Level 2 Safeguarding Training for Schools 2015 /16

Inspecting safeguarding, Ofsted 2015

School Inspection HandbookHandbook for inspecting schools under Section 5 of the Education Act 2005

Ofsted, September 2015

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Inspectors will make four key judgements:

– Effectiveness of leadership and management – Quality of teaching, learning and assessment – Personal development, behaviour and welfare – Outcomes for children and learners

Before making a final judgement on overall effectiveness, inspectors must evaluate the effectiveness and impact of the provision for pupils’ spiritual, moral and cultural development

And will state clearly whether

safeguarding is effective

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• Emphasis on impact across all key judgements

• Impact of the culture of the school

• Importance of safeguarding as a golden thread throughout all judgements, including the testing of leaders’ work to meet the new Prevent Duty

• The importance of a broad and balanced curriculum

• A brand new judgement – personal development, behaviour and welfare

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School Inspection Handbook (September 2015)• Inspectors will request that the following information is available

at the start of the inspection:– The SCR– Records and analysis of exclusions, pupils taken off roll,

incidents of poor behaviour and use of internal isolation– Records and analysis of bullying, discriminatory and

prejudicial behaviour – A list of referrals made to the Designated person for

safeguarding in the school and those subsequently referred to the LA

– A list of all pupils open cases to children’s services– Up-to-date attendance analysis for all groups of pupils

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Effectiveness of leadership and management:

• Whether leaders have the highest expectations for social behaviour among pupils and staff

• How the school prepares pupils positively for life in modern Britain and promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith

• Effectiveness of governors in discharging core statutory functions

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Effectiveness of leadership and management:

• How leaders promote all forms of equality and foster greater understanding of and respect for people of all faiths (and those of no faith), races, genders, ages, disability and sexual orientations (and other groups with protected characteristics), through their words, actions and influence within the school and more widely in the community

• The work to raise awareness and keep pupils safe from the dangers of abuse, sexual exploitation, radicalisation and extremism, and what the school does when it suspects that pupils are vulnerable to these issues.

• Effectiveness of safeguarding

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Personal development, behaviour and welfare:

• Documentary evidence about behaviour, including how school tackles poor behaviour, as well as discussions with and observations of pupils at break times, lunchtimes and between lessons

• Assessment of school’s use of exclusion, including rates, patterns and reasons and any differences between groups of pupils

• Views of parents, staff, governors and other stakeholders

• Views different groups of pupils express, their experiences of others’ behaviour and attitudes towards them, and their understanding of the importance of such attributes in school and adult life.

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Inspecting safeguarding in early years, education and skills settingsGuidance for inspectors undertaking inspection under the common inspection framework

Ofsted, September 2015

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Inspecting safeguarding in early years, education and skills settings• More detailed document than previous version

• It is essential inspectors are familiar with the content of:– Keeping Children Safe in Education (DfE, July 2015)– Working Together to Safeguard Children (HMG, March 2015)– PREVENT duty guidance (Counter-Terrorism and Security

Act 2015)– The Education (Independent School Standards) Regulation

2014

• Definition of safeguarding taken from Working Together to Safeguard Children’

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Safeguarding action may be needed to protect learners from:• Neglect, physical,

emotional and sexual abuse

• Bullying (including cyber-bullying)

• Racist, disability and homophobic / transphobic abuse

• Gender-based violence• Radicalisation /

extremism• CSE / trafficking

• Impact of technologies on sexual behaviour

• Teenage relationship abuse

• Substance misuse• Local issues• Domestic violence• FGM• Forced marriage• Fabricated illness• Poor parenting

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Safeguarding also relates to broader aspects of care and education, including:

• Learners’ health and safety

• Use of reasonable force

• Meeting needs of pupils with medical conditions

• Providing ‘First Aid’• Educational visits• Intimate care• Internet or e-safety• Appropriate

arrangements for school security

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Signs of successful safeguarding arrangements:• Children are safe and feel safe• Children can identify a trusted adult (to whom they

can communicate concerns)• Children know how to complain and there is a strong

proactive response from adults that reduces the actual or risk of harm

• Adults know and understand indicators that may suggest abuse / harm and take appropriate action in line with local procedures and statutory guidance

• Written records are made in a timely way and held securely

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Signs of successful safeguarding arrangements:• The school is aware of and fully implements statutory

guidance in relation to children missing from home and / or education

• Learners are protected from and helped to keep themselves safe from abuse

• Adults understand the risks posed by those who use technology to bully, groom, radicalise or abuse others and take action immediately if there are any concerns

• There are clear risk assessments in place and a consistent approach from staff

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Signs of successful safeguarding arrangements:• Positive behaviour is consistently promoted• Staff and volunteers are carefully selected and vetted

according to statutory requirements• Clear and effective arrangements for staff

development and training • The physical environment is safe and secure and

protects learners from harm (or the risk of it)• All staff and carers have a copy of and understand the

written procedures for managing allegations of harm and know how to make a complaint and manage ‘whistleblowing’

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Evidence to look for:• Extent to which leaders create a positive culture and ethos

where safeguarding is an important part of everyday life, backed up by training at every level

• Application and effectiveness of policies and safe recruitment and vetting processes

• Quality of safeguarding practice and evidence that staff are aware of signs that learners may be at risk in the setting or wider community

• Timeliness of response to any concerns raised

• Quality of work to support multi-agency plans around a

learner

• Discuss how your school may evidence these aspects of safeguarding

• What action is required to ensure these requirements can be met?

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Key documents:

• Keeping Children Safe in Education (DfE, July 2015)

• Keeping Children Safe in Education - information for all school and college staff (DfE, July 2015)

• SET Procedures (ESCB, 2015)

• Working Together to Safeguard Children (HM Government, March 2015)

• Counter-Terrorism and Security Act (HMG, 2015)

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Contact for Safeguarding Adviser to Schools:

jo.barclay@essex.gov.uk

033301 31078

http://schools.essex.gov.uk/pupils/Safeguarding/Pages/Safeguarding.aspx