Underpinning principles from Keeping Children Safe in Education (CYPES, 2024) 

You must take all appropriate measures to ensure that children and young people are protected against all forms of unlawful discrimination.

Article 2 of The United Nations Convention on the Rights of the Child (UNCRC) requires State Parties to respect and ensure the rights contained in the UNCRC for each child within their jurisdiction, without discrimination.

The following characteristics are protected from discrimination under the Discrimination (Jersey) Law 2013:

• Race
• Sex
• Sexual orientation
• Gender reassignment
• Pregnancy and maternity
• Age
• Disability

UNCRC Article 3 states, ‘the best interests of the child must be the priority in all decisions and action that affect children’.   

• The same professional standards should always be applied regardless of culture, disability, gender, language, racial origin, religious beliefs, personal beliefs and/or sexual identity.  
• Everyone has a responsibility to promote multi-agency co-operative working to improve the safety and welfare of all children, Children and Young People (Jersey) Law 2022. 
• This responsibility extends to a duty of care for those adults employed, commissioned or contracted to work with pupils.  
• Adults who work with children are responsible for their own actions and behaviour and should avoid any conduct that could lead any reasonable person to question their motivation and intentions 
• Additionally, School and Education Leaders should have an effective Code of Conduct Policy in place and provide frequent relevant training. 
• Adults should work in an open and transparent way.    

Adults should continually monitor and review their practice and ensure they follow the guidance contained in this document.

In addition to CYPES’ underpinning principles, one of JCG’s core values is belong: being safe, and feeling safe, is integral to a sense of belonging. It is this foundation of safety and belonging that allows students to aspire, inquire and excel

All students should have the opportunity to excel in their learning and achievement. Outcomes that are key to students’ wellbeing are to be: 

1. safe;
2. healthy;
3. achieving;
4. nurtured;
5. active
6. respected;
7. responsible; and
8. included.  

See CHILDREN AND YOUNG PEOPLE (JERSEY) LAW 2022

Safeguarding and promoting the welfare of children is defined for the purposes of this policy as:   

• protecting children from maltreatment  
• preventing impairment of children’s mental and physical health or development  
• ensuring that children grow up in circumstances consistent with the provision of safe and effective care
• taking action to enable all children to have the best outcomes 

Children includes everyone under the age of 18.  

This policy sets out our aims and procedures in relation to the following areas of practice:  

• Identify – the identification of safeguarding concerns and priorities for the College’s students  
• Help – the provision of the right help, at the right time, to ensure the effective safeguarding of the College’s students  
• Manage – the appropriate management of all safeguarding records, referrals and associated processes    

To achieve these aims, our policies, systems and procedures are designed to:  

• Promote safe practice 
• Identify instances in which there are grounds for concern about a child’s welfare and take appropriate action to keep them safe 
• Prevent unsuitable people working with our students 
• Contribute to effective partnership working between all those involved with providing services for children and young people 
• Prioritise a proactive early help approach  

No single professional can have a full picture of a child’s needs and circumstances. If children and families are to receive the right help at the right time, everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action.  

Uczniowie powinni być zachęcani do brania odpowiedzialności za: 

• Caring for and supporting each other: acting responsibly without taking responsibility for others  
• Communicating problems or concerns with a parent or member of staff

All staff have responsibility for: 

• Providing a safe environment in which students can learn by protecting and promoting the wellbeing and safety of students in their care 
• Following the process, outlined in this policy, to ensure that any and all concerns about the welfare of students are referred to the Designated Safeguarding Lead (DSL) (see Appendix 1) 
• Responding appropriately and sensitively to any disclosure from a student, ensuring that the concern arising is referred to the DSL (see Appendix 2) 
• Responding appropriately to any allegation made against a member of staff (see Appendix 3) 
• Maintaining and updating their knowledge of the types of abuse and neglect, so that they are able to identify cases of children who may be in need of help or protection (see Appendix 4) 
• Maintaining and updating their understanding of specific safeguarding issues that may impact students at the College (see Appendix 5) 
• Remaining mindful of, and acting in accordance with, the College’s Staff Guidelines for safe practice (see Appendix 6) 
• Ensuring they are aware of students designated as ‘Red’, and following the College’s procedures in relation to these students (see Appendix 7) 
• Keeping accurate and timely logs of any safeguarding concerns and actions taken (following discussion with the DSL) on My Concern (see Appendix 8) 
• Responding appropriately to any police involvement with the College (see Appendix 9) 
• Understanding and supporting the College’s processes relating to online safety (see Appendices 10-12) 
• Being aware of the systems within College which support safeguarding, as outlined in this policy (and supporting CYPES policies linked below), and confirming they have read and understood this policy as requested by the DSL (see Appendix 13) 
• Completing annual safeguarding training and engaging with regular safeguarding updates from the DSL (via email, staff briefing etc.) 
• Recognising the importance of working in partnership with parents and carers (whenever appropriate) to ensure the welfare and safety of students  
• Being prepared to identify children who may benefit from early help. Early help means providing support as soon as a problem emerges at any point in a child’s life, from the foundation years through to the teenage years. In the first instance, staff should discuss early help requirements with the DSL. Staff may be required to support other agencies and professionals in an early help assessment (see Appendix 1) 
• Having due regard for confidentiality, and sharing data with third parties, only if permitted under the provisions of the Data Protection (Jersey) Law.   

School Based Counsellors have responsibility for:

• Acting with due regard for CYPES’ Guidance for Schools on the Provision of School-based Counseling Services in Jersey, including requirements relating to consent and ‘Gillick Competence’, and the limitations to confidentiality where there is concern for a child’s welfare

Heads of School, with the support of their Assistants, have responsibility for:  

• Working closely with the DSL to manage safeguarding concerns within their School 
• Meeting regularly (usually weekly) with the DSL for supervision in relation to safeguarding concerns 
• Completing safeguarding training to Level 3, and renewing this every 2 years   

The Senior Leadership Team shares responsibility for: 

• Ensuring that a member of the team assumes the responsibility of the DSL should they and the Principal be absent 
• Working collectively to ensure all College procedures outlined in this policy are implemented, reviewed and updated as needed   

Assistant Headteacher (Organizacja) jest odpowiedzialny za: 

• Serving as a Deputy DSL 
• Having oversight of all Risk Assessments produced for educational trips and visits undertaken by the College   

Zastępca dyrektora (ds. personelu) odpowiada za: 

• Serving as a Deputy DSL
• Ensuring that the College practises safer recruitment in checking the suitability of staff and volunteers (including staff employed by another organisation) to work with children and young people in accordance with the guidance given in Keeping Children Safe in Education (2024)
• Ensuring procedures outlined in the Government of Jersey Safer Recruitment policy are followed 
• Working closely with the Bursar and the DSL to maintain the College’s Single Central Register   

Assistant Headteacher (Student Guidance / DSL) has responsibility for: 

• Serving as the DSL  
• Working closely with Deputy DSLs (including the Attendance and Welfare Lead) to achieve the aims of this policy 
• Reviewing and evaluating concerns held by staff so that appropriate action to safeguard the welfare of students can be taken 
• Managing and actioning child protection systems and procedures in line with Education’s Child Protection Policy and Guidance 
• Responding to concerns/alerts arising from filtering and monitoring tools used by the College (see Online Safety Policy) 
• Supporting students who may be the subject of any child protection concerns or procedures 
• Liaising with and supporting staff who are working with students who may be the subject of any Child Protection concerns or procedures 
• Liaising with the Principal and ensuring the Principal is aware of safeguarding issues including ongoing enquires 
• Liaising with external agencies 
• Attending Child Protection conferences, core group meetings and strategy meetings - or delegating attendance at these to appropriately trained colleagues who know the student(s) concerned best (e.g. Head of School)
•  In consultation with the Assistant Headteacher (Staffing), allocating staff to the appropriate training 
• Completing relevant courses at level 2 and 3 of the Child Protection Training Programme and completing Level 3 refresher training annually 
• Maintaining confidential records of meetings related to child protection procedures 
• Attending Governors’ Wellbeing sub-committee meetings and reporting on safeguarding and Child Protection matters at the meetings, whilst maintaining anonymity and confidentiality 
• Developing the College Safeguarding and Child Protection Policy (on an annual basis), reviewing and refining systems and structures (on an ongoing basis) 
• For a full account of the role and responsibilities of the DSL see the relevant section of Keeping Children Safe in Education (CYPES, 2024)

The Bursar has responsibility for:  

• Maintaining oversight of the College’s Health and Safety procedures  
• Serving as the College’s Data Protection Officer  
• Working closely with DSL and the AHT (staffing) to maintain the College’s Single Central Register     

The Principal has responsibility for:  

• Overseeing the application of the Safeguarding and Child Protection Policy by the Safeguarding Lead 
• Supporting DSL as appropriate 
• Deputising for the Safeguarding Lead if they are not available 
• Ensuring that there is a Governor with responsibility for safeguarding and wellbeing 
• Completing relevant courses at level 2 and 3 of the Child Protection Training Programme 
• For a full account of the role and responsibilities of the Principal in relation to safeguarding, see the relevant section of Keeping Children Safe in Education (CYPES, 2024)

As an education establishment, the College’s responsibilities include the following: 

• Ensuring that all staff have a responsibility to provide a safe environment in which children can learn 
• Ensuring all staff have a current DBS and regular updates are maintained 
• Recognising emerging needs/difficulties that may occur at any time during a child’s education and ensuring appropriate support is in place 
• Providing pupils with opportunities to discuss issues and report problems affecting their safety and welfare 
• Identifying children who are suffering, or likely to suffer significant harm, taking appropriate action to safeguard their welfare, particularly those pupils who are most disadvantaged, with the aim of ensuring they are kept safe
• Ensuring robust procedures for recognition and referral where there are welfare or child protection concerns 
• Monitoring and supporting pupils who are subject to child protection plans, or who are looked after, and contributing to the implementation of their plan 
• Raising awareness amongst staff of child protection issues and ensuring staff are equipped to deal with concerns 
• Teaching children to keep themselves safe and ensuring they know who to approach for help 
• Promoting partnership working with parents/carers and professionals 
• Ensuring that all CYPES staff, including senior managers and governors, access safeguarding training at the appropriate level 
• Ensuring safer recruitment practice

These responsibilities are met through the individual roles and responsibilities outlined in the section above and/or through implementation of the College systems outlined below.  

