S175 audit report 2020/21 (Report April 2022)
Contents
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 Children Family Partnership (DCFP) 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 DCFP are interested in gauging the level of knowledge and confidence for schools which will inform future training and support. Overall 2020/2021 has been significantly challenging for all education settings across the local authority. The ongoing Coronavirus pandemic and the impact of remote learning, national lockdowns and staffing issues have continued to impact in the day to day running of education setting.
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.
Despite 2020/2021 continuing to be challenging due to the Coronavirus pandemic it is clear that Safeguarding across Devon School’s 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, we have seen an increase in schools knowledge around Children Missing Education (CME), an increase in schools who have an RSE policy available on the website which has been approved by governors and a big increase in numbers of schools who have a Ready for Anything policy in place. 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 5.1 and have been RAG rated to help prioritise. The main areas for development are;
- Ensure all schools have introduced a position statement to recognise equality and diversity in our history.
- Continue to ensure schools are providing all staff with clear information on Child Missing in Education (CME) during induction.
- Ensure that all staff consistently receive safeguarding updates throughout the year which cover all safeguarding topics identified in KCSiE.
- Ensure DSL’s routinely use the case resolution protocol to escalate concerns when appropriate.
- Ensure schools are actively involved in Adolescent Safety Framework meetings.
- Ensure schools are undertaking School Context assessments and hosting School Context Conferences using the ASF (when appropriate)
As we transition from Babcock LDP back into the Local Authority, we will continue to work alongside the wider DCFP (Devon Children Family Partnership) working groups and adapt our action plan and priority list as a result of actions identified in these working groups.
2.1. Headlines
- 69 Safeguarding Reviews undertaken:
- 42% Maintained schools
- 46% Academy’s
- 12% Independent
- 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.
- 91% of schools have a Ready for Anything policy in place.
- 100% of staff who have direct contact with children receive regular safeguarding training throughout the academic year.
- 100% of schools have a Child Protection policy in place that includes the schools procedures for dealing with children with SEND.
- 91% of schools have attended Child Protection meetings during the academic year.
- 70% of schools offer targeted support for Young Carers.
- 58% of schools could name their Early Help locality officer.
- 90% of schools use an electronic recording system for Safeguarding files.
- 391 Bullying, prejudice and Hate incidents (BPHI) forms were submitted to the Local Authority
3. Devon overview
The majority of schools across Devon are part of a Multi Academy Trust (MAT) or Federation. We have seen a 2% increase in schools joining MAT’s or Federations compared to last year.
*****MISSING PICTURE*******
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.
3.2. What school staff should know and do
| Question | Response | Compared to 2019/2020 | Compared 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 2021) | |||
| Staff with DIRECT contact with children | Yes – 100% | Yes – 100% | Yes – 100% |
| Staff WITHOUT direct contact with children | Yes – 100% | ||
| 2. Does the induction for all new staff include information about the following policies, procedures and guidance? | |||
| Child Protection Policy | Yes – 100% | Yes – 99% | Yes – 91% |
| Code of Conduct / Behaviour Policy | Yes – 99% | Yes – 99% | – |
| Child Missing in Education | Yes – 82% | Yes – 74% | – |
| DSL and Safeguarding team information | Yes – 100% | Yes – 100% | – |
| KCSiE 2021 (Part 1 OR Annex A) | Yes – 99% | Yes – 99% | – |
| Whistleblowing policy | Yes – 99% | Yes – 98% | – |
| Behaviour Policy | Yes – 96% | – | – |
| 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% | Yes – 93% | Yes – 93% |
| Staff with direct contact with children | Yes – 100% | Yes – 100% | Yes – 100% |
| Staff without direct contact with children | 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. | |||
| Staff with direct contact with children | Yes – 100% | Yes – 99% | Yes -97% |
| Staff without direct contact with children | Yes – 91% | ||
