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S175 audit report 2019/20 (Report April 2021)

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1. Overview

This report evidences Devon schools’, Further Education Colleges and settings’ compliance with statutory guidance under s.157/175 and the work of the Safeguarding Team, Babcock Learning & Development Partnership (LDP). The purpose of the s.157/175 audit is to enable the Local Authority and the Devon Safeguarding Children Partnership (DSCP) to assure themselves that all education providers across Devon are discharging their statutory responsibilities as a minimum. The audit also contains questions around good practice and specific safeguarding topics where the Local Authority and/or DSCP are interested in gaging the level of knowledge and confidence for schools which will inform future training and support. Overall 2019/2020 has been significantly challenging for all education settings across the local authority. Despite a settled start in September 2019, things changed significantly in March 2020 due to the Coronavirus pandemic.

2. Executive summary

The key findings from this report as a result of the S175 / 157 audits, is that Devon schools across the board are familiar with and working within KCSiE guidance and other key legislation. 100% of Devon school completed the audits and the overwhelming feedback was Designated Safeguarding Leads found the audit helpful and useful as an auditing tool for their setting. As with the whole of education, 2019/2020 was particularly challenging due to Coronavirus, however it is clear that Safeguarding across Devon School has continued to move forward which can be seen in our key data within this report and direct comparisons to last year’s audit. As a Local Authority we have lots to celebrate, be that the successful launch of the Adolescent Safety Framework in November 2019, our increase in education settings clearly understanding their role within Early Help or the increase in our safeguarding teams feeling confident with social care threshold, and challenging decisions when needed. There are lots of further areas to celebrate which can be found in more detail later in this report. As expected we have highlighted a number of 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. Full details of the recommendations can be found in section 5.2 and have been RAG rated to help prioritise. The main areas for development are;

  • Increase in knowledge around Child Missing Education (CME)
  • Adolescent Safety Framework (ASF) guidance for primary settings
  • Ensure all settings have a robust ‘Ready for Anything’ policy in place
  • Increase in knowledge around Elective Home Education (EHE) requirements
  • Ensure all settings have adequate contact details for all children in their setting.

We will continue to work alongside the wider DSCP (Devon Safeguarding Children Partnership) working groups and adapt our action plan and priority list as a result of actions identified in these working groups.

2.1. Headlines

  • 86% of audits were returned by the deadline of 18th December 2020.
  • 100% of audits were returned by 10th February 2021.
  • The main reason for audits not being returned by 1st deadline was the audit being sent to incorrect/old email addresses.
  • 74 Safeguarding Reviews undertaken:
    • 42% Maintained schools
    • 58% Academies
    • 5% Independent schools
  • 100% of school staff undertake annual Safeguarding training.
  • 100% of teachers are taught about their statutory requirement to report concerns regarding Female Genital Mutilation (FGM) to the police.
  • 26% of schools have used the Case Resolution Protocol.
  • 84% of schools use an electronic recording system for Safeguarding files.
  • 96% of schools have attended Early Help Team around the Family (TAF) meetings during 2019/2020.
  • 80% of schools have attended a strategy meeting during 2019/2020.
  • 72% of schools have a ‘Ready for Anything’ policy.
  • 89% of schools have a student council or senate.
  • 233 Bullying, prejudice and Hate incidents (BPHI) forms were submitted to the Local Authority.

3. Devon overview

Type of school

Pie chart showing type of school by percentage. Maintained 40%, academy 45%, independent 9%, free school 2% and special school 4%

The majority of schools across Devon are now academy. This has increased compared to last year where academies and maintained schools were both 41%.

Is your school part of a MAT or Federation?

Pie chart showing 41% not a MAT or federation and 59% yes they are MAT or federation

The majority of schools across Devon are part of a Multi Academy Trust (MAT) or Federation. We have seen a 4.5% increase in schools joining MAT’s or Federations compared to last year.

