content support for delivering knife crime PSHE. QA templates for e.g., third party providers. Sample LoAs/AP QA? | One setting can evidence impact of CPD and PSHE. How can they share this with the others? Positive inspections | Attitudes towards social care are largely negative and predicated on perceptions about poor communications, turnover of staff and unwillingness to listen to school voice. (Example of exploitation that was deemed not and school told to engage with CPD). |
| Independent and Fee Paying | Common theme of sense of being on the periphery of many things including training offer or access to aspects, often beyond SG team such as attendance support. | Where worked with/supported or attended sessions, very positive of the team and support offered. Positive inspections | Thresholds for intervention, in part I feel to lower rates of referral to CSC and could be linked to staff training and ‘demographic’ of children who are on roll? |
| Alternative Provision | Staff training in following areas: INCEL Prevent Understanding of EH Undertaking an on-line safety audit | Case studies of impact on YP where through a relational approach there has been significant impact | Step-down and poor comms from CSC. Frustrations around how information is slow, or ‘paperwork not completed and/or shared. Attendance at aspects such as MACE or being included in wider ‘mainstream’ events/forums |
| Specialist Settings | General themes seem to be: INCEL training/info Prevent and On-line audits Transfer of files within 5 days, often scored a 3 Some gaps in training around ACES too | Examples for where ‘making a difference’ has been positive Positive inspections | How much schools are expected to lead on including EH cases where education is not a concern |
How can DES further support you?
- Short training videos and podcasts on specific topics.
- Training on:
- FGM
- Domestic Violence
- Exploitation
- HSB
- Incel
- Filtering & Monitoring
- Opportunities to network with other Safeguarding Leads especially for N Devon and Independent settings.
- Child Friendly OMG’s
- Impact evaluation tools to support school self-evaluation of both CPD and PSHE/RSE programmes.
Celebrations for 2023/2024
- Positive OFSTED inspections.
- Positive safeguarding reviews.
- That our child in care has thrived.
- Impact of Christian distinctiveness and positive SIAMS.
- Strength of staff teams
- Ethos and cultural embedding of safeguarding messages and practices in standalone schools and across Trust
- Trust Safeguarding Leads add value.
- Decrease in persistent absence rates
- New robust systems.
- Impact of escalation (case resolution)
- Success with MASH outcome following multiple referrals.
- Positive relationships with children and families.
Frustrations for 2023/2024
- Weak communication between agencies.
- Early Help is not a service, much of it falls on schools.
- Lack of resources due to pressure on school budgets.
- Staff instability within social care teams – often children have multiple social care workers and children and parents lose faith.
- Lack of appropriate and prescribed consultation when cases are stepped down – social workers make unilateral decisions dilute the partnership intent in decision making.
- Threshold for support – Front Door and other agencies
- Mental Health in Schools is a postcode lottery. Inequitable.
- Lack of trauma information and relational practice globally.
- Decline in attendance.
- Operation Encompass and PNN’s not always being received in a timely manner despite assurances.
- Online risks for children and impact of out of school online activity on settings.
- “Please improve EH.”
- “We are closer to Plymouth so not always aware of Devon support and location is an issue”
- “Share statistics for referral categories, share case studies, update cases more regularly. More transparency”.
- “Comms from social care staff needs to improve. Updates, timelines, activity”.
- Fear that some voluntary and volunteer agencies will lose funding and disappear.
DES feedback
- Support from DES SG has improved noticeably over the last few years. Keep doing this, the shift to collegiate working has been so positive.
- Keep doing what you are doing.
- One-minute guides (OMGs) are really useful.
- “Newsletters are great.”
- Training is really good.
- Can we have more L2 and L3 training?
- Reviews are great opportunities.
- Continue to provide regular updates and safeguarding forums and annual conference please.
- “Face book updates are really useful”.
- “Continue to run the termly safeguarding forums, which are really useful”.
- “We really appreciate the ongoing support we receive – thank you”.
- Safeguarding Education Team are knowledgeable and supportive.
- “Nothing extra you are fabulous as you are. Thank you.”
- “Thank you”.
- “Inclusion and Well Being teams supportive”.
- “Please continue as is”.
- “Support is great and always accessible”.
- “The expertise is invaluable.”
- “Feel well supported”.
Conclusions
Conclusions are written in the absence of anticipated direction from the Children’s Well-Being and Schools Bill and The Curriculum & Assessment Review 2024. (As well as any likely implications of the Crime & Policing Bill 2025, introduced to the commons in February 2025). It is acknowledged that all may impact directly or indirectly on Keeping Children Safe in Education and Working Together to Safeguard Children.
It is clear that although we have high levels of compliance in general, there have been slippages in delivery of Continuing Professional Development and Learning (CPDL) and pupil safeguarding curriculum delivery which, although probably not statistically significant, need to be monitored closely to ensure that they are anomalous and not an emerging pattern or trend.
Settings are able to, for the most part, assure the local authority that they have robust CPDL and curriculum content in place, but a majority admit that they are unable to account for the impact of these programmes. Effort should therefore be made to co-develop and embed methodologies for impact evaluation principally by ensuring that best practice is identified, shared and replicated. Where curriculum content is deemed weak or missing the same methodology for improvement should ensue and a very sharp focus on multi agency/disciplinary partnership inputs also developed in tandem with best practice sharing.
Given contextual concerns nationally and regionally, the 2025/26 audit should take the opportunity to more forensically examine rates of referral into the Prevent Duty Channel Panel. A focus on conversion rates might be prudent as well as improving CPDL for referrals, which will be underpinned by partnership subgroup working and the production of more relevant reference material e.g. a One Minute Guide. There has, perhaps, not been a clear enough line of sight on Prevent outcomes for young people and thus gaps in knowledge, understanding and practice.