These documents will help you involve children in their personal education plans and the targets that are set in a child-friendly way.
This Voice of the Child tool is designed to help children and young people express their thoughts, feelings, and views on different aspects of their lives. It will help ensure that you are advocating for the children you work with and that their voices are heard.
A child-friendly tool to help you learn more about and advocate for the children that you are working with. This tool is designed for younger children.
Internet Matters has created a quick one-page summary on how to set up your child safely on the Internet. The summary is designed for parents and carers and provides helpful tips on how to talk to children about the online world.
All behaviour is a communication and it is our job as professionals, to look beyond the behaviour. A visual reminder for all staff.
A fantastic resource from Beacon House, helping you to think about how children with different attachment styles and experiences of trauma may present in a school setting. This resource also helps you to think about how you can support children to feel safe and to cope with their school day.
A great tool to use with older children and teenagers, it will help you to:
-Build relationships
-Learn more about their daily lived experience
-Understand what makes them feel happy, worried, sad or scared
-Advocate on their behalf and ensure their voice is heard
A great tool to use with children and will help you to:
-Build relationships with children
-Learn more about their daily lived experience
-Understand what makes the child feel happy, sad, or scared
-Advocate on children's behalf and make sure their voice is heard
Take a look inside our brand new Children's Homes Training and Consultancy leaflet to see the wide range of training and support KD Safeguarding can offer.
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Designated Safeguarding Lead course Safer Recruitment Children's Wider Workforce Supervision Skills Supporting children who are looked after in education Whole Staff Safeguarding Training and various safeguarding briefings |
Life story work for children and young people who are looked after Safeguarding policy reviews and quality assurance Reflective safeguarding supervision Focussed audits and general consultancy to improve practice |
New definition of extremism (2024)
Published 14 March 2024
Follow link for guidance:
New definition of extremism (2024) - GOV.UK (www.gov.uk)
Department of Education An illustrated guide to the Children's Social Care National Framework for children and young people.
A simple guide for parents and carers explaining the impact of low attendance through the eyes of the child.
This resource is part of a wider toolkit developed by Bromley Local Authority to support children who are experiencing emotionally-based school avoidance. This resource allows you to explore and reflect on the barriers that may be stopping a child from accessing education, as well as support your thinking and practice by framing the plan to reduce barriers, increase strengths and improve attendance. The tool categorises possible 'pull' and 'push' factors into 3 categories: school factors, family factors and pupil factors.
Group supervision template
This template will support you in facilitating group supervision for your wider safeguarding team or colleagues with whom you have supervision responsibilities.
Aim
KD Safeguarding 2024 Calendar highlighting awareness days across the year to promote key safeguarding issues
At Virgin Media O2, we want internet users of all ages to enjoy all the wonderful things the web has to offer, safely. That’s why our experts have created a children’s internet safety test to help build awareness for parents and children of all ages to ensure they are better protected online.
We think it would be a perfect addition to an already fantastic list and wondered whether you could consider including Virgin Media with the following URL:
https://www.virginmedia.com/blog/online-safety/childrens-internet-safety-test
This guidance replaces the ‘Revised Prevent duty guidance: for England and Wales’, the ‘Prevent duty guidance: for further education institutions in England and Wales’, and the ‘Prevent duty guidance: for higher education institutions in England and Wales’ of 2015 (updated in April 2021).
Independent Review of Prevent By William Shawcross CVO
Ordered by the House of Commons to be printed on 8 February 2023
This independent review led to the changes and updates to the Prevent Duty Guidance 2023.
Free poster to download, print and display in your school or setting.
It should be emphasised that this resource is not necessarily intended to be read cover to cover in one sitting but is primarily intended to be used as a resource and reference document for practitioners – to consult as and when required and to the extent needed, and to help them navigate whichever area(s) of child-on-child abuse they are dealing with.
This direct work tool is from social work tool box, http://www.socialworkerstoolbox.com/
It helps you to understand what a child's routine and daily lived experience is like. It is a fun and interactive way to engage children in conversations around their home life.
This is an adapted tool that can be used with children with additional needs who are familiar with board maker symbols. This tool helps professionals to explore the daily lived experience of children and gather an understanding of their routines and experience at home.