3.1. Summary of Key Roles

  • 100% of schools have a Designated Safeguarding Lead (DSL)
  • 100% of schools have a deputy DSL.
  • 100% have a designated Safeguarding Governor.
  • 100% have a designated teacher for CiC
  • 100% have a designated teacher for Young Carers
  • 100% have a SPOC for Channel/Prevent
  • 100% have a Senior Lead for Early Help
  • 100% have a Senior Lead for Relationship and Sex education (RSE)
  • 100% have a Senior Lead for Operation Encompass

From the information gathered in the survey there seems to be a mixture of individuals DSL’s covering individual settings as well as a number of MAT’s who have one DSL and then setting specific DDSL’s. We will explore this further in next year’s S175 audit.

3.2. What school staff should know and do

QuestionResponseCompared to 2018/2019
1. Are all staff aware of the systems within your school/ college / setting which support safeguarding and is this explained to them as part of their induction? (Part 1 para. 13 & Annex A para. 3 KCSiE 2020)Yes – 100%=
2. Does the induction for all new staff include information about the following policies, procedures and guidance? N/A
Child Protection PolicyYes – 99%8% increase
Code of Conduct / Behaviour PolicyYes – 99%
Child Missing in Education (CME)Yes – 74%
DSL and Safeguarding team informationYes – 100%
KCSiE 2020 (Part 1 OR Annex A)Yes – 99%
Whistleblowing policyYes – 98%
3. Is a copy of KCSiE (Part 1 and Annex A) and other key policies / procedures shared with staff to read prior to their 1st day of employment? Yes – 93%=
4. All staff receive annual Safeguarding and Child Protection training?

There appears to be some inconsistency with the level of in house training site, catering and cleaning staff receive if they are contracted staff. Schools need to ensure that they verify that they are happy with the training provided and provide additional in house training to ensure all staff have a clear understanding of in house policies and procedures.

Yes – 100%=
5. In addition to Level 2 training, do all staff receive Safeguarding and Child Protection updates as required and at least annually?
There seems to be inconsistency with safeguarding updates for staff without direct contact with children. Schools need to ensure that they provide regular updates for all staff.
Yes – 99%2% increase
6. Are all staff aware of the Early Help process and understand their role in it? (Para.15) Yes – 99%33% increase
7. Are all staff alert to the needs of children belonging to the list of vulnerable groups listed in KCSiE? (Para.18)?Yes – 100%4% increase
8. Are all staff made aware of indicators of abuse or neglect (Para. 19-26)Yes – 100%1% increase
9. Are all staff aware that indicators of abuse, neglect and Safeguarding issues are rarely standalone events? (Para.20) Yes – 100%2% increase
10. Are staff aware of the following safeguarding issues, including signs and indicators, and what to do if they have concerns? (Para. 22-40) N/A
  • Peer on Peer abuse
  • Substance misuse
  • Sexting
  • Missing education
  • Contextual Safeguarding
  • Exploitation
  • Domestic abuse
  • Forced Marriage
  • Upskirting
  • Yes – 98%
  • Yes – 97%
  • Yes – 97%
  • Yes – 97%
  • Yes – 98%
  • Yes – 98%
  • Yes – 98%
  • Yes – 95%
  • Yes – 96%
  • 4% increase
  •  
  •  
  •  
  • 28% increase
  •  
  •  
  •  
  •  
11. Do teachers know about their statutory duty to report FGM to the police? (Para. 33)Yes – 100%8% increase
12. Do you ensure that all staff have the attitude that ‘it could happen here’? (Para.41)
Yes – 100%1% increase
13. Are you confident that all staff who have a concern about a child’s welfare, act on these concerns immediately? (Para. 42)Yes – 100%2% increase
14. Is the DSL or someone in the Safeguarding Team always available to discuss safeguarding concerns? (Para.43) Yes – 100%4% increase
15. 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? (Para. 46)
 Yes – 100%N/A
16. Are all staff made aware of the seven golden rules of information sharing? (Para. 46) Yes – 97%23% increase
17. Are open Early Help cases kept under constant review and if concerns escalate, a referral to Children’s Social Care made? (Para. 47)Yes – 98%6% increase
18. Does the DSL ensure that all MASH enquiries are followed up if there is no notification of an outcome? (Para. 51)Yes – 99%14% increase
19. Has the DSL used escalation procedures including the Case Resolution Protocol for any cases? (Para.53)
Schools have reported that they are aware of the procedures but 74% of schools have not felt the need to use it in the last 12 months
Yes – 26%N/A
20. Does the DSL ensure that robust safeguarding records are kept for all children (when appropriate) and that they clearly show evidence of concerns, discussions, decision making and outcomes? (Para.54)
84% of schools use an electronic recording system and
44% of schools undertake case audits.
Yes – 100%3% increase
21. Are staff made aware of how to report concerns about another staff member or the Head Teacher? (Para. 56)Yes – 100%2% increase