Safeguarding and Child Protection Training  

• All new staff will be given guidelines and procedures during their induction period 
• New staff will access one day Foundation Level CP training as soon as possible, organised centrally by the EWO team 
• GTTPs / ECTs will receive training from Education as part of their induction programme 
• A rolling programme of child protection training aims to train all staff (including, for example, exam invigilators), volunteers and members of the governing body to Foundation level and provide a cycle of refresher training sessions (either online, or in person with the Designated Safeguarding Lead)  
• All staff will complete an annual refresher training, either using platforms such as National College or the Virtual College, or person. Certificates are forwarded to the DSL as proof of completion or records of attendance are maintained (as appropriate to the training).
• All staff will read the current version of this policy (including Staff Guidelines and the Acceptable Use Agreement) each year and will confirm they have done so to the DSL 
• All staff will receive safeguarding updates, throughout the academic year, from the DSL using channels including email and staff briefing 
• Heads of School will access training at Level 3, as they serve as Deputy DSLs within their area of the College (this will be renewed at least every 2 years) 
• The Designated Safeguarding Lead (DSL) and their Deputies will undergo DSL training and any other safeguarding training at Level 3 and above to provide them with the knowledge and skills required to carry out the role. Level 3 training will be refreshed annually by the DSL and at least every 2 years by Deputies 
• Where appropriate, individual staff may access further relevant training, for example through the National College webinars  

Critical Incident Management 

The Critical Incident Management Plan can be found in the following places and is clearly marked:

• Principal’s office and home
• JCG vice principal’s office and home
• JCP head teacher’s office and home
• All members of SLT’s offices and homes, and in
• Reception
• P.A.’s office
• Chair of Governors
• Design Centre
• Facilities department
• Staff Room

A copy of the Critical Incident Management Plan is kept at Reception, ready for the  senior person to take out of the building if/when the premises are evacuated.

Record Keeping 

• All concerns, discussions and decisions made and the reasons for those decisions should be recorded in writing using My Concern. If in doubt about recording requirements, staff should discuss this with the DSL 
• The breadth of safeguarding concerns that may be recorded is wide. It should include all events, disclosures, observations and communications that constitute safeguarding or may contribute to a wider safeguarding picture. Examples will include: 
  • Safeguarding incidents in school witnessed or reported by staff or students 
  • Disclosures or indicators of neglect or abuse
  • Mental Health or concerns for emotional welfare, including safety planning
  • Persistent non-attendance and involvement of the attendance and welfare team
  • Concerns of non-engagement with support by children and/or their families
  • Referrals to other agencies including the Child and Families Hub 

If in doubt about recording requirements, staff should discuss with the designated safeguarding lead or a deputy

• All records should be accurate, factual and contemporaneous. They should also be kept up to date as things change or new information is shared 
• Notifiable incidents (e.g. ambulance call out / presentation at the Emergency Department) are recorded for CYPES (in line with the Incident Reporting and Investigation Policy   

Data Protection 

• In compliance with the Data Protection (Jersey) Law 2018 and as set out in the Privacy Policy, the College collects and processes personal data of staff, students, parents, governors and suppliers for specific purposes allowed by law and holds personal information about students in order to safeguard and promote their welfare, promote the objects and interests of the College, facilitate the efficient operation of the College and ensure compliance with all relevant legal obligations https://www.jerseycollegeforgirls.com/jc-privacy-policy/    

Confidentiality and Information Sharing  

• All information obtained by College staff about a student and their family is confidential and can only be shared with other professionals and agencies with the family’s consent. Schools should obtain written informed consent from parents/carers, which should be signed and dated in order to share information. However, the child’s welfare is paramount and nurseries/schools/colleges need to make a professional judgement in circumstances where children are at risk from or likely to be at risk of significant harm. 
• Where it is in the interests of the child, information can be shared with relevant authorities. For example, Health and Community Services (HCS), Police, School Nurses, Health Visitors in line with the Data Protection (Jersey) Law 2018 and Children and Young People (Jersey) Law 2022.   
• Parents should be informed prior to a referral to the Children and Families Hub, except where the parent is the alleged abuser; in which case the PARENT SHOULD NOT be informed as this may increase risk of harm to the child and/or hinder a police investigation. If you are in doubt if contacting the parent may put the child at risk the Children and Families Hub should be contacted for advice.  
• Only relevant information should be disclosed to those professionals who ‘need to know’. Always ensure you adhere to the Data Protection (Jersey) Law 2018. Staff should consider the purpose of the disclosure and remind recipients that the information is confidential and only to be used for the stated purpose. Parents should also be made aware of the nursery/school/college’s duty to share information 
• Staff should discuss any concerns or difficulties around confidentiality or information sharing with either the DSL, DSO or seek advice from MASH Manager or CYPES’s Head of Governance  

Risk assessments, Safety Plans and Medical Care Plans  

• The College recognises that the evaluation of risks and putting in place steps to mitigate against these risks contributes to promoting the welfare and protection of students. For hazardous activities and curricular and co-curricular activities that may pose specific risks, risk assessments are carried out in accordance with the College’s Health and Safety policy and reviewed as required. 
• Risk assessments for school trips and visits are reviewed by the Assistant Headteacher (Organisation). Risk assessments may also be put in place to manage risks arising for specific students within College; these will be overseen by the DSL  
• If a student is at risk of harm from themselves, the DSL will assess the risk (in consultation, wherever possible, with CAMHS) and may put in place a safety plan, parts of which may be shared with relevant teachers 
• Students at risk of harm from a medical condition will be supported, where appropriate, through medical care plans created with input from healthcare professionals; these will be overseen by the DSL / Attendance and Welfare Lead    

Monitoring and review  

• Any safeguarding incidents at the College will be followed by a review of the safeguarding procedures within the College (which will include a review of this policy) to determine whether any improvements can be made to prevent a similar event from occurring in the future. Such reviews of safeguarding incidents are a standing item on the agenda of Student Guidance Team meeting 
• In addition, the Designated Safeguarding Lead will monitor the operation of this policy and its procedures and undertake an annual review of this policy and the College's safeguarding procedures  

Action by the Designated Safeguarding Lead on receiving a notification of concern/ disclosure of abuse

Options may include the following: managing any support for the child internally via the College's own student support processes, an Early Help assessment, or a referral to the Children and Families Hub. 

The Designated Safeguarding Lead will, when taking action:

• Clarify the issues with the person raising the concern 
• Refer the matter to the Principal to agree on the next steps, depending on the seriousness of the suspicion or disclosure. A disclosure involving a serious criminal offence will always be referred to the Children and Families Hub 
• Consider the wishes of the student who has disclosed, provided that the student is of sufficient understanding and maturity and properly informed. However, there may be times when the situation is so serious that decisions may need to be taken, after all appropriate consultation, that override a student’s wishes 
• Consider the wishes of the student's parents, provided they have no interest which is in conflict with the student’s best interests and that they are properly informed. Again, it may be necessary, after all appropriate consultation, to override parental wishes in some circumstances. If the Designated Safeguarding Lead is concerned that disclosing information to parents would put a child at risk, they may take further advice from the relevant professionals (e.g. Children and Families Hub / DSO) before informing parents. A disclosure to Children and Families Hub may be made without prior contact with a child’s parents 
• Depending on the nature of the disclosure, advice will be sought from the Children and Families Hub/ DSO as to when to notify the student's parents and regarding any other queries that may arise  
• Consider duties of confidentiality, so far as applicable 
• Maintain appropriate records  

Types of Referral 

There are different types of referral procedures according to the nature of the disclosure made. In determining the level and nature of support required, the DSL will make reference to the SPB’s Continuum of Children’s Needs document (March 2024, reviewed annually)

• Where a child has suffered or is at risk of harm and the matter does not involve a member of staff, a referral will be made to Children and Families Hub as soon as possible 
• Where there are concerns about a member of staff’s suitability to work with children, a referral will be made to the JDO (with advice sought from the DSO/Children and Families Hub) (see Appendix 3) 
• If the child is considered to be a concern and is not at risk of suffering immediate significant harm but requires additional support (e.g. Early Help or pastoral support), the Designated Safeguarding Lead will oversee the referral the child to any relevant agency. 
• Where a child and family would benefit from coordinated support from more than one agency (for example education, health, police) an Early Help process should be initiated  
• Where a disclosure relates to the mental health of a student, and they are at risk from themselves rather than a third party, the Designated Safeguarding Lead will refer to CAMHS (via the Children and Families Hub) and parental consent will be sought.  Where a student is already accessing care from CAMHS, the DSL or other appropriate member of staff will raise the concern with CAMHS  

Student child protection records: 

• The College will keep all child protection records confidential, allowing disclosure only to those who need the information in order to safeguard and promote the welfare of children. The College will co-operate with police and social services to ensure that all relevant information is shared for the purposes of child protection investigations and in accordance with the requirements of Working Together To Safeguard Children (2023).   The Designated Safeguarding Lead will ensure that if a student who is subject to a child protection plan moves to another school, their child protection file will be transferred securely to a designated contact at the new school and confirmation of safe receipt obtained.

