The Designated Safeguarding Lead Training

Information for all the staff:

    Staff should be provided with Part 1 of Keeping Children Safe in Education (KCSIE)2020 and helped to understand:

  • The school’s child protection policy;
  • The behaviour policy
  • Staff behaviour policy, (sometimes called a code of Conduct)
  • The safeguarding response to children who go missing from education
  • The role of the DSL (including the identity of the DSL and any deputies).

Expectations for all the staff: All staff should:

  • appropriate safeguarding and child protection training which is regularly updated;
  • Be aware of their local early help process and understand their role in it and be alert to potential need for early help for children
  • Understand the process for making referrals to children’s services and/or statutory assessment under the children Act 1989
  • Know what to do if a child tells them he/she is being abused or neglected;
  • Be able to recognise indicators of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection
  • Always speak to the DSL if unsure

The role of the DSl: is taking the responsibility for safeguarding and child protection including the online safety. This person have appropriate status and authority within the school to carry out the duties

  • This should not be delegated but activities can be delegated to appropriately trained deputy.
  • Should be given the time, funding, training, resources and support to provide advice and support to other staff and children welfare and child protection matters;
  • They should also take part in strategy discussions and inter-agency meetings, and/or to support other staff to do so
  • DSL should also contribute to the assessment of children

Responsibilities of DSL:

  • Consider Options if staff have a concern
    • This can include managing any support for a child internally via the school’s or colleges own pastoral support processes, requesting an early help assessment or make a referral for statutory services, eg. The child might be in need, is in need or suffering or likely to suffer from;
  • Involvement in Support for child /early help
    • DSL or her deputy will generally lead an liaising with others agencies and setting up an inter-agency assessment as appropriate;
    • The DSL should also informed with regard to any concerns about FGM.
  • Assist in the Management of Referrals
    • Supporting staff with referrals to children’s services where there is suspected abuse or if a child is suffering or is likely to suffer , from harm
    • Referrals to the Channel programme, where there is a radicalisation concern, or support staff who makes referrals
    • Referring cases to the Disclosure and Barring Service (DBS) where a person is dismissed or left work due to risk /harm to a child;
    • Sending a cases to the police where a crime may have been committed;
  • Recording
    • Will provide advice to ensure that all concerns, discussions and decisions made (and the reasons for those decisions)are well recorded in writing.
  • Information about looked –after and Previously looked –after children
    • DSL should have details of the child’s social worker for any child looked after by the local authority and the name of the virtual school head in the authority that looks after the child;
    • They should work closely with the designated teacher appointed to promote the educational achievement of registered pupils who are looked after and to work with their local authorities
    • The DSL should also have details of local authority personal advisors appointed to the guide and support any care leavers. They should liaise with them as necessary regarding any issues of concern affecting the care leaver.

Sharing Safeguarding information with teaching Staff

  • A further role for the DSL outlined in the Keeping Children Safe in Education 2020 guidance is to promote education outcomes by sharing with teachers and school and college leadership staff information about the welfare, safeguarding and child protection issues experienced by children, including children with a social worker.

Communication and working others:

    The DSL should act as a point of contact with the three safeguarding partners-children’s services, the police and the healthcare professionals

  • The headteacher of principal to inform them of issues-especially ongoing enquiries under section 47, of the Children Act 1989 and police investigations
  • As required with the case manager (head teacher) and the designated office (s) at children’s services for child protection concerns in cases which concern a staff member;
  • Staff (especially pastoral support staff, school nurse, IT Technician and Special Education needs)on matters of safety and safeguarding. In addition when deciding whether to make referral, by liaising with relevant agencies.
  • In addition, staff can decide whether to make a referral by liaising with relevant agencies.
  • Training should be provided for DSL to provide them knowledge and skills required to carry out the role.

Knowledge and Understanding expected from a DSL:

  • The Assessment process for providing early help and statutory intervention, including local criteria for action and children’s services referral arrangements.
  • How children services conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively.
  • Relevant data protection legislation and regulations, especially the Data Protection Act 2018 and the General Data Protection Regulation
  • The importance of Information sharing within the School and college, and with the three safeguarding partners, other agencies, organisations and practitioners.
  • The requirements of the Prevent Duty and how to support the school or college in regard to this.

The needs of the Child

  • Alongside the relevant training knowledge and understanding. it is vital that DSL are aware of the needs of the child-whether that be children in need, those with special education needs or young cares.
  • For example DSL should be aware of , and have the capability to support , the unique risks associated with online safety;
  • This particularly relevant for children with special education needs and disabilities who can be more vulnerable. DSL’s must possess the relevant knowledge and capability to keep children safe whilst they are online at school or college.

The DSL Responsibility when it comes to this policy below:

  • Staff:
    • The DSL should ensure the school or college’s child protection policies are available to all staff (particularly new or part –time staff).
    • They must also make sure there are known, understood and used appropriately.
  • To the public and Parents: The child protection policy should be publicly available. Parents should be made aware of the fat that referrals about suspected abuse or neglect may be made and the role of the school or college in this.
  • To the Governing bodies and Proprietors: The child protection policy should be reviewed annually (as a minimum)

The procedures and implementation are updated and reviewed regularly.

The DSL should work with governing bodies or proprietors regarding this;

Transfer of children Protection Records: When a child moves, any child protection file should be transferred to the new school or college as soon as possible, it is the responsibility of the DSL to make sure this happens.