Identified actions:

Red – Priority

  • Ensure schools are providing all staff with clear information on Child Missing in Education (CME) during induction.

Amber

  • Encourage schools to provide key policies and procedures to new employees prior to 1st day of employment.
  • Schools to verify what annual safeguarding training is provided to contacted staff and to provide additional in house training to ensure all staff have a clear understanding of in house policies and procedures.
  • Schools need to ensure that all staff consistently receive safeguarding updates throughout the year.

3.3. The responsibility of governing bodies, proprietors and management committees.

QuestionResponseCompared to 2018/2019
1. Does the school have an effective child
protection policy, updated annually (as a
minimum) and made available publicly either via
the website or by other means? (Para. 63)
Yes – 100%=
2. Does the Child Protection Policy include the schools procedures for dealing with children with SEND? (Para. 126) Most schools who reported ‘No’ reported having a separate SEND policy. Yes – 97%10% increase
3. Does the school hold more than one emergency contact number for each pupil? (Para.63) Yes – 89%2% decrease
4. Does the school have a staff behaviour policy / code of conduct which includes acceptable use of technologies, staff / pupil relationships and communications including the use of social media? (Para. 63) Yes – 99%5 % increase
5. Is the DSL a member of the school’s SLT and are they trained every 2 years? (Para.67-73)Yes – 99%=
6. Does the DSL keep up to date with their knowledge and skills regularly (at least annually)? (Para. 73)
Babcock Training
DSCP Training
External Agency Training
Online TrainingOther
Yes – 100%

85%
33%
32%
64%

67%

4% increase

 

 

 

7. Does the school contribute to multi-agency working in-line with statutory guidance? (Working Together to Safeguard Children 2018) (Para. 74)

% of meetings school have been invited to and attended
this academic year.

Attending Child Protection Conferences & Core Group
meetings
Attending Child in Need Meetings
Attending Early Help (TAF) meetings
Attending Early Help Triage Meetings
Attending Safer Me Meetings
Attending Safer Me+ Meetings
Attending Neighbourhood Context Conferences
Hosting School Context Conferences
Attending Peer Context Conferences
Attending MARAC meetings
Attending MACE meetings
Submitting Police intel – Using professional reporting
processes
Making referrals to other agencies when appropriate.
Strategy Meetings
Provide information when contacted by MASH/ MACE/
MARAC/ PREVENT researchers

Yes – 100%

89%
87%
96%
51%
19%
16%
14%
8%
9%
29%
16%
47%
93%
80%

93%

1% increase
8. Are staff aware that Data Protection Act 2018 (and GDPR) contains ‘safeguarding of children and individuals at risk’ as a processing condition that allows practitioners to share information? (Para.84/85)Yes – 99%4% increase
9. Does the DSL ensure that the Child Protection file of relevant children is transferred to the new education setting as soon as possible, ensuring secure transit and confirmation of receipt retained? (Para. 87) Yes – 99%5% increase
10. Are filters and appropriate monitoring systems in place and are pupils taught about online safety? (Para. 92Yes – 99%2% increase
11.Are systems are in place to give the pupils an opportunity to express their views and give feedback? (Para.107)
89% of schools have student council or senate and 72% of schools undertake student surveys.
Yes – 100%6% increase

Identified Actions:

Red – Priority

  • Schools to ensure they hold more than one emergency contact number for each pupil.