Engaging Students in Learning about Safeguarding 

Listening to students and signposting 

• The College provides a range of opportunities for students to be listened to. Tutor groups throughout the College ensure that there is regular contact time between tutor and tutees at daily registration and for extended tutor periods up to three times a week. Weekly PSHE lessons for students in Years 7-9 seek to create an environment where students can share any concerns 
• A Guide to Wellbeing, in every room in College, signposts students to support. Signposting to support in and outside of College is also available on our website: this is shared via social media before school holidays  
• The College employs two counsellors (providing full time cover).  Students may self-refer to the counsellors. Parental permission is sought for referrals to CAMHS services for students under the age of 16  

Teaching students about safeguarding 

• Students are taught about a range of safeguarding issues (including online safety, substance misuse, child sexual exploitation, grooming, mental health, self-harm and bullying, relationship education, relationships and sex education and health education) through their PSHE lessons, visiting speakers and the assembly, tutorial and Elective programmes 
• Students are taught how to identify risks and how to adjust their behaviour in order to mitigate these risks and build resilience 
• Certain safeguarding issues are covered in the delivery of Relationships and Sex Education (RSE). Resilience to radicalisation is taught through PSHE by promoting fundamental values and enabling students to challenge extremist views. 
• Suitable filtering and monitoring is in place to protect students from online abuse on the school networks and students are taught ‘digital literacy’ to support their use of devices for learning  
• The Designated Safeguarding Lead provides annual refresher assemblies on safeguarding to all year groups

Visitors to College 

The team at the College office work to ‘standard operating procedures for welcoming visitors’, approved by the DSL and the Bursar. These SOPs includes the following: 

• On arrival, the reception team should ask visitors to sign in using the InVentry system
• Visitors are to be met at reception, by a member of staff, and accompanied at all times whilst in College, unless:  
  • DBS is pre-entered as confirmed on InVentry and identity is confirmed 
  • DBS can be provided by the visitor on arrival (in conjunction with photo ID) 
  • DBS can be confirmed through the visitor’s status as a Government employee or JPH approved contractor  

[DBS refers to a Disclosure and Barring Service Enhanced Certificate, as outlined below] 

• Visitors should be provided with a purple lanyard (meaning they can teach/mentor students 1-1 or in small groupss), a green lanyard (meaning they do not need to be accompanied) if they have confirmed DBS status and an identity check has been conducted or an orange lanyard if they do not (and, therefore, need to be accompanied). Visitor badges are to be worn on these lanyards, provided by the reception team. 
• Visitor lanyards include a card containing the following information: 
  • If you are concerned about a student, or are unsure of the whereabouts of a student who should be with you, please immediately call: 
    • 516299 (from your own phone) 
    • 555 (from an internal College phone)   
• Visitors are provided with a copy of ‘Safeguarding Information for Visitors’, identifying the Designated Safeguarding Leads and covering the following points:  
  • Arrival and Departure: All visitors should report to reception on arrival and sign in using our InVentry system. The system will print a visitor’s badge, which you should wear for the duration of your time in College. Please remember to sign out when leaving the campus, and to return the lanyard - in the postbox if the office is closed. 
  • DBS: All staff and regular volunteers must have a Disclosure and Barring Service Enhanced Certificate (DBS). If we do not have a record of your DBS status, and you do not have your certificate with you, then you must be accompanied by a member of College staff during your visit.  
  • Photography: Visitors are asked to refrain from taking any photographs (or video / audio recordings) whilst on campus, unless specifically directed to do so by a member of staff as part of the purpose of your visit.
• Interactions with Students: Visitors will maintain an appropriately professional tone during all interactions with students. Visitors should ordinarily avoid being alone with students; if you are directed to work alone with a student, please ensure a door is left open. 
• Health and Safety: In the event of a fire alarm sounding, all visitors mut leave the building immediately using the nearest exit. Assembly points are indicated in each building. In the event of any accident or personal injury, please report to reception where trained first aiders are on duty. 
• Concern for a Student: If a student tells you something that makes you concerned for them or another young person, please listen, reassure them that they have done the right thing in speaking to you, and explain that you must share the concern with the Designated Safeguarding Lead (see overleaf).   

College premises  

• The College takes all practicable steps to ensure that College premises are as secure and conducive to wellbeing as possible  

Procedures to minimise the risk of child on child abuse (see Appendix 5)  

Staff Awareness 

• Staff should always be clear that abuse is abuse and should never be tolerated or passed off a “banter” or “part of growing up” (see Appendix 5) and should be aware of the importance of challenging such behaviours. Tolerating or dismissing such behaviours risks normalising them. Form tutors discuss pastoral cases with Heads of School as they arise and during regular tutor meetings, some of which may relate to child on child abuse  

Education  

• The pastoral curriculum (form time, PSHE, year assemblies) provides opportunities to teach students about appropriate and safe relationships. Topics include relational aggression, kindness, bullying, friendships, healthy relationships, radicalisation and grooming. There are other opportunities for discussion throughout the academic year, such as Student Council, joint Sixth Form Forum, dialogue with school-based counsellors and with student wellbeing champions (Peer Mentors, Buddies etc.)   

Supervision  

• Staff are on patrol duty during break time and lunchtime supervisors are on duty to minimise the risk of adult-free zones 
• CCTV is in operation in designated areas of the College and footage may be accessed as part of an investigation. The DSL and site team regularly liaise when a need arises to make an area of the school more accessible and visible  

Collaborative Working 

• Through the shared Statement of Intent and Action Plan, and through the joint Sixth Form Forum, JCG, JCP, VCJ and VCP collaborate to foster cultures of respect and minimise the risk of child on child abuse  

Procedures to prevent radicalisation (see Appendix 5)   

Staff training 

• The Designated Safeguarding Lead, a Deputy Designated Safeguarding Lead (AHT Staffing)) and the Vice Principal have undertaken Prevent awareness training 
• These colleagues are able to provide advice and support to other members of staff on protecting children from the risk of radicalisation  

IT 

• Suitable filtering is reviewed to keep students safe from terrorist and extremist material when accessing the internet in College. 
• Online Safety: online safety is explicitly addressed in the staff induction process for new staff; staff are regularly updated through tutor meetings and staff meeting. Online safety features in our PSHE programme for students.   

What to do if you are concerned 

• If a member of staff is concerned that a student may be exposed to radicalisation, the normal referral processes apply: they should discuss it with the Designated Safeguarding Lead who will follow the safeguarding procedures outlined in this policy.  

Online Safety (see Appendix 10) 

• The use of technology is a significant component of many safeguarding issues, including CSE, and radicalisation. The breadth of issues classified within online safety can be categorised into four areas of risk   
  • Content: being exposed to illegal, inappropriate or harmful material;  
  • Contact: being subjected to harmful online interaction with other users; and  
  • Conduct: personal online behaviour that increases the likelihood of, or causes, harm. 
  • Commerce: risks such as online gambling, inappropriate advertising, phishing and or financial scams.   
• In seeking to manage online safety, and in collaboration with CYPES, the College aims to  have appropriate filters and monitoring systems in place. 
• In utilising monitoring tools, the College will give due consideration to the student age range, their frequency of access and the proportionality of costs vs risks 
• For further guidance, see Appendix E of Keeping Children Safe in Education (CYPES, 2024)
• From September 2024, all new Year 7 students will be required to enroll their iPad on the Jamf platform; this enables the College to control access to both Apps and the internet (this is overseen by the AHT (Digital Learning and Curriculum Design), and the AHT Student Guidance/DSL). 
• From September 2024, the parents of students in each new Year 7 cohort are asked to request permission if they wish their child to bring a smartphone to College. Parents seeking permission will be required to confirm that no age-inappropriate Apps are installed and that appropriate device-based web filtering is enabled by parental controls or a third-party service. 
• Where permission to bring a smartphone to College has not been granted, parents are asked to ensure that such devices are kept at home.     

