Attendance KCC Policy

Key Contact Personnel in School


Designated Safeguarding Lead:  Lisa Sprigmore, Acting Deputy Head Teacher & Inclusion Manager (


Deputy Designated Safeguarding Lead(s):

Sarah Cattley, Welfare Officer (

Matt Bailey, Deputy Head Teacher (


Named Safeguarding Governor: Jonathon Roberts




This is a core policy that forms part of the induction for all staff. It is a requirement that all members of staff have access to this policy and sign to say they have read and understood its contents.


Date Last Amended:  September 2020

Date agreed and ratified by Governing Body: Sept 2020

Date of next review: September 2021


This policy will be reviewed at least annually and/or following any updates to national and local guidance and procedures.










Page no
What to do if you have a welfare concern – flowchart 2
1.                  Introduction and Ethos 3
2.                  Definition of Safeguarding 3
3.                  Context 3
4.                  Related Safeguarding Policies 4
5.                  Key Responsibilities 5
6.                  Recognition and Types of Abuse and Neglect 6
7.                  Safeguarding and Child Protection Procedures 10
8.                  Record Keeping 11
9.                  Multi-Agency Working 12
10. Confidentiality and Information Sharing 12
11. Complaints 12
12. Staff induction, Awareness and Training 13
13. Safe Working Practice 13
14. Staff Supervision and Support 13
15. Safer Recruitment 14
16. Allegations Against Members of Staff and Volunteers 14
17. Safeguarding Children with Special Educational Needs and Disabilities 15
18. Online Safety 15
19. Curriculum and Staying Safe 16
20. The Use of School Premises by Other Organisations 16
21. Security 16
22. Monitoring and Review 17
23. Children Missing in Education 17
24. Prevent 17
25. Private Fostering 18
26. Local Support 19
27. National Support 19



  1. Introduction and Ethos


Temple Grove Academy is a community and all those directly connected (staff, volunteers, governors, parents, families and pupils) have an essential role to play in making it safe and secure. Temple Grove Academy recognises our statutory responsibility to safeguard and promote the welfare of all children and to adopt a culture of vigilance.


  • At Temple Grove Academy we are commited to safeguarding children and young people and we expect everyone who works in our school to share this commitment. Adults in our school take all welfare concern seriously and encourage children and young people to talk to us about anything that worries them.  We will always act in the best interests of the child


  • Our school core safeguarding principles are:
    • We are an important part of the wider safeguarding system for children.
    • It is our whole school responsibility to safeguard and promote the welfare of children.
    • All children (defined as those up to the age of 18) regardless of age, gender, ability, culture, race, language, religion or sexual identity, have equal rights to protection.
    • All children have a right to be heard and to have their wishes and feelings taken into account.
    • All our staff understand safe professional practice and adhere to our safeguarding policies.


  1. Definition of Safeguarding


  • Safeguarding and promoting the welfare of children is defined as protecting children from maltreatment, preventing impairment of children’s mental and physical health or development, ensuring children grow up in circumstances consistent with the provision of safe and effective care and taking action to enable all children to have the best outcomes (Keeping Children Safe in Education September, 2020)


  • All safeguarding policies will be reviewed on an annual (minimum) basis by the Governing Body which has responsibility for oversight of school safeguarding and child protection systems. The Designated Safeguarding Lead / Head Teacher will ensure regular reporting on safeguarding activity and systems in school to the Governing Body. The Governing Body will not receive details of individual pupil situations or identifying features of families as part of their oversight responsibility.


  • There are four main elements to our child protection policy
  • Prevention (e.g. positive, supportive, safe school culture, curriculum and pastoral opportunities for children, safer recruitment procedures);
  • Protection (by following the agreed procedures, ensuring all staff are trained and supported to respond appropriately and sensitively to safeguarding concerns);
  • Support (for all pupils, parents and staff, and where appropriate specific intervention for those who may be at risk of harm);
  • Working with parents and other agencies (to ensure appropriate communications and actions are undertaken).
  • The procedures contained in this policy apply to all staff (including temporary staff and volunteers) and governors


  1. Context


  • This policy has been developed in accordance with the principles established by the Children Acts 1989 and 2004 and related guidance. This includes:
    • DfE guidance Keeping Children Safe in Education 2020 (KCSIE)
    • Working Together to Safeguard Children 2018 (WTSC)
    • Ofsted guidance ‘Inspecting safeguarding in early years, education and skills settings’ (2018)
    • Framework for the Assessment of Children in Need and their Families (2000)
    • Kent and Medway Safeguarding Children Procedures (Online)
    • Early Years and Foundation Stage Framework 2017 (EYFS)
  • Section 175 of the Education Act 2002 requires school governing bodies, local education authorities and further education institutions to make arrangements to safeguard and promote the welfare of all children who are pupils at a school, or who are students under 18 years of age. Such arrangements will have to have regard to any guidance issued by the Secretary of State.