3.4. Safer recruitment

QuestionResponseCompared to
2018/2019
1. Does the school / MAT have a Single Central Record (SCR) that has tabs to record the required checks for all employees, volunteers (including governors), contractors and agency staff with no gaps? (Para.164)There should be no gaps in the SCR.Yes – 99%4% increase
2. Does the evidence within the SCR match that in a random sample of employee files?Yes – 99%3% increase
3. 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? Yes – 99%4% increase
4. Does the setting seek verification to confirm the source of references that have been received electronically since 2018? (Para.161)Yes – 96%17% increase
5. Are copies of original ID documents and qualifications, where required, held on file? (Para.171)Yes – 99%2% increase
6. Is the school clear that the original DBS certificates should be seen, but not copied? (Para.171)Yes – 100%1% increase
7. Does the setting use some form of risk assessment for long standing employees where there are missing documents on files such as references? Yes – 97%16% increase
8. Does the setting retain evidence of responses to safeguarding questions asked for the successful candidate?Yes – 97%9% increase
9. Do at least two people shortlist for all posts, including for part-time positions and / or where there is only one candidate / internal candidate?Yes – 99%5% increase
10. Are letters of offer for successful candidates conditional upon receipt of two satisfactory references, qualifications, DBS checks and medical clearance? Yes – 99%1% increase
11. Where internal candidates are applying are they, as external candidates are, asked to complete an application form that is scrutinised for gaps in both their education and employment history? (Para.178)Yes – 90%12% increase
12. Is there a procedure in place to make a referral to the DBS if a person in regulated activity is dismissed or removed due to safeguarding concerns? (Para. 179)Yes – 99%7% increase
13. Is there someone trained in safer recruitment on every interview panel?Yes – 99%=
14. Have those with the safer recruitment qualification had a refresher session within the last 5 years?Yes – 92%7% increase

Identified actions:

Amber

  • Schools ensure that all internal candidates complete an application form when applying for a new role.

3.5. Good practice / Miscellaneous

QuestionResponseCompared to
2018/2019
1. Do the school have ‘Ready for Anything’ (lockdown) procedures that have been agreed and practiced?Yes – 72%38% increase
2.Do the school have a Relationship and Sex Education policy?

76% of schools report that they will be using their own curriculum planning to teach RSE.

54% of schools report using the NSPCC.

Yes – 87%28% increase
3. Have staff had training on signs and indicators of Child Sexual Abuse?

Knowledge of BROOK traffic light scenarios

PACE online training

Lucy Faithful Training

DSCP Training

Yes – 100%

55%

5%

5%

17%

4. Are all staff aware of the Adolescent Safety Framework (ASF) and what their role is when undertaking a Safer Me Assessment for a child.Yes – 29%
5.
  1. Are school supporting pupils with their Mental Health needs?

CAMHS Referrals

School Nurse Referrals

EH4MH resources

Young Devon resources

Mindfulness sessions

Young Minds resources

Other

Yes – 100%

96%

85%

69%

33%

69%

38%

62%

6.
  1. Are schools supporting their children who have been identified as Young Carers?

Devon Carers Referrals

Young Carers Award

Lunch Clubs

Student working party

School notice board

School SLT for Young Carers

Other

Despite all schools supporting their children that have been identified as being Young Carers it appears that the support on offer is often inconsistent and often limited

Yes – 100%

66%

5%

7%

2%

9%

33%

7. How many Bullying and Prejudice/Hate Incidents have been reported to the LA using the BPHI form?All school across Devon = 233
8. Out of the BPHI referrals made, how many involved Black, Asian and Minority ethnic (BAME) children?All school across Devon = 112
9. How many setting have introduced a position statement to recognise equality and diversity in our history. This statement is widely available on their school website.Yes – 44%
10.
  1. Do you have clear and robust systems in place to monitor attendance data and trends?

Late to school

1st day calling

Children who arrive by transport

Identifying attendance trends

Monitoring attendance data

Working with the Education Welfare Team

Other

Yes – 100%

98%

95%

65%

98%

99%

90%

23%

11.
  1. Are you continuing to ensure vulnerable children are safe during COVID?