| 6. Are all staff with direct contact with children aware of the Early Help process and understand their role in it? (Part 1 para.15) | Yes – 99% | Yes – 99% | Yes – 96% |
| 7. Are all staff who have direct contact with children trained on how to make a referral to Children’s Social Care, and what their role might be if the referral is agreed as Section 17 or Section 47 (Children’s Act 1989) (Part 1 para 16)? | Yes – 99% | ||
| 8. Do all staff know what to do if a child tells them he/she is being abused or neglected? (Part one para. 17 & Annex A para.3) | |||
| Staff with direct contact with children | Yes – 100% | ||
| Staff without direct contact with children | |||
| 9. Are all staff made aware of indicators of abuse or neglect? (Part one para.20 & Annex A para 4) | Yes – 100% | Yes – 100% | Yes – 99% |
| 10. Are all staff who work directly with children aware that abuse, neglect and Safeguarding issues are rarely standalone events? (Part one para.22) | Yes – 100% | Yes – 100% | Yes – 98% |
| 11. Are all staff who work DIRECTLY with children aware that Safeguarding incidents can happen outside of the family home – in the community and in school? (Part 1 para. 23) | Yes – 100% | Yes – 98% | Yes – 70% |
| 12. Are all staff who work DIRECTLY with children aware that technology is a significant component in many safeguarding and wellbeing issues? (Part one Para. 24) | Yes – 100% | ||
| 13. Are staff aware of the following safeguarding issues, including signs and indicators, and what to do if they have concerns? Part one para. 26-52 Annex A para 6-14) | |||
| Staff with direct contact with children • Physical Abuse • Emotional Abuse • Sexual Abuse • Neglect • Child Sexual Exploitation (CSE) • Child Criminal Exploitation (CCE) • Female Genital Mutilation (FGM) • Mental Health • Peer on Peer Abuse • Serious Violence • Modern Day Slavery | Yes – 100% Yes – 100% Yes – 100% Yes – 100% Yes – 99% Yes – 99% Yes – 99% Yes – 100% Yes – 99% Yes – 99% Yes – 95% | – – – – Yes – 98% Yes – 98% – – Yes – 98% – – | – – – – – – – – Yes – 94% – – |
| Staff WITHOUT direct contact with children • Physical Abuse • Emotional Abuse • Sexual Abuse • Neglect • Child Sexual Exploitation (CSE) • Child Criminal Exploitation (CCE) • Female Genital Mutilation (FGM) • Mental Health • Peer on Peer Abuse • Serious Violence • Modern Day Slavery | Yes – 90% Yes – 90% Yes – 90% Yes – 90% Yes – 87% Yes – 84% Yes – 84% Yes – 86% Yes – 86% Yes – 85% Yes – 81% | – – – – – – – – – – – | – – – – – – – – – – – |
| 14. Do teachers know about their statutory duty to report FGM to the police? (Part one Para. 40) | Yes – 100% | Yes – 100% | Yes – 100% |
| 15. Are all staff who work DIRECTLY with children aware of indicators of poor Mental Health and how to identify children in need of extra support? (Part one, Para. 41-45) | Yes – 97% | – | – |
| 16. Are all staff made aware that children can abuse other children (Peer on Peer abuse)? Part one, para. 46-50 & Annex A para.13) | |||
| Staff with direct contact with children | Yes – 100% | – | – |
| Staff without direct contact with children | Yes – 91% | – | – |
| 17. Are all staff confident in challenging inappropriate behaviour between peers and are aware of the importance of not downplaying certain behaviour. (Part one, para 49) | Yes – 99% | – | – |
| 18. Do you ensure that all staff have the attitude that ‘it could happen here’? (Part one para.55 & Annex A para.15) | Yes – 100% | Yes – 100% | Yes – 99% |
| 19. Are you confident that all staff who have a concern about a child’s welfare, act on these concerns immediately? (Part one para.56 & Annex A para.17) | Yes – 100% | Yes – 100% | Yes – 98% |
| 20. Is the DSL or someone in the Safeguarding Team always available to discuss safeguarding concerns? (Para.25) | Yes – 100% | Yes – 100% | Yes – 96% |
| 21. 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? (Part one para. 60 & Annex A para.19) | Yes – 100% | Yes – 100% | – |
| 22. For staff who work directly with children, are all open Early Help cases kept under constant review and if concerns escalate, a referral to Children’s Social Care made? (Part one, para. 61) | Yes – 98% | Yes – 99% | Yes – 92% |
| 23. Does the DSL ensure that all MASH enquiries are followed up if there is no notification of an outcome? | Yes – 99% | Yes – 99% | Yes – 85% |
| 24. Has the DSL used escalation procedures including the Case Protocol for any cases? | Yes – 22% | Yes – 26% | – |
| 25. 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) 90% of schools use an electronic recording system – 6% increase from last year. 38% of schools use case audits as a way of monitoring safeguarding files – 6% decrease from last year. 38% of schools use case supervision / mentoring support | Yes – 100% | Yes – 100% | Yes – 97% |