  • The school acknowledges that this policy recognises a range of specific safeguarding issues including (but not limited to):
  • Bullying (including cyberbullying)
  • Children and the court system
  • Children Missing Education (CME)
  • Children with family members in prison
  • Child missing from home or care
  • Child Sexual Exploitation (CSE)
  • Child criminal exploitation (County Lines)
  • Domestic Abuse
  • Homelessness
  • Drugs and alcohol misuse
  • Fabricated or induced illness
  • Faith abuse
  • Female Genital Mutilation (FGM)
  • Forced marriage
  • Gangs and youth violence
  • Gender based abuse and violence against women and girls
  • Hate
  • Honour based abuse
  • Mental health
  • Missing children and adults
  • Online safety
  • Peer on Peer Abuse
  • Prevent duty (radicalisation and extremism)
  • Private fostering
  • Relationship abuse
  • Sexual violence and sexual harassment between children
  • Human trafficking and modern slavery
  • Upskirting
  • Response to a report of sexual violence or sexual harrassment
  • Youth produced sexual imagery or “Sexting”


(Also see Annex A within ‘Keeping children safe in education’ 2020)

  1. Related Safeguarding Policies


  • . This policy is one of a series in the school’s integrated safeguarding portfolio and should be read in conjunction with the policies as listed below:
    • Behaviour Management, linked to the Use of Physical Intervention
    • Searching, screening and confiscation
    • Online Safety and Social Media
    • Anti-Bullying
    • Data Protection and Information Sharing
    • Image Use
    • Sex & Relationship Education
    • Personal and Intimate Care
    • Health and Safety
    • Attendance
    • Risk Assessments (e.g. school trips, use of technology)
    • First Aid and Accidents
    • Managing Allegations Against Staff
    • Staff Behaviour Policy (including Acceptable Use of Technology)
    • Safer Recruitment
    • Whistleblowing
  1. Key Responsibilities



  • The governing body have read and will follow KCSIE 2020.


  • The school has a nominated governor for safeguarding. The nominated governor will take the lead role in ensuring that the school has an effective policy which interlinks with other related policies; that locally agreed procedures are in place and being followed; and that the policies are reviewed at least annually and when required.


  • The Governing Body, Headteacher and Leadership Team will ensure that the DSL is properly supported in their role.



5.1 Designated Safeguarding Lead (DSL)

  • The school has appointed a member of the leadership team, Lisa Sprigmore, Deputy Head, as the Designated Safeguarding Lead (DSL). The DSL has the overall responsibility for the day to day oversight of safeguarding and child protection systems in school.


  • The DSL will undergo appropriate and specific training to provide them with the knowledge and skills required to carry out their role. The DSL and any deputy DSL’s training will be updated formally every two years but their knowledge and skills will be updated through a variety of methods at regular intervals and at least annually.


  • Deputy DSLs are trained to the same standard as the DSL. Whilst the activities of the DSL may be delegated to the deputies, the ultimate lead responsibility for safeguarding and child protection remains with the DSL and this responsibility will not be delegated.


  • It is the role of the DSL to:
    • Act as the central contact point for all staff to discuss any safeguarding concerns
    • Maintain a confidential recording system for safeguarding and child protection concerns
    • Coordinate safeguarding action for individual children
      • In the case of Children Looked After the DSL should have the details of the child’s social worker and the name of the virtual school head in the authority that looks after the child (with the DSL liaising closely with the designated teacher)
    • Liaise with other agencies and professionals in line with WTSC 2018
    • Ensure that locally established referral procedures are followed as necessary
    • Represent, or ensure the school is appropriately represented at multi-agency safeguarding meetings (including Child Protection conferences)
    • Manage and monitor the school’s role in any multi-agency plan for a child.
    • Be available during term time (during school hours) for staff in the school to discuss any safeguarding concerns
    • Ensure all staff access appropriate safeguarding training and relevant updates in line with the recommendations within KCSIE (2018)
    • Be aware of pupils who have a social worker and help to promote educational outcomes by sharing the information about the welfare, safeguarding and child protection issues with teachers and the SLT



5.2 Members of Staff


  • All members of staff have a responsibility to:
  • To provide a safe environment in which children can learn.
  • Be prepared to identify children who may benefit from early help.
  • Consider wider environmental factors in a child’s life that may be a threat to their safety and/or welfare.
  • To understand the early help process and their role in it.
  • To understand your schools safeguarding policies and systems.
  • To undertake regular and appropriate training which is regularly updated.
  • Be aware of the process of making referrals to children’s social care and statutory assessment under the Children Act 1989.
  • Know what to do if a child tells them that he or she is being abused or neglected.
  • Know how to maintain an appropriate level of confidentiality.
  • Be aware of the indicators of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection.