Examples:

  • Welfare calls
  • Online engagement/learning
  • EH support – food parcels
  • Vulnerable children in school
  • Welfare support ongoing – Counselling via Zoom
  • Doorstop checks.
Yes – 100%

 

12. What are your biggest challenges when trying to safeguard children in the current environment?
  • Parental Mental Health.
  • Lack of engagement from pupils.
  • Lack of engagement from parents/ carers.
  • Pupils having unregulated time online.
  • Not having ‘Eyes on’ pupils.
  • Increased workload.
  • Pupil’s wellbeing and mental health.
  • Lack of resources.
  • Managing peer conflict when pupils are not in school.
  • Threshold for agency support.13.
  
Receive confirmation in writing from parent / carer (with parental responsibility)Yes – 93%
Meeting with parent / carerYes – 90% 
Meeting with child – where possible without parents/carers presentYes – 75% 
Complete the Safeguarding Pupil form and submit to the LAYes – 92% 
Make a MASH enquiry if concerns are identifiedYes – 88% 
14.Where do DSL’s receive information to keep up to date with the latest guidance and information?

Headteacher Update – Emails

Babcock Newsletters

NSPCC Newsletter

Early Help Emails

SWGfL Newsletter

Young Minds – Emails

DSCP newsletter

Other

 

 

 

93%

95%

72%

82%

53%

26%

53%

29%

 

Identified actions:

Red – Priority

  • School to ensure they have a ‘Ready for Anything’ policy in place which is reviewed regularly and practiced.
  • Schools to undertake ASF training to gain a greater knowledge and understanding.
  • Schools need to ensure they submit a MASH enquiry if they have current Safeguarding Concerns for a pupil who is removed off their roll to be EHE.

Amber

  • School to have a robust Relationship and Sex Education policy in place which has been approved by governors.
  • Schools to look audit Young Carers support in their setting and ensure consistent and robust support for all young carers.
  • Schools need to have a clear understanding of the Bullying and Prejudice, hate incidents (BPHI) process and ensure they can analysis this data appropriately.
  • Schools to introduce a position statement to recognise equality and diversity in our history. This statement must be approved by governors and available on the school website.
  • Schools need to firm up on their requirements around EHE and if a child leaves their school roll.

4. Babcock update and data

4.1. Positive feedback following s175 audit

‘As a new DSL the safeguarding review that was completed during October and November with Caroline was very useful. I also found the level 3 training very informative but would benefit with training course that goes through the role of a DSL in a school and going through all that should be in place. The Babcock site is very informative and I have found it very useful.’

‘I feel that the support from the Babcock safeguarding team in terms of resources, training and communication has greatly improved over the last 12 months. I have appreciated their support, especially over the COVID pandemic and have felt confident about the procedures they have recommended we as a college put in place.’

‘The one minute guides are really useful. Thank you’

‘MASH consultations are great- thank you- so helpful to know we can ring and discuss a case to get further advice and guidance; MARAC/MASH joint referral process was very efficient, swift action taken and improved outcomes for vulnerable adult and children- thank you’

‘I am receiving one to one motoring from Babcock already and dong this audit has given me lots of actions points to work on with Caroline’

‘We have found the online/virtual workshops and trainings really helpful (conference, refresher trainings) – format would be good for some events to keep post COVID.’

‘This has been a useful Audit tool in producing an action plan.’

‘We already find the newsletter very informative and are very effective for signposting us to relevant and up-to-date resources and information. The one minute guides are great!’

‘Thank you for making safeguarding forums available remotely, as well as providing previous sessions ‘on demand.’’

‘Babcock newsletter is very helpful in keeping school up to date.’

‘Newsletters are excellent source of information and great at signposting to changes, amendments and new resources.’

‘We are well supported by our Trust Safeguarding lead. Information sent by Devon is always helpful and support available.’

‘Our SLT found the form to be very helpful in reflecting on our safeguarding procedures for all staffing groups throughout TEAM Multi-Academy Trust.’