This pack contains resources created by KD Safeguarding that can be used to capture children's views, wishes, feelings and experiences. These direct work tools will help you to advocate on behalf of children that you are working with and ensure that they are kept central to decision making.
Statutory guidance on inter-agency working to safeguard and promote the welfare of children, December 2023
In 2020, Child Q, a Black female child of secondary school age, was strip searched by female police officers from the Metropolitan Police Service (MPS). The search, which involved the exposure of Child Q’s intimate body parts, took place on school premises, without an Appropriate Adult present and with the knowledge that Child Q was menstruating. The review is clear that the strip search of Child Q should never have happened and there was no reasonable justification for it.
The purpose of this paper is to increase awareness of adultification bias and to improve child protection and safeguarding practice by introducing the Professional Inter-Adultification (PIA) Model. This requires a willingness from individuals, agencies, and organisations to acknowledge that discrimination, in particular racism, exists within all safeguarding systems, at individual, institutional and systemic levels.
The Serious Case Review into the experiences of Child Q found that the system designed to protect and support children had seriously failed. Following this case, the Children’s Commissioner’s office initiated an investigation of children’s experience of policing, focusing initially on strip searches. This research has found that a significant number of children are being subjected to this intrusive and traumatising practice each year.
Annie Hudson, Chair of the Child Safeguarding Practice Review Panel, set out the intentions and purpose of the report: There was palpable public shock just before Christmas 2021 when the unimaginably horrific deaths from abuse suffered by Arthur Labinjo-Hughes and Star Hobson became known. We will never know what their respective lives were really like in the weeks and months leading up to their murders. What we must do is attempt to understand how and why the public services and systems designed to protect them were not able to do so. That is the primary purpose of this review, which has been undertaken by the national independent Child Safeguarding Practice Review Panel (the Panel). In carrying out this review, we have sought to make sense of what happened to Arthur and Star, recognising the uniqueness of their individual lives, so that we can consider what we might do differently in the future.
This publication is intended to explain the screening, searching and confiscating powers a school has, ensuring that headteachers and members of staff have the confidence to use these powers and schools are a calm, safe and supportive environment to learn and work. This publication also provides advice to headteachers and staff on their related legal duties when it comes to these powers. It also includes statutory guidance which schools must have regard to.
This publication provides advice to schools on behaviour in schools and the related legal duties of headteachers, and members of staff. It includes guidance on support for pupils to behave well and the powers of staff when responding to misbehaviour. This guidance is non-statutory and it is for individual schools to develop their own best practice for managing behaviour. The purpose of the document is to provide guidance to schools and multi-academy trusts to support them to improve and maintain high standards of behaviour.
This is guidance from the Department for Education (DfE). This guidance is non-statutory, and has been produced to help schools, trusts, governing bodies, and local authorities maintain high levels of school attendance. From September 2022, this document replaces all previous guidance on school attendance for maintained schools, academies, independent schools, and local authorities with the exception of the existing statutory guidance on parental responsibility measures. This guidance will be updated and reissued ahead of academic year 2023-2024.
What we do.....
Guidance for safer working practice for those working with children and young people in education settings
Poster contains top tips for parents and carers on how to talk to children about online sexual harassment.
Introduction from the Children's Commisioner to the Guide:
Since March 2020, thousands of young women have been sharing their experiences of sexual harassment through the ‘Everyone’s Invited’ project. This is an online platform where girls ‑ who are still mostly in school – have described growing up in a world where harassment, including sexualised comments, slut‑shaming and the sharing of nude pictures, is part of their everyday lives. This harmful behaviour happens online and offline.
We brought together a group of 16–21 year‑olds and asked them to tell us what they think parents should know, and what they should say to their children when talking about sexualised bullying and the pressures of growing up online. We asked them to think back to when they were a bit younger and tell us what their parents and carers did and said that was helpful…and what wasn’t. This guidance is based on the voices of young people giving adults their tips on how to tackle this subject.
I also convened a steering group of the leading organisations working in this area and listened to their expertise. We’ll signpost to their excellent work for those who want more information, but this guide serves as a starter kit – an entry point for parents and carers who want to talk to their children but need a bit of support to understand the issues and to start a conversation.