Whistleblowing  

• All staff are required to report to the DSL, Principal (or if they are not available and the matter is urgent, a member of the Senior Leadership Team) any concern or allegations about College practices or the behaviour of colleagues which are likely to put students at risk of abuse or other serious harm (see Appendix 3) 
• If the member of staff feels unable to raise their concern with the DSL, Principal (or a member of SLT), they should contact the Chair of Governors  
• There will be no retribution or disciplinary action taken against a member of staff for making such a report provided that it is done in good faith 
• Malicious allegations may be considered as a disciplinary offence

External Policies and other useful documents:  

• All CYPES policies relating to safeguarding and governance can be accessed here: CYPES Policies 
• The CYP Law can be found here:Children and Young People (Jersey) Law 2022 
• Statutory guidance relating to the law can be found here:CYP Law Guidance 
• The following UK documents may also be useful UK KCSIE 
• Sharing nudes and semi-nudes: advice for education settings working with children and young people
• What to do if you’re worried a child is being abused (DFE)   
• Criminal Exploitation of Children: County Lines (DFE)  

Internal Policies:

• JCG Policies can be found here: JCG Policies
  Numerous policies include provisions relevant to safeguarding, including the following: Health and Safety, Special Educational Needs, Wellbeing, Attendance, DEI.In addition, the DSL maintains a Polyphony / LAMDA – Safeguarding Protocol

 This policy includes the following Appendices:  

1. What staff should do if they are concerned about a student 
2. How staff should respond to a disclosure 
3. What staff should do if they are made aware of an allegation against another member of staff  
4. Types of Abuse 
5. Specific Safeguarding Issues  
6. Staff Guidelines  
7. Red Students 
8. Using My Concern 
9. Police Involvement in Schools  
10. Online Safety Policy  
11. Student AUA 
12. Staff AUA 
13. Staff confirmation that this policy has been read and understood  

• The key priority is to communicate all concerns, in a timely fashion, to the DSL 
• Staff are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned 
• When concerned about the welfare of a child, staff should always act in the best interests of the child 
• Staff should approach all concerns about students with a mindset of see/hear it, believe it, do something about it (as outlined below and in Appendix 2) 
• All staff should be aware that children may not feel ready or know how to tell someone they are being abused, exploited, or neglected and/or they may not recognise their experiences as harmful.  For example, children may feel embarrassed, humiliated, or threatened.  This could be due to their vulnerability, disability and/or sexual orientation or language barriers.  This should not prevent staff from having a professional curiosity and speaking to the designated safeguarding lead (DSL) if they have concerns about a child.  It is also important that staff determine how best to build trusted relationships with children and young people which facilitate communication. (Keeping Children Safe in Education, CYPES, 2024)
• If a child is in immediate danger or is at risk of harm, the police should be contacted immediately and a referral to the Children and Families Hub (C&FH) should be completed. 
• Anyone can call the Children and Families Hub for advice on telephone number 519000, but where a referral is not made by the DSL themselves, the DSL and/or Principal should be informed as soon as possible that a referral has been made. 
• If staff members have any other concerns about a child, they should discuss this with their DSL, DDSL or the Principal who will decide what action to take.  The flowchart below outlines the steps:  

• All staff should be aware that, whilst any child may benefit from early help, they should be particularly alert to the potential needs of students who:
  • is disabled and has specific additional needs 
  • has special educational needs (whether they have a Record of Need or not) 
  • is a young carer 
  • is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups 
  • is frequently missing/goes missing from care or from home 
  • is at risk of modern slavery, trafficking, or exploitation (CSE) 
  • is at risk of being radicalised or exploited 
  • is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues or domestic abuse. 

• When a conversation with a student causes concern for the welfare of any child, staff should act on their concerns immediately and: 
  • stay calm and sympathetic. Listen carefully to the child and keep an open mind. Staff or volunteers should not take a decision as to whether or not the abuse has taken place   
  • not ask leading questions, that is, a question which suggests its own answer. Ask open questions that will encourage a secure and sympathetic environment for the child, such as, "is there anything else you want to tell me?”  
  • reassure the child that they have a responsibility to keep them safe, but not give a guarantee of absolute confidentiality. The member of staff or volunteer should explain that they need to pass the information to a member of staff (the DSL) who will ensure that the correct action is taken. Staff or volunteers should not make promises that they cannot keep such as ‘everything will be alright’ but clearly explain what they have to do next and who they will talk to 
• keep a sufficient and accurate written record of the conversation. The record should include the date, time and place of the conversation and the essence of what was said and done by whom and in whose presence. The record should use names, not initials. The record must be kept securely and entered onto My Concern as soon as possible.  If the member of staff is unable to enter directly onto My Concern, they should pass their notes to the DSL  
• For urgent concerns, the member of staff should seek the DSL or a deputy in person immediately, and: 
  • not take any further action unless specifically requested by the Designated Safeguarding Lead or the Principal  
  • only share information on a need-to-know basis and must not discuss the matter with other colleagues

Sharing nude and semi-nude images (‘sexting’)  

• This related to the production of and/or sharing of sexual photos and videos of and by young people who are under the age of 18.  
• Any concerns relating to nude/semi-nude images must be referred directly to the DSL.  
• Staff who are aware of an incident involving nude/semi-nude images should:  
  • Never view, download or share the imagery, or ask a child to share or download – this is illegal 
  • Report it to the DSL, if the imagery has already been viewed by accident 
  • Not delete the imagery or ask the young person to delete it 
  • Not ask the young person(s) who are involved in the incident to disclose information regarding the imagery (this is the responsibility of the DSL) 
  • Not share information about the incident with other members of staff, the young person(s) involved or their, or other, parents (this process will be managed by the DSL) 
  • Not say or do anything to blame or shame any young people involved  
  • Explain to students that the incident must be reported to the DSL

Preserving evidence 

• All evidence, (for example, scribbled notes, mobile phones containing text messages, clothing, computers), must be preserved and given to the DSL  

Reporting 

• All suspicion or disclosures of abuse must be reported to the Designated Safeguarding Lead or Deputy Designated Safeguarding Lead (for concerns about members of staff, see Appendix 3)  
• If in exceptional circumstances you are not able to speak to the Designated Safeguarding Lead, the Deputy Designated Safeguarding Lead or the Principal, you should speak to any member of the SLT (see chart below).  
• If there is risk of immediate serious harm to a child and you are not able to follow this referral procedure, contact Children and Families Hub.   
• Please see Emergency contact list below for emergency contact details. Anybody can make a referral. If there is an immediate emergency, dial 999 and report the matter to the police.  

Supporting Principles Relating to any Safeguarding Disclosure 

• For further guidance, see ‘Recognition and dealing with disclosures’ in CYPES’ Keeping Children Safe in Education (CYPES< 2024))  

Receive 

• Listen to the student without displaying shock or disbelief 
• Allow the student to talk freely 
• Take what they say seriously  

Reassure 

• That the student has done the right thing talking about their worries 
• That only those people who need to know will be told: avoid promises of confidentiality 
• That the student will be involved in/ know what happens next  

React 

• Elicit just as much information as you need in order to ascertain that there is a child protection issue which needs following up 
• Avoid leading questions, ask only open questions like: “is there anything else you would like to tell me?” 
• Feel confident to ask the student and parents (where appropriate) questions to find out the facts, whilst avoiding leading questions 
• Explain what you have to do next and to whom you have to talk (Safeguarding Lead)  

Report and Record 

• Inform Designated Safeguarding Lead or Principal  
• Log your conversation or observation using My Concern Report as soon after the event as possible. Ensure that the words used in the report are as accurate as possible. 
• Be objective in your recording, rather than making assumptions or interpretations 
• All reports will be securely stored 
• Agreement will be reached about the action to be taken and communicated to all concerned  
• Reports will be reviewed on an individual basis by the Safeguarding Lead / Principal/ Headteacher liaising between Prep and Senior School as appropriate 
• In the event of a serious disclosure where you may have concerns over the immediate safety of a child or student, refer immediately to Emergency Contact List below:  

If none of the above can be contacted  

• Children and Families Hub – 519000
  “ Words to the effect of …“As the result of a serious disclosure from a child at our school, we have concerns about that child’s safety.”
  • State how the child says they have been hurt / are at risk
  • State who the child said did it. 
  • Assist with any other questions you can  

If the Hub cannot be contacted directly  

(If you get the voicemail – state that you will be phoning the Police) 

• States of Jersey Police Child Protection Unit – 612612 or 999

• If an allegation is made against a member of staff, the Designated Safeguarding Lead or a professional person connected to the school, the allegation should be reported to the Principal immediately. The matter will be referred by the Principal or the Designated Safeguarding Lead to the Jersey Designated Officer (JDO). If the Designated Safeguarding Lead is making the referral, they will keep the Principal informed 
• If the allegation is against the Principal, the person receiving the allegation should immediately inform the Vice Principal, who will manage communication with the DSO/JDO. The Principal must not be informed of the allegation prior to contact with the JDO/ DSO 
• If an allegation is made against the Chair of Governors or another Governor, the allegation should be reported to the Principal. In either case, any such allegations will be discussed with the DSO before further action is taken 
• The College will embed and operate procedures which, as far as possible, ensure that teachers and others within the College community who are innocent are not prejudiced by false allegations

Abuse is 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: 

Is 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.  

Emotional abuse: 

Is 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.

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 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. Both sexes can commit acts of sexual abuse including both adults and children. The sexual abuse of children by other children is a specific safeguarding issue.  

Neglect: 

The 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. 

