• Safeguarding Documents
  • Safeguarding Policy 2017-18



This policy has been developed in accordance with the principles established by the Children Acts 1989 and 2004 and related guidance. This includes the DfES guidance Safeguarding Children and Safer Recruitment in Education (2007), the Framework for the Assessment of Children in Need and their Families (2000) and Working Together to Safeguard Children (March 2015) and Keeping Children Safe in Education(September 2016). The school will also refer to South Tyneside Safeguarding Children Procedures.


Because of our close day to day contact with children, “education staff have a crucial role to play in helping identify welfare concerns and indicators of possible abuse and neglect at an early stage” (Working Together to Safeguard Children 2015)


The Governing Body and staff of Lord Blyton Primary School take seriously our responsibility under Section 175 Education Act 2002 (Section 157 for independent schools) to safeguard and promote the welfare of our pupils/students, to minimise risk and to work together with other agencies to ensure adequate arrangements are in place within our school to identify, assess, and support those children who are suffering harm.


What is safeguarding?


Safeguarding is a term which is broader than ‘child protection’ and relates to the action taken to promote the welfare of children and protect them from harm. Safeguarding is everyone’s responsibility. Safeguarding is defined in Working together to safeguard children as:

  • protecting children from maltreatment
  • preventing impairment of children’s health and development
  • ensuring that 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

Safeguarding is not just about protecting children from deliberate harm. It includes issues for schools such as: pupil health and safety; bullying; racist abuse; harassment and discrimination; use of physical intervention; meeting the needs of pupils with medical conditions; providing first aid; drug and substance misuse; educational visits; intimate care; internet safety; issues which may be specific to a local area or population, and or example gang activity; school security.

This policy should thus be understood alongside school policies on related safeguarding issues as listed in appendix 1 of this document.
All relevant policies will be reviewed on an annual basis by the Governing Body which has responsibility for oversight of school safeguarding and child protection systems. The Designated Child Protection Co-ordinator / 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.
Our school is a community and all those directly connected (staff, governors, parents, families and pupils) have an essential role to play in making it safe and secure. We welcome suggestions and comments contributing to this process.




Lord Blyton Primary School recognises the importance of providing an ethos and environment within school that will help children to feel safe, secure and respected; encourage them to talk openly; and enable them to feel confident that they will be listened to.
We recognise that children who are abused or witness violence are likely to have low self-esteem and may find it difficult to develop a sense of self-worth. They may feel helplessness, humiliation and some sense of blame. Our school may be the only stable, secure and predictable element in their lives.

Lord Blyton Primary School will endeavour to support the welfare and safety of all pupils through:

  • maintaining children’s welfare as our paramount concern
  • ensuring the content of the curriculum includes social and emotional aspects of learning
  • ensuring that child protection is included in the curriculum to help children stay safe, recognise when they don’t feel safe and identify who they might / can talk to providing suitable support and guidance so that students have a range of appropriate adults to approach if they are in difficulties
  • promoting a positive, supportive, neutral and secure environment where pupils can develop a sense of being valued and heard in their own right
  • ensuring all steps are taken to maintain site security and student’s physical safety
  • working with parents to build an understanding of the school’s responsibility to ensure the welfare of all children including the need for referral to other agencies in some situations
  • ensuring all staff are able to recognise the signs and symptoms of abuse and are aware of the school’s procedures and lines of communication
  • monitoring children and young people who have been identified as having welfare or protection concerns; keeping confidential records which are stored securely and shared appropriately with other professionals
  • developing effective and supportive liaison with other agencies


The South Tyneside Safeguarding Children Board has overall responsibility for the day to day oversight of safeguarding and child protection systems in school. Including

  • Co-ordinating safeguarding action for individual children
  • Liaising with other agencies and professionals
  • Ensuring that locally established procedures are followed and making referrals as necessary
  • Acting as a consultant for staff to discuss concerns
  • Maintaining a confidential recording system
  • Representing or ensuring the school is appropriately represented at inter-agency safeguarding meetings (including Child Protection conferences)
  • Managing and monitoring the school’s part in Early Help Plan / Child in Need / Child Protection Plans
  • Organising training for all school staff