‘Keep up the good work. The Facebook page is very informative and the One Minute guides are very effective.’

‘The support and guidance provided by the Babcock Safeguarding Team ensures there is a confidence in ensuring that safeguarding requirements are met.’

‘Recent level 3 refresher training was very thorough and informative despite having to be held remotely.’

‘The safeguarding forums are very useful but there could be a variation of time in order to allow school staff to attend but not have to leave the school site. Or they could remain on line.’

‘Current training opportunities including Safeguarding forums and conferences and information published including newsletters, OMG and general information on the Babcock safeguarding website work well to ensure up to date knowledge and understanding and therefore increased confidence and competence.’

‘The Safeguarding Forums are such a valuable source of keeping updated with new information and hearing really interesting and informative speakers talk about their experiences. As a school, we find the support by Jonathan Galling is invaluable, and gives us an independent viewpoint as well as reassurance we have handled a situation appropriately and covered all areas.’

‘I have found the Babcock Facebook posts helpful. We would find scenarios attached/linked to the One minute guides helpful.’

‘The Babcock One minute guides are really well designed and accessible so anything more like that would be useful.’

‘The audit is a good way of reflecting on what is already established and what needs to be addressed on the action plan. .’

‘Using this form was very helpful to support compliance and ensure there are pre-planned little and often staff meeting CPD each week.’

‘The recent Babcock safeguarding audit was superb and I don’t feel we need anything else at the moment.’

‘This audit is a very clear structured document that identifies good practice and necessary actions against the KCSIE 2020 Framework. As such it does make clearer the actions for the safeguarding team.’

‘Thank you for changing the format of this audit based on suggestions given during a forum about a year ago.’

4.2. Requests and suggestions from S175 audit

  1. More training on specific topics.
  • Young Carers
  • Threshold
  • Early Help
  • Online Safety.
  1. Scenarios and Case Studies to use as staff training.
  2. DSL network meetings
  3. More frequent Safeguarding newsletters.
  4. Supervision opportunities

5. Conclusion

It is clear from the data gathered during the Safeguarding audit that in all areas bar one the percentage of compliant schools have increased. The only exception to this is the number of schools who hold more than one emergency contact for pupils.

The feedback given by DSL’s as part of this audit is that school understand the purpose of the audit and have used it robustly as an auditing tool for their settings rather than just a statutory requirement – this reflects changed made following consultation with a number of DSL’s in Spring 2019.

It is evident that more and more schools are moving away from a single DSL / DDSL and are investing in larger safeguarding teams across their settings.

It is clear from the information gathered that schools are gaining knowledge and skills from a wide range of training platforms. With Covid restrictions and the increase in virtual training schools have embraced this new style of learning. Schools are however requesting more specific safeguarding topic training to be offered through Babcock.

It is clear from the information gathered that most secondary schools are aware of the Adolescent Safety Framework (ASF) and how it fits for their pupils however there is a larger piece of work needed to be undertaken to ensure primary colleagues are also aware of the importance of the ASF for their older pupils and families.

It is clear from feedback from the audit that schools value the resources provided by Babcock Safeguarding team, including the OMG, Podcasts, Facebook page and newsletters.

In terms of safer recruitment schools are confident in their statutory requirements and how this information needs to be evidenced.

Schools are confident that all staff receive regular training throughout the year however it appears that this training is often inconsistent and patchy for some stakeholders.

It is evident from the audit that schools are confident and knowledgeable in their statutory requirements when it comes to safeguarding children in their setting

5.1. Reflect on challenges identified in 2018/2019

Last year’s audit report recommended the following areas of focus for academic year 2019/2020:

  • Support the DSCP on the relaunch of the Adolescent Safety Framework and the Neglect Tool –

Actions taken: ASF Podcast and OMG has been published for schools. Education specific training for all schools will be released (free of charge) April 2021. Neglect toolkit relaunch was postponed due to Covid.