Devised by Farrer & Co’s Safeguarding Unit (Adele Eastman (lead author), Jane Foster, Owen O’Rorke and David Smellie), in collaboration with Marcus Erooga, Katherine Fudakowski and Hugh Davies QC
Creating a culture in which all concerns about adults (including where the threshold for an allegation is not met) are shared responsibly and with the right person, and recorded and dealt with appropriately, is crucial. If implemented well this should encourage an open and transparent culture; enable organisations which work with children to identify concerning, problematic or inappropriate behaviour early; minimise the risk of abuse; and ensure that adults working for or with such an organisation are clear about professional boundaries and act within them, in accordance with the ethos and values of the organisation.
This guidance will support you to develop a system and policy of reporting low level concerns within your setting.
Sharing nudes and semi-nudes: advice for education settings working with children and young people.
This advice is for designated safeguarding leads (DSLs), their deputies, headteachers and senior leadership teams in schools and educational establishments in England. Other members of staff should see a one-page summary on how to manage incidents available on the UK Council for Internet Safety’s (UKCIS’) website. This document is also on our resources page.
This document may also act as good practice advice for out-of-school settings providing education for children and young people in England (e.g. extracurricular clubs, youth organisations and providers).
This document provides a brief overview for frontline staff of how to respond to incidents where nudes and semi-nudes have been shared.
This tiered approach can be adapted and used to develop a whole-school approach to safe and well checks during school closure COVID-19.
KD Safeguarding Safe and Well Checks Conversation Guide April 2020
This guide has been designed to help you adopt a whole school approach to safe and well checks during school closure, COVID-19 and considers the following aspects:
Previous NSPCC research has shown that adults don’t always recognise, understand or react appropriately when a child or young person starts to tell them about experiences of abuse and that this can mean that the child doesn’t get the support they need (Allnock and Miller, 20131). This briefing draws on consultations with children and professionals to find out how adults who work with children can make sure they are hearing the child’s disclosures of abuse and are better able to respond.
This report describes the childhood experiences of abuse of young men and women and how they disclosed this abuse and sought help. Researchers interviewed 60 young adults (aged 18-24 years) who had experienced high levels of different types of abuse and violence during childhood. The young adults were asked whether they had tried to tell anyone about what was happening to them, and what had happened as a result of their disclosures. Although much research suggests that few children disclose sexual abuse, in this study over 80% had tried to tell someone about the abuse.
The purpose of this guidance is to equip professionals in education settings to respond to concerns regarding girls at risk of FGM. Within this document, you will find:
This report highlights the current context of threats facing children and young people in relation to criminal exploitation and how, as a society, we are struggling to get to grips with this complex safeguarding issue. It analyses what is meant by child criminal exploitation; what current methods of exploitation The Children’s Society and their partners currently observe; and how responses across national and local organisations could be made more effective.
New Guidence to support schools on how to teach their children to stay safe online.
Home Office Posters to raise awareness of County Lines.
This HM Government advice outlines the importance of sharing information about children, young people and their families in order to safeguard children. It should be read alongside the statutory guidance Working together to safeguard children 2023. The advice is non-statutory and replaces the HM Government Information sharing: advice for practitioners providing safeguarding services to children, young people, parents and carers published in July 2018.
Statutory guidance for schools and academies on promoting the educational attainment of looked-after and previously looked-after children. This guidance replaces previous guidance, The role and responsibilities of the designated teacher for looked-after children, issued in 2009.
A comprehensive overview of safeguarding training requirements. This document has been designed to help schools with their CPD planning and includes good practice top tips.
This advice is non-statutory, and has been produced to help practitioners identify child abuse and neglect and take appropriate action in response.
This non-statutory guidance is for health professionals, social care and education and all those working with children. The guideline covers recognising and responding to abuse and neglect in children and young people aged under 18. It covers physical, sexual and emotional abuse, and neglect. The guideline aims to help anyone whose work brings them into contact with children and young people to spot signs of abuse and neglect and to know how to respond. It also supports practitioners who carry out assessments and provide early help and interventions to children, young people, parents and carers.