The Governing Body and school leadership team will ensure that this is properly supported in this role at a time and resource level.
However, Child Protection and welfare are the responsibility of all staff in school and ANY observation, information or issue which results in concern for a pupil’s welfare MUST be reported to the Designated Child Protection Co-ordinator(s) Jo Atherton (Headteacher) or in her absence Jill Wales (Deputy Headteacher) or Alison Quinn (Family Support Worker). Designated Governor is Wendy Stead whose contact details are available through the school office.
In order to protect confidentiality, safeguarding information about individual children is shared on a need to know basis only and thus, what may seem to be a minor issue to one staff member, may be highly significant to the bigger picture of risk.




Lord Blyton Primary School adheres to the Local Authority Safeguarding Children Procedures

It is their responsibility of the designated child protection officer to gather and collate information obtained on individual children, to make immediate and on-going assessments of potential risk and to decide (with parents / carers in most cases) on the appropriateness of referrals to partner agencies and services. To help with this decision they may choose to consult with the Area Children’s Officer (Safeguarding). Advice may also be sought from Children’s Social Services Duty Social Workers who offer opportunities for consultation as part of the Child in Need / Child Protection process. Issues discussed during consultations may include the urgency and gravity of the concerns for a child or young person and the extent to which parents/carers are made aware of these. Some concerns may need to be monitored over a period of time before a decision to refer to Children’s Social Services or other services is made.
Such referrals might include referral to Children’s Social Services as either Child Protection or Child in Need, to Police where there are potential criminal issues, referral to the Early Help Process or referral to services such as Child and Adolescent Mental Health Service (CAMHS), counselling, MARAC, etc.
Referrals to Children’s Social Services will be made using inter-agency referral form and with reference to the Interagency Threshold Criteria for Children in Need. In situations where there are felt to be urgent or grave concerns, a telephone referral will be made prior to the form being completed and sent to the LA Duty Team.

In all but the most exceptional cases parents/carers will be made aware of the concerns felt for a child or young person at the earliest possible stage and in the event of this becoming necessary, their consent to a referral to Social Services will be sought.

In the absence of the availability of the Designated Child Protection Officer (DCPO) or deputy, or Family Support Worker, to discuss an immediate and urgent concern, advice should be sought direct from the Children’s Safeguards Team by an alternative senior member of staff or by the member of staff who has the concerns. The Local Authority Designated Officer, Jean Hughes can be contacted on 0191424 7340 or via the Children and Families Social Care Contact and Referral services 0191 4245010 (Office hours) and 01914562093 (outside office hours).

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

On occasion, staff may pass information about a child but remain anxious about action subsequently taken. Staff should feel able to clarify with the DCPO further progress (although they should not expect to be given confidential detail); so that they can reassure themselves the child is safe and their welfare being considered. If following this process, the staff member remains concerned that appropriate action is not being taken, it is the responsibility of that staff member to seek further direct consultation from either a member of the Children’s Safeguards Team or the Local Children’s Social Services Team who will be able to discuss the concern and advise on appropriate action to be taken.


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 related policies; that locally agreed procedures are in place and being followed; and that the policy and structures supporting safeguarding children are reviewed annually.
A statement in the school prospectus will inform parents and carers about our school’s duties and responsibilities under child protection and safeguarding procedures. Parents can obtain a copy of the school Safeguarding Policy and other related policies on request or can view via the school website.




Abuse: A form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm. or by falling to prevent harm. They may be abused by an adult or adults or another child or children.

All staff in school should be aware of the definitions and signs and symptoms of abuse.
There are four categories of abuse:

  • Physical abuse
  • Sexual abuse
  • Emotional abuse
  • Neglect

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.


Possible Signs of Physical Abuse:

  • Unexplained injuries or burns, particularly if they are recurrent.
  • Improbable excuses given to explained injuries.
  • Refusal to discuss injuries.
  • Untreated injuries.
  • Admission of punishment which appears excessive.
  • Fear of parents being contacted.
  • Bald patches.
  • Withdrawal from physical contact.
  • Arms and legs kept covered in hot weather.
  • Fear of returning home.
  • Self- destruction tendencies.

Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on a 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 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. This may include interactions that are beyond a child’s developmental capacity as well as over protecting and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill treatment of others. 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.


Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessary involving a high level of violence, whether or not the child is aware of what is happening. The activity 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 clothes. They may also include sexual images, watching sexual activity, encouraging children to behave in a sexual way or grooming a child in preparation for abuse 9 including via the internet). Sexual abuse is not solely perpetuated by adult males. Women can also commit acts of sexual abuse, as can children.


Neglect: the persistent failure to meet child basic physical and or psychological needs, likely to result in a serious impairment to a child’s health or development.
Neglect may occur during pregnancy 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.


Safeguarding is not just about protecting children from deliberate harm. It relates to aspects of school life including:

  • Pupils’ Health and safety
  • The use of reasonable force
  • Meeting the needs of pupils with medical conditions
  • Providing first aid
  • Educational visits
  • Intimate care
  • Internet or e-safety
  • Appropriate arrangements to ensure school security, taking into account the local context.

Safeguarding can also involve a range of other issues including:


Bullying, including cyberbullying (by text message, on social media and networking sites) and prejudice-based bullying.

There is no legal definition of bullying. However, it’s usually defined as behaviour that is:

  • repeated
  • intended to hurt someone either physically or emotionally
  • often aimed at certain groups, eg because of race, religion, gender or sexual orientation

It takes many forms and can include:

  • physical assault
  • teasing
  • making threats
  • name calling
  • cyberbullying - bullying via mobile phone or online (eg email, social networks and instant messenger)

At Lord Blyton Primary School we are have our own procedure for recording and bullying incidents and we have their own clear procedure for dealing with incidents of this nature. Procedures would be followed as for any other safeguarding concern and the DCPO informed.


Racist, disability and homophobic or transphobic abuse.


Since 2002 all schools must have a written Race Equality Policy to comply
with the Race Relations (Amendment) Act 2000. As part of the general duty of this legislation schools are required to comply with Local Authority (SCE) procedures for recording, reporting and responding to racist incidents.
At Lord Blyton Primary School we are required to comply with the South Tynesides procedure for recording and reporting racist incidents and we have their own clear procedure for dealing with incidents of a racist nature. Procedures would be followed as for any other safeguarding concern and the DCPO informed.


Radicalisation and Extremist Behaviour


Protecting children from the risk of radicalisation should be seen as part of the schools wider safeguarding duties, and is similar in nature to protecting children from other forms of harm or abuse. During the process of radicalisation it is possible to intervene to prevent vulnerable people being radicalised.
Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. There is no single way of identifying anyone who is likely to be susceptible to extremist ideology. It may happen in different ways and different settings. Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online. The internet and the use of social media in particular has become a major factor in the radicalisation of young people.
Staff should be alerted if there are changes in children’s behaviour which could indicate that they may be in need of help or protection. Staff will use their judgement in identifying children who might be at risk of radicalisation and act proportionately, which may include making a referral.



School from 1st July 2015 are subject to a duty under Section 26 of Counter-Terrorism and Security Act 2015 to have “due regard to the need to prevent people from being drawn into terrorism. This known as the prevent duty.
At Lord Blyton we assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This means being able to demonstrate both a general understanding of the risks affecting children and young people in the area and a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them. Procedures would be followed as for any other safeguarding concern.
Children at Lord Blyton are safe from terrorist and extremist materials when accessing the internet in school due to the monitoring of internet use by external agencies.