Each of these elements above have been associated with more severe effects on the child, and/or relatively greater difficulty in helping the child overcome the adverse impact of the maltreatment, sometimes referred to as adverse childhood experiences (ACE).  

Sometimes, a single traumatic event may constitute significant harm (e.g. a violent and /or sexual assault, suffocation or poisoning). More often, significant harm is a compilation of significant events, both acute and longstanding, which interrupt, change or damage the child's physical and psychological development.

Some children live in family and social circumstances where their health and development are neglected. For them, it is the corrosiveness of long-term neglect, emotional, physical or sexual abuse that causes impairment to the extent of constituting significant harm.  

Sometimes 'significant harm' refers to harm caused by one child to another, which may be a single event or a range of ill treatment; this is generally referred to as 'child-on-child abuse'. It is important that children understand the law on child-on-child abuse is there to protect them, and not ‘get them into trouble’ or criminalise them.

Sexual Offences (Jersey) Law 2018 (jerseylaw.je).

In each case, it is necessary to consider any maltreatment alongside  

• the child’s own assessment of his or her safety and welfare, 
• the family’s strengths and supports, 
• an assessment of the likelihood and capacity for change, 
• improvements in parenting and the care of children and young people.  

Further information on understanding and identifying abuse and neglect can be found at Gov.uk guidance: What to do if you are worried a child is being abused

Examples of potential signs of abuse and neglect are highlighted throughout the advice and will be particularly helpful for nursery, school and college staff. The Safeguarding Partnership Board website also provides useful additional information on types of abuse and what to look out for. 

Staff members working with children are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff members should always act in the best interests of the child.  Knowing what to look for is vital to the early identification of abuse and neglect. If staff members are unsure, they should always speak to the designated safeguarding lead.

Signs of abuse  

Possible signs of abuse include the following (but are not limited to and do not necessarily mean that abuse is occurring):  

• the student says they have been abused or asks a question which gives rise to that inference  
• there is no reasonable or consistent explanation for a student’s injuries (including cuts, bruises, burns); the injury is unusual in kind or location; there have been a number of injuries; there is a pattern to the injuries  
• the student’s behaviour stands out from the group as either being extreme model behaviour or extremely challenging behaviour; or there is a sudden change in the pupil's behaviour. For example, they may become aggressive, challenging, disruptive, withdrawn or clingy  
• the student does not want to change clothes in front of others or participate in physical activities  
• the student is having problems at school, for example, a sudden lack of concentration and learning or they appear to be tired and hungry 
• the student talks about being left home alone, with carers that appear to be inappropriate or with strangers  
• the student has poor school attendance or punctuality  
• the student is regularly missing from school or education  
• the student asks to drop subjects with a particular teacher and seems reluctant to discuss the reasons  
• the student’s development is delayed in terms of emotional progress  
• the student suddenly loses or gains weight  
• the student drinks alcohol regularly from an early age  
• the student is concerned for younger siblings without explaining why  
• the student talks about running away  
• the student shies away from being touched or flinches at sudden movements  
• the student demonstrates undue anxiety, over-reacts to problems and demonstrates an excessive fear of making mistakes  
• the student appears neglected, e.g. dirty, hungry, inadequately clothed; poor hygiene  
• the student is reluctant to go home, or has been openly rejected by her parents or carers  
• parents are dismissive and non-responsive to teachers’ concerns  
• parents or carers blame their problems on their child and  
• parents who fail to seek medical treatment when their child is ill or injured.   

 Signs of grooming, sexual exploitation or sexual abuse  

The signs of grooming aren’t always obvious. Groomers will also go to great lengths not to be identified. Children may:   

• be very secretive, including about what they are doing online  
• display knowledge or interest in sexual acts inappropriate to their age  
• have older boyfriends or girlfriends  
• go to unusual places to meet friends  have new belongings such as clothes or mobile phones that they can't or won't explain  
• ask others to behave sexually or play sexual games  
• have access to drugs and alcohol.   

In older children, signs of grooming can easily be mistaken for 'normal' teenage behaviour, but unexplained changes in behaviour or personality, or inappropriate sexual behaviour for their age may be observed.

Domestic Abuse 

Domestic abuse refers to a number of behaviours which are not always violent. Domestic abuse (DA) has a significant negative impact on both the victims and the children living with or witnessing this type of abuse. Schools should treat and manage disclosures of DA as a serious safeguarding concern.    

Domestic abuse can encompass a wide range of behaviours. Domestic abuse is an incident or pattern of incidents of controlling, coercive, threatening, degrading and violent behaviour, including sexual violence. In most cases, this abuse is perpetrated by a partner or ex-partner, but also may be by a family member or carer. 

Domestic abuse can include, but is not limited to, the following:  

• Coercive Control (an act or pattern of intimidation, degradation, humiliation, isolation or other abuse that is used to harm, punish or frighten)  
• Psychological and/or emotional abuse  
• Physical or sexual abuse  
• Financial abuse  
• Harassment and Stalking  
• Online abuse   

Children can be victims of domestic abuse. They may see, hear, or experience the effects of abuse at home and/or suffer domestic abuse in their own intimate relationships (teenage relationship abuse). All of which can have a detrimental and long-term impact on their health, well-being, development, and ability to learn.   

Domestic abuse also includes different forms of family violence such as, adolescent to parent abuse, forced marriage, female genital mutilation and so called “honour crimes” that are perpetrated primarily by family members, often with multiple perpetrators.    

Anyone can experience domestic abuse regardless of gender, age, race, ethnic or religious group, sexuality, class, or disability.    

The impact on children witnessing domestic abuse should not be underestimated and schools play a key role in recognising the signs, supporting children and know where and how to refer for additional support for families.       

Schools have a central role in supporting children living with or witnessing DA and the victims involved. The DSL will receive domestic abuse notifications (DAN) from the multi-agency safeguarding hub when a DA incident has been reported and the police have been involved. The DSL will inform all relevant school staff so that additional support can be implemented during the school day for any child linked to victim or the perpetrator.   

If the child already receives additional support. For example, the Social, Emotional and Mental Health Team (SEMHIT), the Emotional Literacy Support Assistant (ELSA) or school counsellor may already be working with the child and family so they should be informed on ‘a need to know’ basis as such information is likely to influence their approach and assessment of the child.

 The child may be unusually upset and emotional, but equally, they may present as withdrawn and ‘not their usual self’. The identified school staff need to observe and monitor. There is a chance the child will disclose to an adult about what has happened or share further information that raises further concern. Staff need to manage any disclosures in the usual way according to safeguarding children procedures. 

Adapted from Keeping Children Safe in Education (CYPES, 2024)

• When the school Designated Safeguarding Lead (DSL) receives information (a Domestic Abuse Notification) from the MASH Education Researcher, they will inform relevant school staff so that additional support can be implemented during the school day.   

Gangs and serious youth violence  

• A gang is defined as a group of young people who spend time together, often fighting other groups or involved in anti-social behaviour. Youth violence refers to harmful behaviours that can start early and continue into adulthood. The young person can be a victim, an offender, or witness the violence. Youth violence includes various behaviours including some violent acts such as bullying, slapping or hitting. These behaviours can cause more emotional harm than physical harm. Others, such as robbery and assault (with or without weapons) can lead to serious injury or even death. All staff should be aware of indicators, which may signal that children are at risk from, or are involved with serious violent crime. These may include increased absence from school, a change in friendships or relationships with older individuals or groups, a significant decline in performance, signs of self-harm or a significant change in wellbeing, or signs of assault or unexplained injuries. Unexplained gifts or new possessions could also indicate that children have been approached by, or are involved with, individuals associated with criminal networks or gangs.   

Female Genital Mutilation (FGM)  

• If you have a reason to suspect that the child may have undergone, or is likely to become a victim of FGM by travelling to another country accompanied by their parent/relative or other adult, report this immediately to the DSL, who will contact CYPES DSO, the Children and Families, or the States of Jersey Police Public Protection Unit immediately without notifying parents. Further guidance on FGM can be found in the relevant section of Keeping Children Safe in Education (CYPES, 2024)

Risk to Children Outside the Home (previously sometimes called contextual safeguarding)

• Safeguarding incidents and/or behaviours can be associated with factors outside the home and/or can occur between children outside the school. All staff, but especially the Designated Safeguarding Lead (and deputy) should be considering the context within which such incidents and/or behaviours occur. This means assessments of children should consider whether wider environmental factors are present in a child’s life that are a threat to their safety and/or welfare. The school needs to provide as much information as possible as part of the referral process to Children and Families Hub / Early Help. 
• Child Sexual Exploitation (CSE), Child Criminal Exploitation (CCE) and various kinds of risk-taking behaviour can all constitute contextual safeguarding concerns.  

Specjalne potrzeby edukacyjne 

Research has shown that children with SEND are more vulnerable to abuse than other children and safeguarding children’s welfare is everybody’s responsibility. Therefore, awareness between professionals about safeguarding children with additional needs and what constitutes best practice is essential.   

• Speech, language and communication differences may make it difficult for children to tell adults what is happening to them, or in their lives.  •
• Many children with SEND are at an increased likelihood of being socially isolated with fewer outside contacts.
• Children with SEND often do not have access to someone they can trust to disclose that they are suffering harm.  
• Children with SEND may be more vulnerable to bullying and intimidation.  
• Dependency on parents and carers for practical assistance in daily living, including intimate personal care, may increase their risk of exposure to abusive behaviour.  
• Children with SEND may have limited capacity to resist or avoid abuse.   