5.3 Children and Young People

  • Children and young people (pupils) are taught about:
  • Safeguarding, including online, through various teaching and learning opportunities, as part of providing a broad and balanced curriculum.
  • Children are taught to recognise when they are at risk and how to get help when they need it for example through our PHSE curriculum, through E-safety week and through visits from NSPCC.


5.4 Parents and Carers

  • Parents/carers have a responsibility to:
  • Understand and adhere the relevant school/policies and procedures.
  • Talk to their children about safeguarding issues with their children & support the school in their safeguarding approaches.
    • Identify behaviours which could indicate that their child is at risk of harm including online and seek help and support from the school, or other agencies.


Parents can obtain a copy of the school Child Protection Policy and other related policies on request and can view them via the school website:



  1. Recognition and Types of Abuse and Neglect


Annual training for all staff will ensure that they are able to identify the signs of abuse and neglect within the four areas of abuse (KCSIE, 2020 Part 1).


Abuse can be defined as: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults or by another child or children.



  • Physical abuse – a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.


  • Sexual abuse – involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.


  • Emotional abuse – the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child from participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.


  • Neglect – he persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy, for example, as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.


  • Staff are also trained to undertand the abuse of children by other children and that it is a specific safeguarding issue in education. This is known as peer on peer abuse and is characterised by:


  • bullying (including cyberbullying);
  • physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm;
  • sexual violence,8 such as rape, assault by penetration and sexual assault;
  • sexual harassment,9 such as sexual comments, remarks, jokes and online sexual harassment, which may be stand-alone or part of a broader pattern of abuse; upskirting,10 which typically involves taking a picture under a person’s clothing without them knowing, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm; sexting (also known as youth produced sexual imagery); and
  • initiation/hazing type violence and rituals.


  • Child Sexual Exploitation (CSE) occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. CSE does not always involve physical contact; it can also occur through the use of technology. CSE can affect any child or young person (male or female) under the age of 18 years, including 16 and 17 year olds who can legally consent to have sex. It can include both contact (penetrative and non-penetrative acts) and non-contact sexual activity and may occur without the child or young person’s immediate knowledge (e.g. through others copying videos or images they have created and posted on social media).


  • Child Criminal Exploitation (CCE) is where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into any criminal activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial or other advantage of the perpetrator or facilitator and/or (c) through violence or the threat of violence. The victim may have been criminally exploited even if the activity appears consensual. CCE does not always involve physical contact; it can also occur through the use of technology.



  • CCE can include children being forced to work in cannabis factories, being coerced into moving drugs or money across the country (county lines, see page 85 for more information), forced to shoplift or pickpocket, or to threaten other young people.
  • Some of the following can be indicators of CCE:
  • children who appear with unexplained gifts or new possessions;
  • children who associate with other young people involved in exploitation;
  • children who suffer from changes in emotional well-being;
  • children who misuse drugs and alcohol;
  • children who go missing for periods of time or regularly come home late; and
  • children who regularly miss school or education or do not take part in education.
  • County lines is a term used to describe gangs and organised criminal networks involved in exporting illegal drugs (primarily crack cocaine and heroin) into one or more importing areas [within the UK], using dedicated mobile phone lines or other form of “deal line”.


  • Exploitation is an integral part of the county lines offending model with children and vulnerable adults exploited to move [and store] drugs and money. Offenders will often use coercion, intimidation, violence (including sexual violence) and weapons to ensure compliance of victims. Children can be targeted and recruited into county lines in a number of locations including schools, further and higher educational institutions, pupil referral units, special educational needs schools, children’s homes and care homes. Children are often recruited to move drugs and money between locations and are known to be exposed to techniques such as ‘plugging’, where drugs are concealed internally to avoid detection. Children can easily become trapped by this type of exploitation as county lines gangs create drug debts and can threaten serious violence and kidnap towards victims (and their families) if they attempt to leave the county lines network.
  • One of the ways of identifying potential involvement in county lines are missing episodes (both from home and school), when the victim may have been trafficked for the purpose of transporting drugs and a referral to the National Referral Mechanism103 should be considered. If a child is suspected to be at risk of or involved in county lines, a safeguarding referral should be considered alongside consideration of availability of local services/third sector providers who offer support to victims of county lines exploitation.