Child sexual exploitation


This is a form of sexual abuse where children are sexually exploited for money, power or status. It can involve violent, humiliating and degrading sexual assaults. In some cases, young people are persuaded or forced into exchanging sexual activity for money, drugs, gifts, affection or status. Consent cannot be given, even where a child may believe they are voluntarily engaging in sexual activity with the person exploiting them. Child sexual exploitation does not always involve physical contact it can happen online. A significant number of children who are sexually exploited go missing from home, care or education at some point. Some of the following signs maybe indicators of sexual exploitation:

  • Children who appear with unexplained gifts or presents;
  • Children who associate with other young people involved in exploitation;
  • Children who have older boyfriends and girlfriends;
  • Children who suffer from sexual transmitted diseases or become pregnant.
  • Children who suffer from changes in emotional wellbeing;
  • Children who misuse drugs and alcohol;
  • Children who go missing for long periods of time or regularly come home late;
  • Children who regularly miss school or education or do not take part in education.
Honour Based Violence


So-called Honour Based Violence or HBV encompasses 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. All forms of HBV are abuse (regardless of the motivation) and should be handled and escalated as such. Staff should speak to the designated safeguard lead if they have any doubts. Professionals in all agencies need to be alerted to the possibility of a child being at risk of HBV, or already suffered HBV.

Whilst professionals refer to the issue as ‘sexting’ there is no clear definition of ‘sexting’. Many professionals consider sexting to be ‘sending or posting sexually suggestive images, including nude or semi-nude photographs, via mobiles or over the Internet.’ Yet when young people are asked ‘What does sexting mean to you?’ they are more likely to interpret sexting as ‘writing and sharing explicit messages with people they know’. Similarly, many parents think of sexting as flirty or sexual text messages rather than images.
Should staff have any concerns about children and sexting they should report it to the designated teacher.


Substance misuse


As part of the statutory duty on schools to promote pupils’ wellbeing, schools have a clear role to play in preventing drug misuse as part of their pastoral responsibilities. To support this, the Government’s Drug Strategy 2010 ensures that school staff have the information, advice and power to:
Provide accurate information on drugs and alcohol through education and targeted information, including via the FRANK service;
Tackle problem behaviour in schools, with wider powers of search and confiscation;
Work with local voluntary organisations, health partners, the police and others to prevent drug or alcohol misuse.
Should staff have any concerns about children and substance misues they should report it to the designated teacher.

Female Genital Mutilation


Female genital mutilation (FGM) is a collective term for procedures, which include the removal of part or all of the external female genitalia for cultural or other non-therapeutic reasons. The practice is medically unnecessary, extremely painful and has serious health consequences, both at the time when the mutilation is carried out and in later life. The procedure is typically performed on girls aged between 4 and 13, but in some cases it is performed on new-born infants or on young women before marriage or pregnancy.
FGM has been a criminal offence in the U.K. since the Prohibition of Female Circumcision Act 1985 was passed. The Female Genital Mutilation Act 2003 replaced the 1985 Act and made it an offence for the first time for UK nationals, permanent or habitual UK residents to carry out FGM abroad, or to aid, abet, counsel or procure the carrying out of FGM abroad, even in countries where the practice is legal.
Section 5B of the Female Genital Mutilation Act 2003 places a statutory duty upon teachers and regulated health care workers and social care professionals in England and Wales, to report to the police where they discover that FGM has occurred on a girl under 18. Those failing to report a case face disciplinary action. It is rare for people to discover visual evidence of this happening and they should not be examining pupils.


Forced Marriage


Forcing a person into marriage is a crime in England and Wales. A forced marriage is one entered into without the full consent of one or both parties and where violence, threats or any other form of coercion is used to cause a person to enter into a marriage. Threats can be physical, emotional or psychological. A lack of full and free consent can be where a person does not consent or where they cannot consent (if they have learning difficulties for example.) Some communities use religion and culture as a way to coerce a person into marriage. Schools can play an important role in safeguarding children from forced marriage.
The Forced Marriage Unit maybe consulted for advice or information. Contact 02070080151 or email This email address is being protected from spambots. You need JavaScript enabled to view it.

Staffs needs to remember that child abuse can occur within all social groups regardless of religion, culture, social class or financial position. Children who have a disability are statistically subject to greater risk of abuse and are particularly vulnerable .It is also important to remember that those who abuse children can be of any age, gender, ethnic group or background and it is important not to allow personal preconceptions to prevent recognition or action taking place.