| 26. Are staff made aware of how to report concerns about another staff member or the Head Teacher? (Part one para.74 & Annex A para 20) | |||
| Staff with direct contact with children | Yes – 100% | Yes – 100% | Yes – 98% |
| Staff without direct contact with children | Yes – 93% | – | – |
| 27. Are Senior Leaders confident in their procedures for dealing with concerns or allegations against teachers (supply teachers) other staff, volunteers and contractors as identified in Section 4 of KCSiE 2021. This must include procedures to identify concerns that meet the harm threshold (Whistleblowing) and concerns that do not meet the harm threshold (Low Level concerns) | Yes – 99% | – | – |
Review of Actions from 2019/2020
- Ensure schools are providing all staff with clear information on Child Missing in Education (CME) during induction. We have seen an 8% increase in schools who are providing this information to staff during induction. This action will stay on the action plan moving forward.
- Encourage schools to provide key policies and procedures to new employees prior to 1st day of employment. This has stayed at 93%. Schools spoken to are clear that where possible this information is provided prior to 1st day if this is not possible it is provided on 1st day.
- 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 are now reporting 100% compliance in this area.
- Schools need to ensure that all staff consistently receive safeguarding updates throughout the year. There has been an improvement in this area for staff who have direct contact with children, however, there is still inconsistency with staff without direct contact with children. Schools need to ensure all staff who have access to their setting receive annual in-house safeguarding training.
Identified actions:
Amber
- Ensure schools are providing all staff with clear information on Child Missing in Education (CME) during induction.
- Ensure that all staff consistently receive safeguarding updates throughout the year which cover all safeguarding topics identified in KCSiE.
- Ensure DSL’s are using the case resolution protocol to escalate concerns
when appropriate.
3.3. The responsibility of governing bodies, proprietors and management committees.
| Question | Response | Compared to 2019/2020 | Compared 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. 85) | Yes – 100% | Yes – 100% | Yes – 100% |
| 2. Does the Child Protection Policy include the schools procedures for dealing with children with SEND? (Para. 185) | Yes – 100% | Yes – 97% | Yes – 87% |
| 3. Does the school hold more than one emergency contact number for each pupil? (Para.88) | Yes – 89% | Yes – 89% | Yes – 91% |
| 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. 85) | Yes – 99% | Yes – 99% | Yes – 94% |
| 5. Is the DSL a member of the school’s SLT and are they trained every 2 years? (Para.89-95) | Yes – 99% | Yes – 99% | Yes – 99% |
| 6. How does the DSL keep up to date with their knowledge and skills regularly (at least annually)? (Para. 95) Babcock Training DCFP Training External Agency Training Online Training | Yes – 100% Yes – 85% Yes – 26% Yes – 37% Yes – 63% | Yes – 100% | Yes – 100% |
| 7. How does the school contribute to multi-agency working in-line with statutory guidance? (Working Together to Safeguard Children 2018) (Para. 96-104)
% of meetings school have been invited to and attended Attending Child Protection Conferences & Core Group | Yes – 91% Yes – 89% Yes – 97% Yes – 55% Yes – 21% Yes -14% Yes – 13% Yes – 7% Yes – 10% Yes – 36% Yes – 18% Yes – 48% Yes – 94% Yes – 84% Yes – 90% | Yes – 89% Yes – 87% Yes – 96% 51% 19% 16% 14% 8% 9% 29% 16% 47% 93% 80% 93% | |
| 8. 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 (Para. 110) | |||
| Staff with direct contact with children | Yes – 99% | Yes – 99% | Yes – 95% |
| Staff without direct contact with children | Yes – 91% | ||
| 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. 112) | Yes – 100% | ||
| 10. Are filters and appropriate monitoring systems in place and are pupils taught about online safety? (Para. 121-122) | Yes – 99% | Yes – 99% | Yes – 97% |
Review of action 2019/2020
- Schools to ensure they hold more than one emergency contact number for each pupil. Schools report that are clear on which children only have one emergency contact and they are proactive in trying to get further contacts. Consider rewording question for next audit to take into account where reasonably possible schools have at least one emergency contact for each child.