  • Domestic Abuse. The cross-government definition of domestic violence and abuse is: any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. The abuse can encompass, but is not limited to: psychological; physical; sexual; financial; and emotional. All children can witness and be adversely affected by domestic abuse in the context of their home life where domestic abuse occurs between family members. Exposure to domestic abuse and/or violence can have a serious, long lasting emotional and psychological impact on children.


  • Female Genital Mutilation. FGM comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs. It is illegal in the UK and a form of child abuse with long-lasting harmful consequences. It is mandatory duty for teachers to report FGM.  Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime Act 2015) places a statutory duty upon teachers along with regulated health and social care professionals in England and Wales, to report to the police where they discover (either through disclosure by the victim or visual evidence) that FGM appears to have been carried out on a girl under 18. Those failing to report such cases may face disciplinary sanctions. It will be rare for teachers to see visual evidence, and they should not be examining pupils or students, but the same definition of what is meant by “to discover that an act of FGM appears to have been carried out” is used for all professionals to whom this mandatory reporting duty applies. Information on when and how to make a report can be found at: Mandatory reporting of female genital mutilation procedural information.  Teachers must personally report to the police cases where they discover that an act of FGM appears to have been carried out.105 Unless the teacher has good reason not to, they should still consider and discuss any such case with the school’s or college’s designated safeguarding lead (or deputy) and involve children’s social care as appropriate. The duty does not apply in relation to at risk or suspected cases (i.e. where the teacher does not discover that an act of FGM appears to have been carried out, either through disclosure by the victim or visual evidence) or in cases where the woman is 18 or over. In these cases, teachers should follow local safeguarding procedures.


  • Honour Based Abuse. So-called ‘honour-based’ abuse (HBA) encompasses incidents or crimes which have been committed to protect or defend the honour of the family and/or the community, including female genital mutilation (FGM), forced marriage, and practices such as breast ironing. Abuse committed in the context of preserving “honour” often involves a wider network of family or community pressure and can include multiple perpetrators. It is important to be aware of this dynamic and additional risk factors when deciding what form of safeguarding action to take. All forms of HBA are abuse (regardless of the motivation) and should be handled and escalated as such. Professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a child being at risk of HBA, or already having suffered HBA. If staff have a concern regarding a child that might be at risk of HBA or who has suffered from HBA, they should speak to the DSL / DDSL.


  • Members of staff are aware that child welfare concerns may arise in many different contexts and can vary greatly in terms of their nature and seriousness; staff are trained to understand the risks and issues within our local community (Contextual Safeguarding)



  • Parental behaviors’ may also indicate child abuse or neglect, so staff should also be alert to parent-child interactions or concerning parental behaviours; this could include parents who are under the influence of drugs or alcohol or if there is a sudden change in their mental health.



  • By understanding the warning signs, we can respond to problems as early as possible and provide the right support and services for the child and their family. It is important to recognise that a warning sign doesn’t automatically mean a child is being abused.


  • Mental Health and Possible Links to Safeguarding and Child Protection. All Staff at Temple Grove Academy are aware that Mental Health problems can, in some cases be an indicator that a child has suffered or is at risk of suffering abuse, neglect or expoitation.  School staff are not expected or trained to diagnose Mental Health conditions or issues, but may notice behaviours that may be of concern.  Where staff have a mental health concern about a child that may also be a safeguarding concern, they should raise the issue by informing the DSL / DDSL.



  1. Safeguarding and Child Protection Procedures


  • Temple Grove Academy adheres to the KSCB Safeguarding Children Procedures. The full KSCB procedures and additional guidance relating to specific safeguarding issues can be found on the KSCB website



  • All members of staff are expected to be aware of and follow this approach:


  • It may not always be appropriate to go through all four stages sequentially and if a child is in immediate danger or is at risk of harm, a request for support should be made immediately to Children’s Social Work Services and/or the police.


  • The role of the school in situations where there are child protection concerns is NOT to investigate but to recognise and refer.


  • The DSL may seek advice or guidance from Area Education Safeguarding Adviser from the Education Safeguarding Team before making a decision regarding next steps. They may also seek advice or guidance from a social worker at the Front Door service.


  • All members of staff are made aware of the internal and local early help support services. Where a child is being offered or receiving early help support, staff will be supported to understand their role in any early help assessment or intervention. This includes identifying emerging problems, liaising with other professionals, and in some cases acting as the lead practitioner.


  • The DSL will keep all early help cases under constant review and consideration will be given to a request for support to the Front Door if the situation does not appear to be improving or is getting worse.