A private fostering arrangement is essentially one that is made without the involvement of a Local Authority for the care of a child under the age of 16 (under 18 if disabled) by someone other than a parent or close relative for 28 days or more. Privately fostered children are a diverse and sometimes vulnerable group which includes:

  • Children sent from abroad to stay with another family, usually to improve their educational opportunities;
  • Asylum-seeking and refugee children;
  • Teenagers who, having broken ties with their parents, are staying in short–term arrangements with friends or other non-relatives;
  • Children who stay with another family whilst their parents are in hospital, prison or serving overseas in the armed forces;
  • Language students living with host families

Under the Children Act 1989, private foster carers and those with Parental Responsibility are required to notify the local authority of their intention to privately foster or to have a child privately fostered, or where a child is privately fostered in an emergency.
Teachers, health and other professionals should notify the local authority of a private fostering arrangement that comes to their attention, where they are not satisfied that the arrangement has been or will be notified.
It is the duty of every local authority to satisfy itself that the welfare of the children who are privately fostered within their area is being satisfactorily safeguarded and promoted. The local authority must also arrange to visit privately fostered children at regular intervals. All arrangements and regulations in relation to Private Fostering are set out in the Children (Private Arrangements for Fostering) Regulations 2005. Children should be given the contact details of the social worker who will be visiting them while they are being privately fostered.



All school-based staff will be offered an appropriate level of safeguarding training (to include internal school procedure and responsibilities; child protection process; how to recognise and respond to signs and symptoms of concern and abuse; safe working practice) and must undergo refresher training when necessary. Training is organised by the DCPO in line with government guidance.
The nominated governor should receive safeguarding training from a strategic
perspective on a three yearly basis, to be disseminated to the rest of the Governing Body.

The school leadership team will ensure the relevant people attend the required
safeguarding training when they first take up the role and that they continue to update their knowledge on an on-going basis and at least every 2 years as required by guidance.
The DCPO will ensure that all new staff and volunteers are appropriately inducted as regards the school’s internal safeguarding procedures and communication lines. A summary information sheet is available to be given to staff and volunteers to support this process.
The Head Teacher will provide a termly report to the Governing Body
detailing safeguarding training undertaken by all staff and will maintain up to date registers of who has been trained.
In addition to this staff members receive regular safeguarding and child protection updates( for example, via email, e-bulletins, staff meetings) as required.




Staff must record any welfare concern that they have about a child on a safeguarding incident/concern form (with a body map where injuries have been observed) to be passed to the DCPO. Any concerns must promptly be shared in writing by the person reporting the incident. Records must be completed as soon as possible after the incident/event and must be signed and dated.
Incident/concern forms are kept on the staff shared drive in the folder marked Child Protection. Or in the classes Inclusion Files. Safeguarding records are kept centrally and are shared on a ‘need to know’ basis only. They should be held separate from the child’s curriculum file. The Head Teacher will be kept informed of any significant issues.
All safeguarding records will be forwarded to a child’s subsequent school under confidential and separate cover to the new Head Teacher.




Lord Blyton Primary School 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 who will first contact the Area Children’s Officer - Children’s Safeguards Team (who fulfils the Local Authority Designated Officer (LADO) function). This is currently Jean Hughes, to agree further action to be taken in respect of the child and staff member.
All staff need to be aware that it is a disciplinary offence not to report concerns
about the conduct of a colleague that could place a child at risk. When in doubt –consult. For specific guidance on how to respond to allegations against staff, please refer to the “Procedures for Managing Allegations Against Staff” which can be found in the office and or staff room further guidance is in the Whistle-Blowing Procedures which is also in the staffroom..




Staff should recognise that children are capable of abusing their peers. We are aware that at all times we must minimise the risk of peer on peer abuse and if at all any allegations are made they are reported and investigated as with any other abuse.




At Lord Blyton School we understand that children with additional needs can face additional safeguarding challenges. Staffs understand this and are vigilant at ensuring they recognise signs of abuse or neglect in this group of children. These can include the fact that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration and that the potential for children with additional needs to be impacted on by behaviours such as bullying , without showing any signs. Communication barriers and difficulties overcoming these are also recognised.