Identified Actions:
Amber
- Ensure schools are actively involved in Adolescent Safety Framework meetings.
- Ensure schools are undertaking School Context assessments and hosting School Context Conferences using the ASF (when appropriate)
- Ensure schools provide information to other agencies when requested – MACE / MARAC etc.
3.4. Safer recruitment
| Question | Response | Compared to 2019/2020 | Compared 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. 85) | Yes – 100% | Yes – 99% | Yes – 95% |
| 2. Does the evidence within the SCR match that in a random sample of employee files? | Yes – 99% | Yes – 99% | Yes – 96% |
| 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 – 100% | Yes – 99% | Yes – 95% |
| 4. Does the setting seek verification to confirm the source of references that have been received electronically since 2018? (Para.203) | Yes – 99% | Yes – 96% | Yes – 79% |
| 5. Are copies of original ID documents and qualifications, where required, held on file? | Yes – 99% | Yes – 99% | Yes 97% |
| 6. Is the school clear that the original DBS certificates should be seen, but not copied? (Para.258) | Yes – 99% | Yes 100% | Yes – 99% |
| 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 – 96% | Yes – 97% | Yes – 81% |
| 8. Does the setting retain evidence of responses to safeguarding questions asked for the successful candidate? | Yes – 96% | Yes – 97% | Yes – 88% |
| 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% | Yes – 99% | Yes – 94% |
| 10. Are letters of offer for successful candidates conditional upon receipt of two satisfactory references, qualifications, DBS checks and medical clearance? | Yes – 99% | Yes – 99% | Yes – 98% |
| 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.328) | Yes – 94% | Yes – 90% | Yes – 78% |
| 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. 329) | Yes – 99% | Yes – 99% | Yes – 92% |
| 13. Is there someone trained in safer recruitment on every interview panel? | Yes – 100% | Yes – 99% | Yes – 99% |
| 14. Have those with the safer recruitment qualification had a refresher session within the last 5 years? (this is NOT a statutory requirement) | Yes – 92% | Yes – 92% | Yes – 81% |
Review of actions from 2019/2020
- Schools ensure that all internal candidates complete an application form when applying for a new role. There have been a 4% increase in schools who are asking internal candidates to complete an application form for a new role.
Identified actions:
Amber
- Schools to ensure that they view the original DBS certificates but not make a copy.
- Schools to ensure they use some form of risk assessment for long standing employees where there are missing documents on files such as references.
- Schools to ensure they retain evidence of responses to safeguarding questions asked for the successful candidate.
