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others learn.

A child-centred, coordinated approach

• Consider the best interests of the child at all times.
• No single practitioner holds the whole picture; good referrals draw together knowledge from different contacts.
• Report concerns as soon as they arise, including suspected maltreatment, impaired health or circumstances harmful to development.
• Help children feel heard and show through your response that their concerns are taken seriously.

What staff need to know

All staff must understand the school's safeguarding and behaviour policies, reporting procedures, training expectations and the DSL's role. Existing vulnerabilities can increase risk, including disability, suspension, caring responsibilities, parental custody or substance use, and disruptive home circumstances.

Abuse, neglect and exploitation

Abuse may be physical, emotional or sexual and may happen at home, within an extended family, in clubs or online. Neglect is the persistent failure to meet a child's needs. Online grooming, radicalisation and domestic abuse can all form part of the picture. If something raises concern, it should be shared.

Key safeguarding issues

Child-on-child abuse

Never dismiss harmful behaviour as “banter”. It can include bullying, physical or sexual abuse, harassment, sharing nude images, upskirting and hazing.

Criminal exploitation

Children may be manipulated with rewards and then trapped through threats. Their behaviour can obscure the fact that they are victims; experiences can also differ by gender.

Sexual exploitation

This is child sexual abuse and may involve contact or non-contact activity, isolated incidents or repeated harm. Concerns about FGM carry a mandatory reporting duty for teachers.

Mental health

Staff should not diagnose, but changes in mental health may indicate abuse, neglect or exploitation and can themselves raise a safeguarding concern.

Serious violence

Possible signs include increased absence, declining attainment, self-harm or assault, and unexplained gifts.

Responding to a concern

Recording decisions

Records should capture the concern, actions taken, decisions and reasons, how the matter was resolved, and the outcome. Weak practice includes failing to listen, reassess or challenge; sharing too little information, or sharing it too slowly; and poor record keeping.

Concerns about adults or school practice

A concern about a teacher should be raised with the headteacher; a concern about the headteacher should follow the school's governing body or LADO route. Concerns below the harm threshold follow the low-level concerns policy. Unsafe practice should be challenged, with whistleblowing procedures available where internal reporting is not properly addressed.