Lord Blyton School recognises and is committed to its responsibility to work with other professionals and agencies both to ensure children’s needs are met and to protect them from harm. We will endeavour to identify those children and families who may benefit from the intervention and support of external professionals and will seek to enable referrals (in discussion with parents/carers) as appropriate. Family Support Worker, Alison Quinn works closely with staff, parents/carers and pupils and is able to offer interventions when relevant or make referrals to agencies that can.
Schools are not the investigating agency when there are child protection concerns and thus, the school will pass all relevant cases to the statutory agencies, which we will support in undertaking their roles. Staff should understand that alongside this, the school may have a crucial role in supporting the child whilst investigations and assessments take place. This will be led by Alison Quinn in school.


We recognise the importance of multi-agency working and will ensure that staff are enabled to attend relevant safeguarding meetings, including Child Protection Conferences, Core Groups, Strategy Meetings, Child in Need meetings and CAF Teams around the Child.
The School Leadership Team will work to establish strong and co-operative relationships with relevant professionals in other agencies.




Safeguarding and child protection information is confidential and personal. Other than the agreed communication lines in school, it is for the DCPO to decide what information needs to be shared, with whom, how and when, and whether consent needs to be gained for this process. If in any doubt, the DCPO can seek advice from the Children’s Safeguard’s Team on the numbers outlined at the start of this document.
If a member of staff needs to seek advice about a safeguarding situation for a child independently for the purposes of keeping a child safe (specifically with the Children’s Safeguards Team or Children’s Social Services), it is appropriate for the detail to be discussed, although the staff member may choose to maintain the anonymity of the child whilst initial consultation takes place. All staff should remain aware that they cannot keep ‘secrets’ and absolute confidentiality with children, and that if children disclose abuse or give information that suggests they may be unsafe, this MUST be passed on to the DCPC as soon as possible. The child should be told who their disclosure will be shared with and what will happen next. Further advice on dealing with disclosures can be found in the document “Child Protection - Dealing with Disclosures in School”




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. Working Together to Safeguard Children (2015) states that the curriculum should ensure opportunities for “developing children’s understanding, awareness and resilience”.
Lord Blyton Primary School will use the curriculum to provide 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 understand the importance of protecting others. Systems have been established to support the empowerment of children to talk to a range of staff when they are in difficulty and to raise comments, complaints and feedback about their school experience. Children at Lord Blyton Primary School will be listened to and heard and their concerns will be taken seriously and acted upon as appropriate. Alison Quinn is the person that pupils should talk to. They are all aware of the Time to Talk forum and the times it takes place. Records will be kept of reported incidents in line with guidance.
Specific systems outside of expected day to day classroom interaction and support include: School Council; buddy and peer-mentoring systems; regular feedback questionnaires with groups of children.




It is recognised that the use of new technologies presents particular challenges and risks to children both inside and outside of school. Lord Blyton School will ensure a comprehensive curriculum response to enable all pupils/students to learn about and manage the associated risks effectively and will support parents and the school community (including all members of staff) to become aware and alert to the needs of keeping children safe online. Detailed information can be found in the school’s e-Safety policy.
The school buys into the Local Authority buy back service for ICT which ensures that all the appropriate filters and monitoring systems are in place.




Any member of staff affected by issues arising from concerns for children’s welfare or safety can seek support from the DCPO or Family Support Worker.
All newly qualified teachers have a mentor or co-ordinator with whom they can discuss concerns including the area of child protection. The DCPO or Family Support Worker can put staff and parents in touch with outside agencies for professional support if they so wish.




Staff are required to work within clear Guidelines on Safe Working Practice / the school’s Code of Conduct. Children may make allegations against staff in situations where they feel vulnerable or where they perceive there to be a possible risk to their welfare. As such, all school staff should take care not to place themselves in a vulnerable position regarding child protection or potential allegations. For example, it is always advisable for interviews or
work with individual children or parents to be conducted in view of other adults.