3.5. Good practice / Miscellaneous
| Question | Response | Compared to 2019/2020 | Compared to 2018/2019 |
|---|---|---|---|
| 1. Do the school have ‘Ready for Anything’ (lockdown) procedures that have been agreed and practiced? 91% of schools have a policy but some schools have not practiced the drill. | Yes – 73% | Yes – 72% | Yes – 34% |
| 2. 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 – 38% | Yes – 29% | – |
| 3. Do you offer targeted support for children identified as Young Carers? | Yes – 70% | – | – |
| 4. How many Bullying and Prejudice/Hate Incidents have been reported to the LA using the BPHI form? | 391 | 233 | – |
| 5. Out of the BPHI referrals made, how many involved Black, Asian and Minority ethnic (BAME) children? | 144 | 112 | – |
| 6. Have you introduced a position statement to recognise equality and diversity in our history and is this statement widely available on your school website? | Yes – 44% | Yes – 44% | – |
| 7. Are you aware of the NPCC document ‘ When to call the police?’ and have you used it in your decision making? | Yes – 67% | – | – |
| 8. Do you have a written policy in place to respond to an event of a suicide – or suspected suicide of a child?(Pg. 46 – PHE Identifying and responding to suicide clusters.) | Yes – 12% | – | – |
| 9. Do you know who your Police Youth Intervention officer is? (YIO) | Yes – 19% | – | – |
| 10. Do you know who your Early Help Locality Officer is? | Yes – 58% | – | – |
| 11. Do you have a current RSE policy on your school website which has been approved by governors? | Yes – 97% | Yes – 87% | Yes – 59% |
| ➢ Number of Young Carers on roll across Devon – 1093 ➢ Number of children EHE (Elective Home Education) last year – 603 ➢ Number of EHE children schools submitted MASH enquiries for – 40 ➢ Number of EAL children on roll – 2983 |
Review of actions 2019/2020
- School to ensure they have a ‘Ready for Anything’ policy in place which is reviewed regularly and practiced. 1% increase compared to last year. However 91% of schools have a policy in place but have not practiced it with children / young people.
- Schools to undertake ASF training to gain a greater knowledge and understanding. 9% increase in staff undertaking ASF training. Lots of primary schools still see this as a secondary issue. Further support needed.
- 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. 40 children had MASH enquiry’s submitted when they became EHE.
- School to have a robust Relationship and Sex Education policy in place which has been approved by governors. 10% increase in schools having a published RSE policy.
- Schools to look at Young Carers support in their setting and ensure consistent and robust support for all young carers. More children are being recognised as young carers even without formal support from Young Carers groups. Schools are supporting these children in a number of ways.
- Schools need to have a clear understanding of the Bullying and Prejudice, hate incidents (BPHI) process and ensure they can analysis this data appropriately. Slight increase in BPHI forms submitted to the LA. This still needs to be an area of focus moving forward.
- 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. We have not seen an increase in this statement being introduced across schools.
- Schools need to firm up on their requirements around EHE and if a child leaves their school roll. Schools report feeling more confident in the EHE requirements.
Identified actions:
Red – priority
- 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.
Amber
- Schools to undertake ASF training to gain a greater knowledge and understanding.
- Schools to provided targeted support for their Young Carers
- All schools to be aware of the NPCC document ‘ When to call the police?’ and have you used it in your decision making?
- More schools to have a written policy in place to respond to an event of a suicide – or suspected suicide of a child?(Pg. 46 – PHE Identifying and responding to suicide clusters.)
- Schools to be confident in how to contact their named Early Help locality officer and Police Youth Intervention Officer.
4. Babcock update and data
4.1. Positive feedback following s175 audit
‘The termly safeguarding forums are really useful to keep up to date with latest guidance and good practice.’
‘It is very reassuring to have that additional support as and when needed.’
‘This audit is a really useful tool- thank you.’
‘This document review flags up resources that we should know about and is really helpful.’
‘The one minute guides are very helpful and form part of our termly updates to staff and adults working our school.’
‘The regular updates in the newsletter are useful. Training refreshers, particularly in person, are a very useful way of keeping up to date with changes and expectations. The OMGs are a very useful training tool.’
‘One Minute Guides have been brilliant at helping to give ongoing training.’
‘The OMG’s and podcasts have been very useful so more of these would be great in future.’
‘The last Babcock safeguarding audit with Caroline Pinscent was very useful.’
‘Regular Babcock Child protection and Safeguarding updates and newsletters along with safeguarding forums and conferences serve well to ensure confidence and competence is maintained.’