    In addition, considerations should be made as to whether it would be appropriate to share any information with the new school or college in advance; For example if information would allow the new school or college to continue supporting victims of abuse and have that support in place for when the child arrives.

Availability: During term time, the DSL or it deputy should always be available (during school or college hours) for staff to discuss any safeguarding concerns.  This is usually in person but in exceptional cases via phone or other media communication medium.

Availability: During term time, the DSL or it deputy should always be available (during school or college hours) for staff to discuss any safeguarding concerns.  This is usually in person but in exceptional cases via phone, or other such mediate is acceptable;

The DSL should arrange adequate and appropriate cover arrangements with the school/college for any out or hours or out of term activities.

Child-on Child sexual violence and Sexual harassment
School or college management need to carefully consider any such allegations and make decision on a case to case basis.

The DSL (or a deputy) will take a leading role and use their professional judgement, supported by other agencies such as children’s services and the police as, required.

The DEpt. for Education have produved guidance for Schools regarding this which can be found on Government PDFThere is alos ome guidance from the NSPCC on protecting children from harmful sexual behaviour, which you can access from the resources tab.

Page 16 : on Challege Qestions Supporting a child.

Page 17. Allegations :  An allegations against teachers or other member of the staff is one which raises concerns that the person has done on of the following :

  • Behaved in a way that has , or may have , harmed a child;
  • Possibly committed a criminal offence against or related to a child;
  • Behaved towards a child or children in a way that indicates he or she may pose a risk of harm to children.
  • Behaved, or may have behaved, in a way that indicated that they may not be suitable to work with children.
    • Allegations management Process: if an allegations raised, employers, school governors, trustees and voluntary organisations should ensure that they have clear the policies in place setting out the process.
      • This includes setting timescales for investigations and what support and advice will be available to individuals against whom allegations have been made
    • Any allegation against people who work with children, should be reported immediately to a senior manager within the organisation or agency.
    • The designated officer or team of officers, in the children services should also be informed within one working day of all allegations that come to an employer’s attention or that are made directly to the police.
    • The head teacher should be informed immediately. In order to manage allegations against childcare professionals, every local authority appoints a Local Authority Designated Officer (LADO). The LADO should be alerted to all cases of allegations against a person who works with children. Senior staff should always contact the LADO for advice prior to investigating the allegation. This is because it might meet the criminal threshold, and so your investigation could interfere with a police or social care investigation. The head teacher/governors would usually take responsibility for referring to the LADO, but the DSL has a key role in ensuring that all the necessary information is given to senior staff.
    • There may be a strategy meeting and/or an allegations management meeting to consider the most appropriate response.

Allegations management process-outcomes

  • There are 5-potential outcomes of allegations investigations:
    1. Substantiated: there is sufficient evidence to prove the allegation
    2. Malicious : there is sufficient evidence to disprove the allegation and there has been a deliberation act to deceive;
    3. False : there is sufficient evidence to disprove the allegation
    4. Unsubstantiated : there is insufficient evidence to either prove or disprove the allegation. The term, therefore, does not imply guilt or innocence.
    5. Unfounded : to reflect cases where there is no evidence or proper basis which supports the allegation being made.
    6. Other factors :
      • Confidentiality : following an allegation, the school or college make every effort to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated or considered. The Education Act 2002 introduce reporting restrictions preventing the publication of any material that may lead to the identification of a teacher in a school who has been accused by, or on behalf of, a pupil from the same school, (where that identification would identification would identify the teacher as the subject of the allegation).
      • Supporting the Pupil named in an Allegation: The school with partner agencies should consider what support the child or children involved may need. The school should liaise with a child’s parents and emphasise the need for confidentiality whilst allegations investigated.
      • Decisions on Suspensions : Suspension should be considered only in a case where there is a cause to suspect a child or other children at the school or college is/are at risk of harm or the case is so serious that it might be grounds for dismissal. The case manager must consider carefully whether the circumstances warrant suspension from contact with children at the school or college until the allegation is resolved and may wish to seek advice from their personnel adviser and the designated office(s), or whether the result that would be achieved by immediate suspension could be obtained by alternative arrangements, e.g. redeployment, closer supervision or work in an alternative setting.

Referral to DBS

There is a legal requirement for employers to make a referral to the DBS where they think that an individual has engaged in conduct that harmed (or is likely to harm) a child.

  • If an allegation is substantiated and the person is dismissed or the employer ceases to use their services (regardless of any resignation), the designated officers (s) should discuss with the case manager and their personnel adviser whether the school or college will decide to make a referral to the DBS for consideration of whether inclusion on the barred lists is required.
  • In the case of a member of teaching staff at a school or sixth form college, refer the matter to the teaching Regulation Agency (TRA)to consider prohibiting the individual from teaching.

Page 22 Challenge Introduction:

  1. Which statutory guidance state the following “ All staff have a responsibility to provide a safe learning environment and also to monitor their own standards and practice?

Answer : guidance for Safer Working Practice, 2020

  1. Challenge on Role and Responsibilities of the DSL
    1. Liaising with other agency and setting up an inter-agency assessment as appropriate
    2. Making the child protection policy available for all the staff
    3. Ensuring the secure transfer of child protection records;
    4. Hold details about looked-after and previously looked –after children
      1. Note : it is the job of the police to investigate criminal activity and the DBS will take the main responsibility for any cases referred to them.