Further guidance can be found in the relevant section of Keeping Children Safe in Education (CYPES,2024)

Mental Health 

• All staff should be 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 exploitation.  Only appropriately trained professionals should attempt to make a diagnosis of a mental health problem. Education staff, however, are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one. Schools and colleges can access a range of advice to help them identify children in need of extra mental health support, this includes working with external agencies. If staff have a mental health concern about a child that is also a safeguarding concern, immediate action should be taken to follow their school or college’s child protection policy and by speaking to the designated safeguarding lead or a deputy. (Keeping Children Safe in Education, DFE, 2024)
• In line with our Wellbeing Policy, the College takes a proactive approach to promoting resilience and promoting wellbeing through its commitment to character education across the curriculum.  

Diversity, Equity and Inclusion 

• ‘Some pupils or students may be more at risk of harm from specific issues such as sexual violence, homophobic, biphobic or transphobic bullying or racial discrimination. Such concerns will differ between education settings, but it is important schools and colleges are conscious of disproportionate vulnerabilities and integrate this into their safeguarding policies and procedures’ (Keeping Children Safe in Education, DFE, 2024)
• Our Diversity, Equity and Inclusion policy states that ‘We believe that inclusive communities are successful communities and that students need inclusion and empathy as skills for the future. Diversity is a strength and all members of our community should feel valued and included. Inclusion should be a way of being; a golden thread through all practice, values and knowledge development.’ We act, in accordance with this policy, to promote the inclusion, safety and wellbeing of all members of our community.

LGBT+  

• A child or young person being lesbian, gay, bisexual or questioning is not in itself an inherent risk factor for harm, however, they can sometimes be targeted by other children. In some cases, a child who is perceived by other children to be lesbian, gay, or bisexual (whether they are or not) can be just as vulnerable as children who are. •
• Risks can be compounded where children lack trusted adults with whom they can be open. It is therefore vital that staff endeavour to reduce the additional barriers faced and create a culture where they can speak out or share their concerns with members of staff.  (Keeping Children Safe in Education, CYPES, 2024)
• As outlined in our Wellbeing policy, a range of support structures aim to provide all students with safe spaces to speak out and share concerns.  

Attendance and Children Missing from Education

‘Children being absent from education for prolonged periods and/or on repeat occasions can act as a vital warning sign to a range of safeguarding issues including neglect, child sexual and child criminal exploitation. It is important the school or college’s response to persistently absent pupils and children missing education supports identifying such abuse, and in the case of absent pupils, helps prevent the risk of them becoming a child missing education in the future. This includes when problems are first emerging but also where children are already known to children’s social care and have an allocated a social worker. It is important that schools and colleges recognise that being absent from education may increase known safeguarding risks within the family or in the community.’ (Keeping Children Safe in Education, CYPES, 2024 – for further guidance, see Appendix 2024 of that document) 

‘Children missing education completely is more than an attendance issue. When a child leaves Jersey and moves to another jurisdiction, it is the school’s responsibility to take steps to locate their whereabouts and to make direct contact with their receiving school or education setting. Only after effective attempts have been made by schools to locate the child without success, they should refer their concerns to the Education Welfare Team Manager for CYPES.’ (Keeping Children Safe in Education, CYPES 2024) 

Child on Child Abuse  

• ‘All staff should understand that even if there are no reports in their schools or colleges it does not mean it is not happening, it may be the case that it is just not being reported. As such it is important if staff have any concerns regarding child-on-child abuse they should speak to their designated safeguarding lead (or a deputy)’ (Keeping Children Safe in Education, CYPES, 2024 – for further information, see Appendix J of that document)
• The term child on child (as opposed to peer on peer) recognises that children can be abused by children who are not the same age as them (not their peers).  
• All staff should be aware that safeguarding issues can manifest themselves via child on child abuse. This is most likely to include, but is not limited to:  
  • Bullying (including cyberbullying);  
  • Physical abuse;  
  • Sexual abuse;  
  • Gender-based violence/sexual assaults 
  • Upskirting 
  • Sexting / sharing of nude and semi-nude images  
  • Initiation / hazing type violence and rituals.
  • Prejudiced behaviour
  • Teenage relationship abuse    
• All child on child abuse is unacceptable and will be taken seriously; it will never be minimised as ‘banter’, ‘having a laugh’ or ‘part of growing up.’ Staff must be aware that children may be abused out of school, but should not minimise the potential risks of girl on girl abuse. 
• In relation to nude and semi-nude images, a key consideration is for staff not to view or forward illegal images of a child (see Appendix 2 for further guidance). 
• All students can report abuse (e.g. bullying or harassment) through the College website’s Report a Concern function, as well as by speaking to any member of staff: https://digitaljcg.typeform.com/to/SlBD2DJy

Child-on-child sexual violence and sexual harassment (including harmful sexual behaviour HSB)

• Sexual harassment is unwanted conduct of a sexual nature which has the purpose or effect of violating a person’s dignity, or creating an intimidating, hostile, degrading, humiliating or offensive environment for them. Sexual harassment can occur online and offline and both inside and outside of College.  
• All staff should be mindful of the following DFE guidance:
  • ‘Sexual violence and sexual harassment can occur between two or more children of any age and sex, from primary through to secondary stage and into college. It can occur also through a group of children sexually assaulting or sexually harassing a single child or group of children. Sexual violence and sexual harassment exist on a continuum and may overlap; they can occur online and face-to-face (both physically and verbally) and are never acceptable.
  • ‘It is essential that all victims are reassured that they are being taken seriously, regardless of how long it has taken them to come forward, and that they will be supported and kept safe. Abuse that occurs online or outside of the school or college should not be downplayed and should be treated equally seriously. A victim should never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report. It is important to explain that the law is in place to protect children and young people rather than criminalise them, and this should be explained in such a way that avoids alarming or distressing them.’ (Keeping Children Safe in Education, DFE, 2024)

• These additional points of guidance are taken from the DFE publication Keeping Children Safe in Education, and will guide the response of the DSL and all staff to any incident of sexual violence/harassment between children: 
  • ‘It is important to understand that children may not find it easy to tell staff about their abuse verbally. Children can show signs or act in ways that they hope adults will notice and react to. In some cases, the victim may not make a direct report. For example, a friend may make a report, or a member of school or college staff may overhear a conversation that suggests a child has been harmed or a child’s own behaviour might indicate that something is wrong. As per Part one of this guidance, if staff have any concerns about a child’s welfare, they should act on them immediately rather than wait to be told…all staff working with children are advised to maintain an attitude of ‘it could happen here’, and this is especially important when considering child-on-child abuse.
  • It is essential that all victims are reassured that they are being taken seriously, regardless of how long it has taken them to come forward, and that they will be supported and kept safe. Abuse that occurs online or outside of the school or college should not be downplayed and should be treated equally seriously. A victim should never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report. It is important to explain that the law is in place to protect children and young people rather than criminalise them, and this should be explained in such a way that avoids alarming or distressing them. 
  • The school or college will have a difficult balancing act to consider. On one hand, they need to safeguard the victim (and the wider pupil/student body) and on the other hand provide the alleged perpetrator(s) with an education, safeguarding support as appropriate and implement any disciplinary sanctions. Taking disciplinary action and still providing appropriate support are not mutually exclusive actions. They can, and should, occur at the same time if necessary.  
  • If a report is determined to be unsubstantiated, unfounded, false or malicious, the designated safeguarding lead should consider whether the child and/or the person who has made the allegation is in need of help or may have been abused by someone else and this was a cry for help. In such circumstances, a referral to local authority children’s social care may be appropriate.’

• In line with DFE, guidance the DSL (and other staff involved) will consider the following factors when responding to a report of sexual violence and/or harassment: 
  • the wishes of the victim in terms of how they want to proceed. This is especially important in the context of sexual violence and sexual harassment. Victims should be given as much control as is reasonably possible over decisions regarding how any investigation will be progressed and any support that they will be offered. This will however need to be balanced with the school’s or college’s duty and responsibilities to protect other children  
  • the nature of the alleged incident(s), including whether a crime may have been committed and/or whether HSB has been displayed  
  • the ages of the children involved  
  • the developmental stages of the children involved  
  • any power imbalance between the children. For example, is/are the alleged perpetrator(s) significantly older, more mature, confident and well known social standing? Does the victim have a disability or learning difficulty?  
  • if the alleged incident is a one-off or a sustained pattern of abuse (sexual abuse can be accompanied by other forms of abuse and a sustained pattern may not just be of a sexual nature)  
  • that sexual violence and sexual harassment can take place within intimate personal relationships between children   
  • importance of understanding intra familial harms and any necessary support for siblings following incidents  
  • are there ongoing risks to the victim, other children, adult students or school or college staff, and  
  • other related issues and wider context, including any links to child sexual exploitation and child criminal exploitation.  

• The DSL is trained to use the Brook Traffic Light tool to identify, understand and respond to sexual behaviours in children and young people.
  