‘Maintaining regular updates at safeguarding Forums and on Facebook page – these are both very useful.’
‘Safeguarding audit was a positive and supportive experience.’
‘Having just completed a Level 3 course which was excellent I feel fairly confident. The course was very supportive and because of the small group size it was tailored to our needs.’
‘We continue with the forum training and sharing the newsletter which are really useful.’
‘Forums very useful for updated information’
‘Babcock safeguarding audit in October was very useful in identifying what we need to develop.’
‘The one minute guides are incredibly helpful for both the safeguarding team and less experienced staff. It is so helpful, having your team on the end of a phone to be able to run things by, or double check we haven’t missed something when dealing with a complex or difficult situation. This feels like a safety net, as this role often feels vulnerable, particularly when you hear about serious and tragic incident in the news such as the latest one. The annual Safeguarding conference and forums are always useful and its great being able to access power points to pass onto staff, share with other DSL’S etc.’
‘Babcock website is a useful source of information. The training guides and one minute guides are excellent and it is an easy site to navigate. My staff are confident using it.’
‘The safeguarding mentoring programme has been a really valuable resource for Pathfield school.’
‘This has been really useful for me, as a new Head of School, to think critically about our work and where we can improve.’
‘The OMGs are fantastic and a great tool for rolling updates.’
‘I find the one minute guides particularly helpful as a source of support for myself and other staff so continuing to build the bank of these would be great. Safeguarding closed group Facebook page has also been great to get snippets of resources and activities to use with staff, eg ACT Early website.’
4.2. Requests and suggestions from S175 audit
1. More training on specific topics.
- Young Carers
- Threshold
- Early Help
- Online Safety.
- Mental Health
2. Scenarios and quizzes to use as staff training.
3. DSL network meetings
4. Supervision opportunities.
5. Conclusion
From data gathered during the Safeguarding audit it is clear that most areas have continued to increase the percentage of compliant schools, however we have noticed a slight dip (1%) in schools using the case resolution protocol, attending Safer Me meetings and providing information to MARAC / MACE. We have also noticed a slight dip (1%) in compliance regarding Safer Recruitment, including schools seeing original DBS certificate and not taking a copy, risk assessment for gaps in information and schools retaining safeguarding questions for successful candidates. All these areas will be our focus for the next academic year.
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 changes made following consultation with a number of DSL’s in Spring 2020 and again in Spring 2021. It is clear that schools continue to invest in larger Safeguarding teams and that more schools are joining MAT’s where there is a wider safeguarding team across the trust. 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.
There is evidence that schools are confident that all staff receive regular training throughout the year and this training is varied and robust, however it appears that this training is often inconsistent for staff who do not have direct contact with children.
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. Next steps
What needs to improve:
- 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
- Ensure schools are providing all staff with clear information on Child Missing in Education (CME) during induction
- Ensure that all staff consistently receive safeguarding updates throughout the year which cover all safeguarding topics identified in KCSiE.
- Ensure DSL’s are using the case resolution protocol to escalate concerns when appropriate.
- Ensure schools are actively involved in Adolescent Safety Framework meetings.
- Ensure schools are undertaking School Context assessments and hosting School Context
- Conferences using the ASF (when appropriate)
- Ensure schools provide information to other agencies when requested – MACE / MARAC etc.
- Schools to ensure that they view the original DBS certificates but not make a copy.
- Schools to ensure they use some form of risk assessment for long standing employees where there are missing documents on files such as references.
- Schools to ensure they retain evidence of responses to safeguarding questions asked for the successful candidate.
- Schools to undertake ASF training to gain a greater knowledge and understanding.
- Schools to provided targeted support for their Young Carers
- All schools to be aware of the NPCC document ‘ When to call the police?’ and have you used it in your decision making?
- More schools to have a written policy in place to respond to an event of a suicide – or suspected suicide of a child? (Pg. 46 – PHE Identifying and responding to suicide clusters.)
- Schools to be confident in how to contact their named Early Help locality officer and Police
- Youth Intervention Officer