Reading notes · 19 August 2026

Keeping Children Safe in Education 2025

Safeguarding is everyone's responsibility. A child-centred approach means noticing concerns, sharing information promptly and never assuming that somebody else will act.

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

Maintain an “it could happen here” mindset and act immediately.
Speak to the DSL and follow school policy; support may involve the school, Early Help or a statutory referral.
Never assume another member of staff will report the concern.
Data protection law is not a barrier to sharing information needed to safeguard a child.
If significant harm is suspected, notify the local authority or police immediately.

Local authorities should acknowledge a referral and decide on next steps within one working day. Referrers should follow up if that information is not provided.

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.