  • Ensure schools are aware of the new Threshold Tool once it is ready for circulation –

Actions taken: The new Threshold tool has not been released

  • Publish Supervision Guidance for schools –

Actions taken: Babcock are now offering mentoring / coaching support to schools. So far 21 schools have signed up and are receiving regular mentoring.

  • Help schools to reflect on their record keeping processes and the impact these have on identifying children at risk –

Actions taken: Record keeping has been introduced as a key part of our Level 3 training. Babcock are working with school and DSCP to introduce the new MAI Chronologies.

  • Ensure key learning from Rapid Reviews and similar reviews reaches the staff who need to know

Actions taken: Ongoing

Next steps

What needs to improve:

How / Who:

Ensure schools are providing all staff with clear information on CME during induction.Babcock Safeguarding team to continue to discuss CME as part of Level 2 and Level 3 Safeguarding training.

Babcock CME lead to record a Podcast to be shared with schools to be used a drip feed CP.

Schools to ensure they hold more than one emergency contact number for each pupil.Schools to audit their emergency contacts held for parents and to target identified families to ensure they have more than one contact for every family.
School to ensure they have a ‘Ready for Anything’ policy in place which is reviewed regularly and practiced.Schools to ensure this is in place.

Babcock Safeguarding team to promote the importance of this policy in newsletters.

Schools to undertake ASF training to gain a greater knowledge and understanding.Babcock Safeguarding Team to re advertise the OMG and Podcast

Babcock Safeguarding team to release the pre-recorded education specific training.

Schools need to ensure they submit a MASH enquiry if they have current Safeguarding Concerns for a pupil who is removed off their roll to be EHE.Babcock Safeguarding team to continue to discuss CME as part of Level 2 and Level 3 Safeguarding training.

EWO team to ensure they are reminding schools of their statutory requirement if a child is EHE.

Schools need to ensure that all staff consistently receive safeguarding updates throughout the yearSchools to ensure they can clearly evidence staff safeguarding training – including CPD sessions.

Babcock to remind school the importance of this CPD training for all staff via the newsletter, training, reviews, forums and Facebook group.

Schools ensure that all internal candidates complete an application form when applying for a new role.Babcock safeguarding team to ensure this is explicit in Safer Recruitment training.

Babcock Safeguarding team to update OMG.

School to have a robust RSE policy in place which has been approved by governors.Schools to ensure this policy is in place by Summer term 2021.
Schools to look audit Young Carers support in their setting and ensure consistent and robust support for all young carers.Babcock Safeguarding team to continue to promote Young Carers support.

Young Carers group to lead a session at a Safeguarding Forum.

Schools need to have a clear understanding of the BPHI process and ensure they can analysis this data appropriately.Babcock Safeguarding team to continue to promote the BPHI process.

Babcock Safeguarding Team to introduce termly data captures for schools to support data gathering and analysis from a Safeguarding point of view – September 2021.

Schools to introduce a position statement to recognise equality and diversity in our history. This statement must be approved by governors and available on the school website.DSCP to support schools in introducing this policy statement.
Schools need to firm up on their requirements around EHE and if a child leaves their school rollBabcock Safeguarding team to continue to discuss CME as part of Level 2 and Level 3 Safeguarding training.

EWO team to ensure they are reminding schools of their statutory requirement if a child is EHE.

Ensure schools are aware of the new Neglect Toolkit once it is released by the DSCPBabcock Safeguarding Team to produce new OMG & Podcast

Babcock Safeguarding Team to update current training and resources to reflect changes.

Babcock safeguarding team to ensure the new information is shared with schools via the safeguarding forum, newsletter and Facebook group.

Ensure schools are aware of the new Threshold tool once it is released by the DSCP.Babcock Safeguarding Team to produce new OMG.

Babcock Safeguarding Team to update current training and resources to reflect changes.

Babcock safeguarding team to ensure the new information is shared with schools via the safeguarding forum, newsletter and Facebook group.

Help schools to reflect on their record keeping processes and the impact these have on identifying children at riskBabcock Safeguarding Team to produce a new Podcast.

Babcock Safeguarding Team to ensure robust information is in Level 2 and Level 3 safeguarding training.


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