Criminal Exploitation of Children and Young Adults (including County Lines)  

• The UK government defines county lines as: 
  • “County lines is a term used to describe gangs and organised criminal networks involved in exporting illegal drugs into one or more importing areas within the UK, using dedicated mobile phone lines or other form of “deal line”. They are likely to exploit children and vulnerable adults to move and store the drugs and money and they will often use coercion, intimidation, violence (including sexual violence) and weapons.” 
    • County lines activity and the associated violence, drug dealing and exploitation has a devastating impact on young people, vulnerable adults and local communities. 
• What is child criminal exploitation? 
  • Child criminal exploitation is increasingly used to describe this type of exploitation where children are involved, and is defined as 
  • “Child criminal exploitation is common in county lines and occurs where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child or young person under the age of 18. The victim may have been criminally exploited even if the activity appears consensual. Child criminal exploitation does not always involve physical contact; it can also occur through the use of technology. 
  • Criminal exploitation of children is broader than just county lines, and includes for instance children forced to work on cannabis farms or to commit theft.  

• A young person’s involvement in county lines activity often leaves signs. A person might exhibit some of these signs, either as a member or as an associate of a gang dealing drugs. Any sudden changes in a person’s lifestyle should be discussed with them. 
• Some potential indicators of county lines involvement and exploitation are listed below, with those at the top of particular concern: 
  • persistently going missing from school or home and / or being found out-of-area 
  • unexplained acquisition of money, clothes, or mobile phones 
  • excessive receipt of texts / phone calls and/or having multiple handsets 
  • relationships with controlling / older individuals or groups 
  • leaving home / care without explanation 
  • suspicion of physical assault / unexplained injuries 
  • parental concerns 
  • carrying weapons 
  • significant decline in school results / performance 
  • gang association or isolation from peers or social networks 
  • self-harm or significant changes in emotional well-being

Radicalisation and Violent Extremism 

• Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups. ‘Extremism’ is defined as vocal or active opposition to fundamental values, including the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.  All staff are subject to the Prevent duty: they must have due regard to the need to prevent people from being drawn into terrorism.  
• Signs of radicalisation:  There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. It can happen in many different ways and settings. Background factors may contribute to vulnerability which are often combined with background influences such as family, friends or online, and with particular needs for which an extremist or terrorist group may appear to provide an answer. The internet and the use of social media in particular has become a major factor in the radicalisation of young people.  
• As outlined in CYPES’ Keeping Children Safe in Education (2024), thee following issues may make an individual vulnerable to radicalisation:    
  • Identity Crisis - Distance from cultural/religious heritage and uncomfortable with their place in the society around them; 
  • Personal Crisis- Family tensions; sense of isolation; adolescence; low self-esteem; disassociating from existing friendship group and becoming involved with a new and different group of friends; searching for answers to questions about identity, faith and belonging; 
  • Personal Circumstances- Migration; local community tensions; events affecting country or region of origin; alienation from UK values; having a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy; 
  • Unmet aspirations - Perceptions of injustice; feeling of failure; rejection of community values; 
  • Criminality- Experiences of imprisonment; previous involvement with criminal groups

• The following are possible early indicators of radicalisation: 
  • General changes of mood, patterns of behaviour, secrecy; 
  • Changes of friends and mode of dress; Use of inappropriate language; 
  • Possession of violent extremist literature; 
  • The expression of extremist views; 
  • Advocating violent actions and means; 
  • Association with known extremists; 
  • Seeking to recruit others to an extremist ideology.  
• Students who are at risk of radicalisation may have low self-esteem or be victims of bullying or discrimination 
• As with managing other safeguarding risks, staff should be alert to changes in students’ behaviour which could indicate that they may be in need of help or protection 
• Staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately. This may include making a referral to Children and Families Hub/ MASH through the Designated Safeguarding Lead with whom they should discuss their concerns  

Staff Awareness

• Staff have a duty to deal with any child protection issue that may arise and also to avoid any activity that may reasonably raise concerns as to their propriety. Examples might include students drinking alcohol with staff, being invited to their homes or allowing access to inappropriate materials or internet sites.  
• Any member of staff who is aware of such activities should report them to a member of the Senior Leadership Team.  
• This should include what CYPES’ Keeping Children Safe in Education (2024) refers to as a low-level concern: A low-level concern is any concern – no matter how small, and even if no more than causing a sense of unease or a ‘nagging doubt’ - that an adult working in or on behalf of the school or college may have acted in a way that: 
  • is inconsistent with the staff code of conduct, including inappropriate conduct outside of work, and 
  • does not meet the harm threshold or is otherwise not serious enough to consider a referral to the JDO.
    
    Examples of such behaviour could include, but are not limited to:
  • being over friendly with children 
  • having favourites 
  • taking photographs of children on their mobile phone, contrary to school policy 
  • engaging with a child on a one-to-one basis in a secluded area or behind a closed door, or 
  • humiliating children. 

• Ensuring such low-level concerns are appropriately shared and ‘dealt with effectively should also protect those working in or on behalf of schools and colleges from potential false allegations or misunderstandings.’ 
• In line with DFE guidance, the College aims to ‘create an environment where staff are encouraged and feel confident to self-refer, where, for example, they have found themselves in a situation which could be misinterpreted, might appear compromising to others, and/or on reflection they believe they have behaved in such a way that they consider falls below the expected professional standards.’ 
• Any individual contact with students out of education settings should only be done with the prior knowledge of parents and senior colleagues. Staff should make every effort to avoid being in a situation where they are alone with a student in an isolated area, talking with a student in a closed room without others being aware of this, or being on their own with a student in a car or minibus.  
• Any and all concerns should be shared with a member of the Senior Leadership Team.  

Sexual harassment 

• Staff must ensure they avoid behaviours towards students that could be viewed as sexual harassment  
• Such behaviours include gender related comments about a student’s physical attributes; unwelcome or gratuitous physical contact; suggestive or offensive remarks or innuendos about students of a specific sex; propositions of physical intimacy; gender related verbal abuse; threats or taunting; bragging about sexual prowess; requests for dates or sexual favours; offensive jokes or comments of a sexual nature about a student; displays of sexually offensive pictures, graffiti or other materials; highly personal questions or discussions about sexual activities; rough and vulgar humour or language related to gender; repeated “compliments” regarding a student’s appearance, hair, clothes etc.  

Inappropriate relationships 

• In common law, a member of staff is held to a higher standard of conduct than many other members of society 
• A member of staff’s sexual relationship with a student is regarded as professional misconduct 
• Any such relationship or conduct directed at establishing a relationship are prohibited.  
• Prohibited conduct includes sending intimate letters, e-mails or social media communications from a member of staff to a student, personal telephone calls, suggestive comments and dating 
• Staff receiving inappropriate communication from students should report the matter to the DSL, or another member of the SLT, who will investigate and deal with it appropriately.  

Physical Restraint 

• Physical restraint of students is part of a range of strategies available to manage challenging behaviour and to protect the safety of children. The Education Restraint Policy is included in the Special Educational Needs Policy. A link to this policy can be found in the ‘Relationship to other Policies’ section of this document 
• Restraint should only be used as a last resort after other strategies included in the school behaviour policy. Physical restraint always carries a risk to the child or staff who may be harmed, physically or emotionally. Inappropriate or excessive use of restraint can lead to an allegation of assault: Positive Behaviour and Exclusions Policy 20231030JLA.pdf (gov.je)

Physical Contact and Intervention

Photography, Videos and Other Creative Arts 

• Many activities involve recording images. These may be undertaken as part of the curriculum, extra school activities, for publicity and to celebrate achievement. Staff need to be aware of the potential for these occasions to be misused for pornographic or “grooming” purposes. Careful consideration should be given as to how these activities are organised and undertaken. Using images of children for publicity purposes will require the consent of parents. Images should not be displayed on websites, in publications or in a public place without such consent. When using a photograph for publicity purposes the following guidance should be followed: 
  • If the photograph is used avoid naming the child 
  • If the pupil is named avoid using their photograph 
  • Schools should establish whether the image will be retained for further use 
  • Images should be securely stored and used only by those authorised to do so  
• When recording images of students (e.g. taking photos) for the purposes of publicity and celebration, members of staff should use a school-owned (rather than personal) device wherever possible. Whatever device is used, recorded images of students should be saved to SharePoint  (https://jerseyedu.sharepoint.com/sites/JCG/JCGStaff/SitePages/Photos.aspx)  and deleted from the device (and from any cloud storage to which a personal device might automatically upload) promptly and usually within 24 hours.  
• Further advice is available in the Education ‘Policy and Guidance on Use of Images: photographs, videos, CCTV and web cams.’  