This report is about the second joint targeted area inspection programme, which began in September 2016 and which examined ‘the multi-agency response to children living with domestic abuse’. The findings in this report consider the extent to which, in the six local authorities inspected, children’s social care, health professionals, the police and probation officers were effective in safeguarding children who live with domestic abuse. The report calls for a national public service initiative to raise awareness of domestic abuse and violence. It also calls for a greater focus on perpetrators and better strategies for the prevention of domestic abuse.
This briefing note is aimed at head teachers, teachers and safeguarding leads and provides advice about online terrorist and extremist material. It includes a short summary of some of the main ISIL propaganda claims and identifies social media sites which ISIL is using.
DfE study in the context of the new and emerging nature of this area of practice for safeguarding professionals. The research aims to develop a deeper understanding of how Local Authorities are responding to radicalisation, and to begin to gather evidence of emerging practice about what works in social care interventions.
Non-statutory multi-agency guidance. This guideline covers children and young people who display harmful sexual behaviour, including those on remand or serving community or custodial sentences. It aims to ensure these problems don't escalate and possibly lead to them being charged with a sexual offence. It also aims to ensure no-one is unnecessarily referred to specialist services.
Criminal exploitation of children and vulnerable adults is a geographically widespread form of harm that is a typical feature of county lines activity. It is a harm which is relatively little known about or recognised by those best placed to spot its potential victims. This guidance is intended to explain the nature of this harm to enable practitioners to recognise its signs and respond appropriately so that potential victims get the support and help they need.
This guidance is intended as a resource upon which schools and colleges can draw. It includes advice on the support available to address problems of youth violence or gangs; a summary of what works in preventing violence; some considerations when commissioning programmes to improve outcomes for young people; and a set of resources and practical checklists.
This non-statutory good practice guidance is for agencies in England which are likely to encounter, or have referred to them, children and young people who may have been trafficked. It is intended to help agencies safeguard and promote the welfare of children who may have been trafficked.
This statutory guidance provides information on FGM, including on the law on FGM in England and Wales. The guidance provides advice and support to front-line professionals who have responsibilities to safeguard and support women and girls affected by FGM, in particular to assist them in identifying when a girl or young woman may be at risk of FGM and responding appropriately; identifying when a girl or woman has had FGM and responding appropriately; and implementing measures that can prevent and ultimately help end the practice of FGM.
These practice guidelines should be used by all front-line professionals and volunteers within agencies that are responsible for safeguarding children, young people and adults from abuse. The statutory guidance on forced marriage clearly states that all practitioners dealing with cases of forced marriage are strongly recommended to consult this document before implementing their response.
Information for professionals working with children to prevent child abuse arising from religion or superstition.
Guidance on working with cases where it is suspected that a parent or carer is fabricating or inducing illness of a child.
Provides information and guidance about how to identify and respond to adolescent to parent violence and abuse.
This non-statutory advice clarifies the responsibility of the school, outlines what they can do and how to support a child or young person whose behaviour - whether it is disruptive, withdrawn, anxious, depressed or otherwise - may be related to an unmet mental health need.
This document has been produced to help schools take action to prevent and respond to bullying as part of their overall behaviour policy.
This is non-statutory advice from the Department for Education for headteachers and all school staff on how to protect themselves from cyberbullying and how to tackle it if it happens.
Non statutory guidance intended to explain schools’ powers of screening and searching pupils. In particular it explains the use of the power to search pupils without consent. It also explains the powers schools have to seize and then confiscate items found during a search.
DfE, Keeping Children Safe in Education (KCSiE) 2024 has been released on 2nd September 2024. Further information and supporting links can be found in the attached document.
This note provides information on the scope of Regulated Activity in relation to children, defined in the Safeguarding Vulnerable Groups (SVG) Act 2006 and the Safeguarding Vulnerable Groups (Northern Ireland) Order 2007.
This statutory guidance sets out key principles to enable local authorities in England to implement their legal duty to make arrangements to identify, as far as it is possible to do so, children missing education (CME). This guidance replaces the January 2015 version and can be used as a non-statutory advice by schools.
This statutory guidance sets out the responsibilities of local authorities to protect children who run away or go missing from their family home or from local authority care.