  • All staff are aware of the process for making request for support referrals for statutory assessments under the Children Act 1989, along with the role they might be expected to play in such assessments.


  • In all but the most exceptional circumstances, parents /carers will be made aware of the concerns for their child at the earliest possible stage. In the event of a request for support to the Front Door being necessary, parents/carers will be informed and consent to this will be sought in line with guidance provided by KSCB, unless there is a valid reason not to do so, for example if to do so would put a child at risk of harm to would undermine a criminal investigation.


  • In the absence of the availability of the DSL to discuss an immediate and urgent concern, staff can seek advice from the Deputy DSL. They may also seek advice from the Education Safeguarding Team or via consultation from a Local Authority social worker at the Front Door. If anyone other than the DSL makes a referral to external services, then they will inform the DSL as soon as possible.


  • On occasion, staff may pass information about a child to the DSL but remain anxious about action subsequently taken. Staff should feel able to check the progress of a case with the DSL so that they can reassure themselves the child is safe and their welfare is being considered. If following this process, the staff member remains concerned it is the responsibility of that staff member to follow the school’s escalation process.



  • If a child’s situation does not appear to be improving, then the DSL (or the person that made the request for support) will consider re-referral. Professional disagreements (escalation) will be responded to in line with the KSCB procedures and DSLs may request support via the Education Safeguarding Team.


  1. Record Keeping
  • Staff will record any safeguarding and child protection concerns that they have about a child on MyConcern without delay; if this is an immediate concern or close to the end of the school day, staff should consult the DSL / DDSL immediately in order to assess risk.


  • All safeguarding concerns, discussions and decisions (and justifications for those decisions) will be recorded on My Concern. If members of staff are in any doubt about recording requirements, they should discuss their concerns with DSL.


  • Safeguarding records are kept for individual children and are maintained separately from all other records relating to the child in the school.  Safeguarding records are kept in accordance with data protection legislation and are retained centrally and securely by the DSL.  Safeguarding records are shared with staff on a ‘need to know’ basis only.


  • All safeguarding records will be transferred in accordance with data protection legislation to the child’s subsequent school/setting, under confidential and separate cover.  These will be given to the new DSL and a receipt of delivery will be obtained.


  • Detailed guidance on Record Keeping is found in a separate document “Guidelines for Safeguarding Record Keeping in Schools”.


  • The Headteacher will be kept informed of any significant issues by the DSL.



  1. Multi-agency Working


  • Temple Grove Academy recognises and is committed to its responsibility to work with other professionals and agencies in line with statutory guidance (WTSC 2018)


Schools are not the investigating agency when there are child protection concerns.  We will however contribute to the investigation and assessment processes as required.  Temple Grove Academy recognises the importance of multi-agency working and will support attendance at relevant safeguarding meetings, including Child Protection Conferences, Core Groups, Strategy Meetings, Child in Need meetings or other early help multi-agency meetings.


  • The School Leadership Team and DSL will work to establish strong and co-operative relationships with relevant professionals in other agencies.


  1. Confidentiality and Information Sharing


  • Temple Grove Academy recognises that all matters relating to child protection are confidential. The Headteacher or DSL will only disclose information about a pupil to other members of staff on a ‘need to know’ basis.


  • All members of staff must be aware that whilst they have duties to keep any information confidential, they also have a professional responsibility to share information with other agencies to safeguard children.


  • The Data Protection Act 2018 and GDPR do not prevent the sharing of information for the purposes of keeping children safe.


  • All staff must be aware that they cannot promise a child to keep secrets which might compromise the child’s safety or wellbeing.


  • DfE Guidance on Information Sharing (July 2018) provides further detail. This is located in the school office.


  1. Complaints


  • The school has a Complaints Procedure available to parents, pupils and members of staff and visitors who wish to report concerns.  This can be found in the school office.


  • All reported concerns will be taken seriously and considered within the relevant and appropriate process.  Anything that constitutes an allegation against any adult working in the school including Governors and Volunteers will be dealt with under the specific Procedures for Managing Allegations against Staff Policy.  This can be found in the school office.



  1. Staff Induction, Awareness and Training


  • All members of staff have been provided with a copy of Part One of “Keeping Children Safe in Education” (2020) which covers Safeguarding information for all staff. School leaders will read the entire document.  School leaders and all members of staff who work directly with children will access Annex A within Keeping Children Safe in Education 2020.  Members of staff have signed to confirm that they have read and understood Part One and Annex A.  This documents and information is held in the main school office.


  • The DSL will ensure that all new staff and volunteers (including temporary staff) are aware of the school’s internal safeguarding processes.