Online-safety - Internet and Social Media Use 

• The College has a clear procedure regarding access to and the use of the internet and has due regard to Education guidance.  Staff should also refer to the College’s Online Safety Policy and the Acceptable Use Agreement (AUA). 
• Under no circumstance should staff in Education settings access inappropriate images. Accessing child pornography or indecent images of children on the Internet and making, storing or disseminating such material is illegal. 
• Using Education equipment to access inappropriate or indecent material, including adult pornography, is unacceptable. 
• Education advises staff to exercise caution when communicating with children and young people using the Internet or mobile technology. Staff should only use official Education email accounts to talk to students online so that any communication is logged. It may be appropriate to set up a site to communicate in some circumstances, for example, to arrange sporting fixtures or for a particular curricular activity but staff should ensure their line manager or SLT is aware of this and that it is shared with other staff. 
• Staff should also only communicate on school matters as personal communication could be considered to be inappropriate. 
• Students might try to include staff in their ‘friends’ list on their online social network or get hold of a personal email address or mobile number. Staff should be cautious about this as there are inherent risks in staff using such sites to communicate with students in respect of the potential overlap between their personal and professional lives. Staff should refer any concerns to the DSL. Students might also invite staff to feature in social media content (e.g. TikTok videos); again, staff should be mindful of the inherent risk of their professional role becoming blurred or compromised, and they should refer concerns to the DSL.  

• A 'red' list is maintained to identify students about whom we have current safety concerns 
• The list can be accessed, by College staff, through the Safeguarding Updates channel on the JCG-All-Staff Team  

• Some Red students are supported through a specific Safety Plan. Where this is the case, details from this plan will be shared (as appropriate) with adults working with the young person. 
• For all Red students , please ensure that a JCG emergency number is called if they do not arrive at your lesson within 5 minute of it starting, or if they are absent (e.g. to go to the toilet) for more than 5 minutes. 
• Emergency numbers: 
  • Internal  - 555 
  • External – 516299  

• Please refer to the user guidance document:  

Link to MyConcern Trusted User guidance briefing  

The Education Department has a policy on Police Intervention in Schools (CYPES)   

Contacting the Police 

• Should an event occur which requires Police involvement, then please speak to a Senior Leader at school. The Senior Leader will decide whether the police should be contacted, making reference to ‘When to Call the Police’ guidance provided by the police.  
• The Senior Leader will  
  • In an EMERGENCY dial 999 
  • For an incident which is not an emergency –dial 612612 
• Schools are encouraged to deal with minor incidents internally, (see the College’s Supporting Student Behaviour Policy) 
• If an incident is deemed serious enough to contact the police, then all interviews with those suspected of being involved in the crime must stop until the Police arrive.  

Receiving a call from the Police/Social Services 

• General phone calls - When anyone calls and speaks to any member of JCG staff, saying that they are from the Police or Social Services  

DO 

• Ask a caller who they are and what agency they are from and take their telephone number.  
• Tell them that someone will get back to them asap.  Tell a member of SLT about the call immediately, so that they can get back in touch with the police/agency asap.   
• If in doubt about what to do, do not speak to the person: just say that you will inform the person who is best placed to help them with their request.  

DO NOT             

• Give out any details about a student unless you know that the person is their parent/carer.               
• Say whether a student is in school or give any personal details over the phone. The Police are required to produce a Data Protection request form, which they will show a member of the SLT, before we are obliged to give out any information or details about students.               
• Speak to anyone other than the parent of the child. If you are unsure they are the parent, then ask for their number and call them back later, after  checking their telephone number on SIMS. 

Zasady

• The internet and constantly evolving technology continually change the way that we all interact with the world. Whilst advances in technology offer a plethora of excellent opportunities for teaching and learning, this technology comes with some potential risks 
• Online safety is not purely about technology. Many of the issues arising from online activity are behavioural and, consequently, will be managed in the same way as any other inappropriate behaviour 
• Online safety messages such as ‘don’t post personal information online’ are now almost meaningless without careful explanation and contextualisation, as the whole point of social media for many young people is to share personal information. Also, the huge range of online applications now used means that locking information down via privacy settings is almost impossible 
• Our key aim with respect to the use of technology is to act in accordance with the understanding that there is no substitute for a strong, established culture of safeguarding within the College, which prioritises the safety of both our students and staff, especially in relation to the use of online apps, social media and wireless technology  

Aims  

• Help students and staff, through education and professional learning, to identify and manage risks when using technology (risks include harmful content, CSE, bullying, and risks relating to communicating, viewing and sharing content via social media) 
• Use filtering and monitoring technologies to prevent students and members of staff from gaining either accidental or deliberate access to unacceptable online content whilst on the College’s premises or using College facilities 
• Encourage students and staff to report anything they encounter online which concerns them 
• Ensure, wherever possible, that students and staff do not engage in inappropriate activities when using technology whilst at school 
• Encourage students and staff to communicate appropriately, for example using only school email addresses to communicate with students. 
• Inform and educate students, parents and staff about the latest potential online risks and concerns, also alerting them to related matters that include, online reputation, data protection and identity theft

Procedures – Roles and Responsibilities  

All Students should be encouraged to take responsibility for:  

• Their own online safety and, together with parents, signing and abiding by the student AUA 
• Ensuring that their online profile is secure and does not make them vulnerable 
• Respecting personal privacy and keeping their own and other people’s personal information private, including photographs, passwords and any College mobile phone numbers given out for the purposes of a school trip 
• Realising that the need to respect each other is just as important online as it is in face to face contacts 
• Reporting inappropriate use of technology immediately to a teacher 
• Engaging in lessons on online safety awareness and Online Safety training 
• Behaving in a healthy and positive manner towards digital technologies and when engaging in online activities  

Parents/guardians have responsibility for:  

• Discussing the AUA with their child and supporting them to abide by its requirements  
• Discussing the need to be safe online with their child 
• Encouraging their child to report any concerns regarding online safety to them or to the school 
• Engaging with updates from the College (e.g. Information Evenings) to develop an appropriate awareness of how to protect their child  
• Contacting the College (DSL) with any concerns regarding online safety 
• Respecting data protection issues when sharing images, videos and text, especially personal information about their child on social media networking sites 
• Respecting school passwords and encouraging their child never to attempt to obtain or to use another child’s or an adult’s password 
• Encouraging their child to read and respect (or to ask for advice or permission as appropriate) the Terms & Conditions of web services, especially with regard to the minimum age that some companies set for their websites in order to protect children from risk of harm or to comply with legal requirements

All Staff have responsibility for:  

• Familiarising themselves with the most up to date Education Online Safety policy and procedures documentation. 
• Signing the JCG Staff Acceptable Use Agreement Following the College’s safeguarding procedures in relation to any concerns regarding online safety  
• Maintaining awareness of online safety procedures and positively communicating the importance of maintaining  digital safeguarding in the use of technology with their students 
• When using social networking sites for their private use, ensuring that their privacy settings are appropriate, protecting their online reputation and they should not, for example, befriend students, and also be aware of potential risks associated with befriending ex-students 
• Ensuring that any online information, in either a personal or professional capacity, protects their professional integrity and does not bring their self, the College, the Government of Jersey nor the teaching profession into disrepute 
• When selecting websites/ online content for learning, reviewing it prior to use with students, checking their Terms & Conditions with regard to data protection compliance and the minimum age set for the websites to protect children from risk of harm or to comply with legal requirements 
• Engaging with appropriate online safety training when requested 
• Keeping themselves informed of current online online safety issues (for example, by engaging with updates shared through staff briefings and email)  
• Teaching and supporting students to identify and manage risks associated with online behaviour and reputation (in relation to the curriculum areas they are covering) 
• Keeping data secure, ensuring all sensitive data is stored in the ‘Staff Sensitive’ area of Office 365 or My Concern as appropriate  
• Never let their network log-in to be used by a student 
• Before using social networking sites for educational purpose, completing an appropriate risk assessment for approval by the DSL and AHT (Digital Learning and Curriculum Design)

The DSL, supported by the AHT (Digital Learning and Curriculum Design), has responsibility for:  

• Working with students, staff and parents to ensure that technology in school is used safely and appropriately 
• Maintaining a clear understanding of child protection, online and (in collaboration with the Bursar) data protection policies and procedures – and being able to determine the applicable policies/ procedures for different situations 
• Engaging with appropriate relevant training regarding new technologies and their impact on inline safety  
• Identifying training needs for College staff 
• Planning and delivering student and parent awareness programmes (e.g. information booklets, parent information evenings) 
• Reviewing and evaluating concerns held by staff so that appropriate action to safeguard the welfare of students can be taken 
• Ensuring members of staff are informed about lines of external support that are available to them, such as the Professionals’ Online Safety Helpline ([email protected]) operated by the UK Safer Internet Centre http://www.saferinternet.org.uk/about (See also Appendix E of CYPES’ Keeping Children Safe in Education, 2024)
• Monitoring and responding to online filtering alerts  
• Supporting students who may be the subject of any online safety concerns and referring to outside agencies if appropriate 
• Liaising with and supporting staff who have concerns about online safety 
• Maintaining confidential records of meetings and events relating to online safety issues 
• Ensuring that risk assessments where appropriate are updated for websites and Apps

Zleceniodawca jest odpowiedzialny za:  

• Overseeing the application of the Online Safety Policy 
• Supporting the DSL 
• Ensuring that a member of the SLT team assumes the responsibility of the DSL in their absence  

Procedures – College Systems  

Online Safety Training for Staff  

• All new staff will be given guidelines and procedures during their induction period 
• The College will provide appropriate online safety training, including through Safeguarding training refreshers.  
• GTTPs/ECTs will receive training from the Education department as part of their induction programme. 
• Where appropriate, individual staff may access further relevant training (e.g. through National College)  

Links to Other Policies 

See this section of the Safeguarding and Child Protection Policy