Physical intervention should only be used when the child is endangering him/herself or others and such events should be recorded and signed by a witness. 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 procedure in which appropriate training should be provided. Full advice and guidance can be found in Guidance for Safer Working Practice for Adults who Work with Children and Young People.
Staff should be particularly aware of the professional risks associated with the use of electronic communication (e-mail; mobile phones; texting; social network sites) and should familiarise themselves with advice and professional expectations outlined in Guidance for Safer Working Practice for Adults who Work with Children and Young People, the school’s e-Safety Policy and Acceptable Use Policy.




The school has a Complaints Procedure available to parents, pupils/students and staff who wish to report concerns. All reported concerns will be taken seriously and considered within the relevant and
appropriate process. Anything that constitutes an allegation against a member of staff or volunteer will be dealt with under the specific Procedures for Managing Allegations Against Staff.




Lord Blyton Primary School is committed to ensure that all steps are taken to recruit staff and volunteers who are safe to work with our pupils/students and have their welfare and protection as the highest priority. The Governing Body and School Leadership Team are responsible for ensuring that the school follows safe recruitment processes outlined within Guidance, including accurate maintenance of the Single Central Record; and an application, vetting and recruitment process which places safeguarding at its centre, regardless of employee or voluntary role.




The Governing Body will ensure that the Head Teacher, other senior staff responsible for recruitment and one member of the Governing Body complete accredited Safer Recruitment Training in line with government requirements.



Where services or activities are provided separately by another body using the school premises, the Head Teacher and Governing Body will seek 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 assurance is not achieved, an application to use premises may be refused.




All staff have a responsibility for maintaining awareness of buildings and grounds security and for reporting concerns that may come to light. We operate within a whole school community ethos and welcome comments from pupils/students, parents and others about areas that may need improvement as well as what we are doing well. Appropriate checks will be undertaken in respect of visitors and volunteers coming into school as outlined within guidance. Visitors are expected to sign in and out via the office 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.




All school personnel and governors will have a copy of this policy and will have the opportunity to consider and discuss its contents prior to the approval of the Governing Body being formally sought.
The policy forms part of our school development plan and will be reviewed annually.




All staff should have access to this policy and sign to the effect that they have
read and understood its content.
School: Lord Blyton Primary School, Blyton Avenue, South Shields. NE349BN.
0191 4240550.
Email This email address is being protected from spambots. You need JavaScript enabled to view it.
Headteacher -Ms Joanne Atherton
Designated Child Protection Officer -Ms Joanne Atherton 01914240550
CP Governor – Wendy Stead- contact details available through the school office
Local Authority designated officer- Jean Hughes 01914247340
South Tyneside Council Children and families Social Care contact and Referral Service- 019142450109 (office hours) 0191 4562093 (out of office hours)
Most recent Safeguarding Training event Thursday 18th September 2015


Written by: Ms Joanne Atherton


Ratified by Governors date: 3rd October 2017


Date for review: October 2018













Appendix 1

School Policies on Related Safeguarding Issues
(to be read and followed alongside this document)
E-Safety Policy
Behaviour Management Policy
Guidelines for the Use of Physical Intervention
Procedures for Managing Allegations Against Staff
Guidelines for Safeguarding Record Keeping in Schools
Safeguarding Children and Child Protection - Induction Leaflet Guidelines for
School Staff
Advice notes : Dealing with Disclosures in School
Health and Safety Policy
Guidance for Safer Working Practice for Adults who Work with Children and
Young People / Code of Conduct for Staff
KSCB document : Safer Practice with Technology – Guidance for Adults who
Work with Children and Young People
Bullying / Anti-Bullying Procedure
Racism / Anti-Racism Policy
Guidance on the Use of Photographic Images
Safer Recruitment Guidelines
Whistle-Blowing Policy
School Drug Policy
Intimate Care Policy
Procedures for Assessing Risk (re school trips)
First Aid and Accident Policies
DOH (2009) “Safeguarding Disabled Children – Practice Guidance”
These documents can be found in a file in the foyer and are also
available to access via the school website.


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