  • All staff members (including temporary staff) will receive training to ensure they are aware of a range of safeguarding issues.


  • All staff members (including temporary staff) will receive regular safeguarding and child protection updates, at least annually.


  • All staff members (including temporary staff) will be made aware of the schools expectations regarding safe and professional practice via the staff behaviour policy (or code of conduct) and Acceptable Use Policy.


  • The DSL and Head Teacher will provide an annual report to the Governing Body detailing safeguarding training undertaken by all staff and will maintain up to date register of who has been trained.


  • Although the school has a nominated lead for the governing body, Caroline Preston Bell, all members of the governing body will access appropriate safeguarding training which covers their specific strategic responsibilities on a regular basis.


  1. Safe Working Practice


  • All members of staff are required to work within clear guidelines on Safe Working Practice / the school’s Code of Conduct.


  • Staff should be aware of the school’s Behaviour Management and Physical Intervention Policies, and any physical interventions must be in line with agreed policy and procedures.


  • Staff should be particularly aware of the professional risks associated with the use of social media and electronic communication (email, mobile phones, texting, social network sites etc.) and should adhere to the school’s online safety and Acceptable Use policies.



  1. Staff Supervision and Support


  • Any member of staff affected by issues arising from concerns for children’s welfare or safety can seek support from the DSL.


  • The induction process will include familiarisation with child protection responsibilities and procedures to be followed if members of staff have any concerns about a child’s safety or welfare.
  • The school will provide appropriate supervision and support for all members of staff to ensure that:
    • All staff are competent to carry out their responsibilities for safeguarding and promoting the welfare of children
    • All staff will be supported by the DSL in their safeguarding role.
    • All members of staff have regular reviews of their own practice to ensure they improve over time.

The DSL will also put staff in touch with outside agencies for professional support if they so wish.  Staff can also approach organisations such as their Union, the Education Support Partnership or other similar organisations directly.



  • The school will ensure that members of staff who are working within the foundation stage are provided with appropriate supervision in accordance with the statutory requirements of Early Years Foundation Stage (EYFS) 2017.


  1. Safer Recruitment


  • Temple Grove Academy is committed to ensure that develop a safe culture and that all steps are taken to recruit staff and volunteers who are safe to work with our pupils and staff.


  • The Governing Body and Leadership Team are responsible for ensuring that the school follows safe recruitment processes outlined within guidance.


  • Temple Grove Academy is responsible for ensuring that the school maintains an accurate Single Central Record (SCR) in line with statutory guidance.


  • The Governing Body will ensure that there is at least one of the persons who conducts an interview has completed safer recruitment training.


  • We are also committed to supporting the statutory guidance from the Department for Education on the application of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006 in schools.


  • We advise all staff to disclose any reason that may affect their suitability to work with children including convictions, cautions, court orders, cautions, reprimands and warnings.


  1. Allegations Against Members of Staff and Volunteers


  • Temple Grove Academy recognises that it is possible for staff and volunteers to behave in a way that might cause harm to children and takes seriously any allegation received.  Such allegations should be referred immediately to the Head Teacher or deputy in their absence who will first contact the Local Authority Designated Officer (LADO) to agree further action to be taken in respect of the child and staff member.  In the event of allegations of abuse being made against the Headteacher then staff are advised that allegations should be reported to the Chair of Governors ( who will contact the LADO in the first instance.


  • All staff and volunteers should feel able to raise concerns about poor or unsafe practice and such concerns will always be taken seriously by the senior leadership team.


  • All members of staff are made aware of the school’s Whistleblowing procedure and that it is a disciplinary offence not to report concerns about the conduct of a colleague that could place a child at risk. Staff can also access the NSPCC whistleblowing helpline if they do not feel able to raise concerns regarding child protection failures internally. Staff can call: 0800 028 0285 (8:00 AM to 8:00 PM Monday to Friday) or email:


  • Temple Grove Academy has a legal duty to refer to the Disclosure and Barring Service (DBS) anyone who has harmed, or poses a risk of harm, to a child, or if there is reason to believe the member of staff has committed one of a number of listed offences, and who has been removed from working (paid or unpaid) in regulated activity, or would have been removed had they not left. The DBS will consider whether to bar the person. If these circumstances arise in relation to a member of staff at our school, a referral will be made as soon as possible after the resignation or removal of the individual in accordance with advice from the LADO and/or Schools Personnel Service.




  1. Safeguarding Children with Special Educational Needs and Disabilities


  • Temple Grove Academy acknowledges that children with special educational needs (SEN) and disabilities can face additional safeguarding challenges as they may have an impaired capacity to resist or avoid abuse.


  • Temple Grove Academy will ensure that children with SEN and disabilities, specifically those with communication difficulties will be supported to ensure that their voice is heard and acted upon.


  • Members of staff are encouraged to be aware that children with SEN and disabilities can be disproportionally impacted by safeguarding concerns such as bullying. All members of staff will be encouraged to appropriately explore possible indicators of abuse such as behaviour/mood change or injuries and not to assume that they are related to the child’s disability and be aware that children with SEN and disabilities may not always outwardly display indicators of abuse.


  1. Online Safety


  • It is recognised by Temple Grove Academy that the use of technology presents challenges and risks to children and adults both inside and outside of school.


  • The DSL has overall responsibility for online safeguarding within the school.


  • Temple Grove Academy identifies that the issues can be broadly categorised into three areas of risk:
  • content: being exposed to illegal, inappropriate or harmful material
  • contact: being subjected to harmful online interaction with other users
  • conduct: personal online behaviour that increases the likelihood of, or causes, harm.


  • The DSL and leadership team have read annex C regarding Online Safety within ‘Keeping Children Safe in Education’ 2020.


  • Temple Grove Academy recognises the specific risks that can be posed by mobile phones and cameras and in accordance with KCSIE 2020 and EYFS 2017 has appropriate policies in place that are shared and understood by all members of the school community.  Further information reading the specific approaches relating to this can be found in the schools Online Safety Policy, Acceptable Use Policy and Image Use Policy which can be found on the school website.


  • Temple Grove Academy will ensure that appropriate filtering and monitoring systems are in place when pupils and staff access school systems and internet provision.



  • Temple Grove Academy acknowledges that whilst filtering and monitoring is an important part of schools online safety responsibilities, it is only one part of our approach to online safety. Pupils and adults may have access to systems external to the school control such as mobile phones and other internet enabled devices and technology and where concerns are identified appropriate action will be taken.


  • Temple Grove Academy will ensure a comprehensive whole school curriculum response is in place to enable all pupils to learn about and manage online risks effectively and will support parents and the wider school community (including all members of staff) to become aware and alert to the need to keep children safe online through training and through our website and newsletters.



  1. Curriculum and Staying Safe


  • We recognise that schools play an essential role in helping children to understand and identify the parameters of what is appropriate child and adult behaviour; what is ‘safe’; to recognise when they and others close to them are not safe; and how to seek advice and support when they are concerned.


  • Our curriculum provides opportunities for increasing self-awareness, self-esteem, social and emotional understanding, assertiveness and decision making so that students have a range of contacts and strategies to ensure their own protection and that of others. Online safety is integrated into the curriculum.


  • Our school systems support children to talk to a range of staff. Children will be listened to and heard and their concerns will be taken seriously and acted upon as appropriate.


  1. The Use of School Premises by Other Organisations


  • Where services or activities are provided separately by another body using the school premises, the Head Teacher and Governing Body will seek written assurance that the organisation concerned has appropriate policies and procedures in place with regard to safeguarding children and child protection and that relevant safeguarding checks have been made in respect of staff and volunteers.


  • If this assurance is not achieved then an application to use premises will be refused.


  1. Security


  • All members of staff have a responsibility for maintaining awareness of buildings and grounds security and for reporting concerns that may come to light.


  • Appropriate checks will be undertaken in respect of visitors and volunteers coming into school as outlined within guidance.  Visitors will be expected to sign in and out electronically via the office InVentry System and to display a visitors badge whilst on school site.  Any individual who is not known or identifiable should be challenged for clarification and reassurance.


  • The school will not accept the behaviour of any individual (parent or other) that threatens school security or leads others (child or adult) to feel unsafe.  Such behaviour will be treated as a serious concern and may result in a decision to refuse access for that individual to the school site.


  1. Monitoring and Review


  • All school staff (including temporary staff and volunteers) will have access to a copy of this policy.  The policy will also be available to parents/carers.


  • The policy forms part of our school development plan and will be reviewed annually.



  1. Child Missing in Education


Knowing where children are during school hours is an extremely important aspect of Safeguarding. Missing school can be an indicator of abuse and neglect and may also raise concerns about others safeguarding issues, including the criminal exploitation of children.  We monitor attendance carefully and address poor or irregular attendance without delay.

  • We will always follow up with parents/carers when pupils are not at school. This means we need to have a least two up to date contacts numbers for parents/carers. Parents should remember to update the school as soon as possible if the numbers change.


  • In response to the guidance in Keeping Children Safe in Education (2020) the school has:
  1. Staff who understand what to do when children do not attend regularly
  2. Appropriate policies, procedures and responses for pupils who go missing from education (especially on repeat occasions).
  3. Staff who know the signs and triggers for travelling to conflict zones, FGM and forced marriage.
  4. Procedures to inform the local authority when we plan to take pupils off-roll when they:
    1. leave school to be home educated
    2. move away from the school’s location
    3. remain medically unfit beyond compulsory school age
    4. are in custody for four months or more (and will not return to school afterwards); or
    5. are permanently excluded
  • We will ensure that pupils who are expected to attend the school, but fail to take up the place will be referred to the local authority.
  • When a pupil leaves the school, we will record the name of the pupil’s new school and their expected start date.


  1. Prevent Duty


As part of the Counter Terrorism and Security Act 2015, Temple Grove will seek to ‘prevent people being drawn into terrorism’ (Prevent Duty).

  • Where staff are concerned that children and young people are developing extremist views or show signs of becoming radicalized, they should discuss this with the DSL.
  • The Designated Safeguarding Lead has received training about the Prevent Duty and tackling extremism and is able to support staff with any concerns they may have.
  • We use the curriculum to ensure that children and young people understand how people with extreme views share these with others, especially using the internet.

Staff should be alert to changes in children’s behaviour, which could indicate that they may be in need of help or protection. Staff should use their judgement in identifying children who might be at risk of radicalisation and act proportionately which may include the DSL / DDSL making a Prevent referral.

We are committed to ensuring that our pupils are offered a broad and balanced curriculum that aims to prepare them for life in modern Britain. Teaching the school’s core values alongside the fundamental British Values supports quality teaching and learning, whilst making a positive contribution to the development of a fair, just and civil society.


Recognising Extremism

Early indicators of radicalisation or extremism may include:

  • showing sympathy for extremist causes
  • glorifying violence, especially to other faiths or cultures
  • making remarks or comments about being at extremist events or rallies outside school
  • evidence of possessing illegal or extremist literature
  • advocating messages similar to illegal organisations or other extremist groups
  • out of character changes in dress, behaviour and peer relationships (but there are also very powerful narratives, programmes and networks that young people can come across online so involvement with particular groups may not be apparent.)
  • secretive behaviour
  • online searches or sharing extremist messages or social profiles
  • intolerance of difference, including faith, culture, gender, race or sexuality
  • graffiti, art work or writing that displays extremist themes
  • attempts to impose extremist views or practices on others
  • verbalising anti-Western or anti-British views
  • advocating violence towards others



  1. Private Fostering

A private fostering arrangement is one that is made privately (without the involvement of a local authority) for the care of a child under the age of 16 years (under 18, if disabled) by someone other than a parent or close relative, in their own home, with the intention that it should last for 28 days or more.

A close family relative is defined as a ‘grandparent, brother, sister, uncle or aunt’ and includes half-siblings and step-parents; it does not include great-aunts or uncles, great grandparents or cousins.

Parents and private foster carers both have a legal duty to inform the relevant local authority at least six weeks before the arrangement is due to start; not to do so is a criminal offence.

Whilst most privately fostered children are appropriately supported and looked after, they are a potentially vulnerable group who should be monitored by the local authority, particularly when the child has come from another country. In some cases privately fostered children are affected by abuse and neglect, or be involved in trafficking, child sexual exploitation or modern-day slavery.

Schools have a mandatory duty to report to the local authority where they are aware or suspect that a child is subject to a private fostering arrangement. Although schools have a duty to inform the local authority, there is no duty for anyone, including the private foster carer or social workers to inform the school. However, it should be clear to the school who has parental responsibility.

School staff should notify the designated safeguarding lead when they become aware of private fostering arrangements. The designated safeguarding lead will speak to the family of the child involved to check that they are aware of their duty to inform the LA. The school itself has a duty to inform the local authority of the private fostering arrangements.

On admission to the school, we will take steps to verify the relationship of the adults to the child who is being registered.



  1. Local Support




  • Contact details for Online Safety in the Education Safeguarding Team
    • Rebecca Avery, Education Safeguarding Adviser (Online Protection):
    • Ashley Assiter, e-Safety Development Officer 03000 415797
    • (non-urgent issues only)



  • Childrens Social Work Services
    • Central Duty Team: 03000 411111
    • Out of Hours Number: 03000 419191


  • Kent Police
    • 101 (or 999 if there is an immediate risk of harm)



  1. National Support


Support for staff


Support for Pupils


Support for adults


Support for Learning Disabilities


Domestic Abuse


Honour based Violence


Sexual Abuse and CSE


Online Safety


Radicalisation and hate