6. Staff Roles and Responsibilities and Safeguarding and Child Protection Training

Safeguarding is everyone's responsibility. All staff, including leaders, teachers, support staff, volunteers, contractors, temporary and supply staff, share responsibility for safeguarding and promoting the welfare of children.

 

We will ensure all staff, governors and volunteers are appropriately trained, risk assessed and vetted in line with current safeguarding and safer recruitment requirements. All staff must read and understand Keeping Children Safe in Education (KCSIE) 2026 and follow the school's safeguarding and child protection procedures.

 

Staff are expected to:

• Maintain a child-centred approach and act in the best interests of children.

• Recognise and respond to signs of abuse, neglect, exploitation and other safeguarding concerns.

• Listen to, support and take children seriously when concerns are raised or disclosures are made.

• Record and report concern promptly in line with school procedures.

• Work effectively with the DSL, partner agencies and other professionals.

• Understand that safeguarding concerns can occur online and offline and may overlap.

• Identify children who may benefit from Early Help or additional support.

• Undertake regular safeguarding training and maintain professional curiosity.

• Understand that information sharing is essential where a child may be at risk of harm.

 

All staff should recognise that children may not always be ready or able to disclose abuse and that timely action is essential to keeping children safe. Further information is provided in Appendix 2.

 

The Crime and Policing Act 2026 removed the supervision exemption, meaning some volunteers may now be considered to be undertaking regulated activity. We will ensure that volunteers and all other adults working within the school are appropriately risk assessed and vetted in line with current safer recruitment and regulated activity requirements. Further information is provided in the Safer Recruitment section.

 

Early Years Foundation Stage (EYFS)

Staff working in the EYFS have the same safeguarding responsibilities as all other staff and must comply with the EYFS Statutory Framework, Keeping Children Safe in Education (KCSIE) 2026, and local safeguarding procedures. We recognise that children learn best when they feel safe, secure and valued, and the welfare of the child is always paramount.

 

EYFS staff will:

• Read Part One of KCSIE.

• Be alert to signs of abuse, neglect and safeguarding concerns, particularly where children may be unable to communicate their experiences verbally.

• Promote children's safety, health and wellbeing through nurturing, child-centred practice.

• Maintain appropriate supervision and staffing arrangements.

• Record and report concern immediately to the Designated Safeguarding Lead (DSL).

• Work closely with parents, carers and relevant professionals.

• Understand procedures for reporting safeguarding concerns, allegations against adults and whistleblowing concerns.

 

All staff will receive an induction covering the federation’s Child Protection Policy, Staff Code of Conduct, Behaviour Policy, Online Safety Policy, and the role of the DSL and deputy DSLs.

 

Role and Responsibilities of the Designated Safeguarding Lead (DSL)

The governing body/proprietor has appointed a Designated Safeguarding Lead (DSL), a senior member of the leadership team with overall responsibility for safeguarding and child protection, including online safety and filtering and monitoring. The DSL is supported by suitably trained Deputy DSLs and provided with the time, training and resources needed to carry out the role effectively. The responsibilities of the DSL are set out in Annex B of Keeping Children Safe in Education (KCSIE) 2026.

NB in Hertfordshire deputy DSLs are trained to the same standards as the DSL.

 

Deputy Designated Safeguarding Leads (DDSLs) support the DSL and carry out safeguarding responsibilities as required.

• The school has appointed one or more Deputy Designated Safeguarding Leads (DDSLs) who are trained to the same standard as the Designated Safeguarding Lead (DSL).

• While the DSL has overall responsibility for safeguarding and child protection, DDSLs support the DSL and may undertake safeguarding duties as required.

• Arrangements are in place to ensure that a trained DSL or DDSL is available during school hours to respond to concerns promptly and ensure effective safeguarding practice.

• Arrangements are place for cover over the school holidays for statutory request and queries.

 

Availability

The Designated Safeguarding Lead (DSL), or a trained Deputy DSL (DDSL), will be available during term time and school hours to respond to safeguarding concerns and provide advice and support to staff.

 

The federation maintains clear safeguarding systems, reporting procedures, record-keeping and information-sharing arrangements to ensure concerns are identified, reported and acted upon promptly. Appropriate arrangements are in place to ensure safeguarding cover is available during school closure periods to fulfil statutory safeguarding responsibilities and respond to urgent child protection matters.

 

Safeguarding Systems and Contingency Planning

The federation recognises that effective safeguarding is underpinned by a whole-school safeguarding culture, supported by robust systems and processes. Safeguarding arrangements must not be reliant on the availability, actions or knowledge of a single individual. In Hertfordshire our deputy DSL / S are trained to the same standard as the DSL.

 

To ensure concerns are identified, reported and acted upon promptly, the school maintains:

Clear reporting pathways.

Secure safeguarding record-keeping systems.

Effective information-sharing arrangements.

Appropriately trained Deputy Designated Safeguarding Leads (DDSLs).

This systems-based approach supports continuity, accountability and timely decision-making, including during periods of staff absence, leave or organisational change.

 

School Holiday and Closure Periods, although availability may be reduced during school holidays and half-term periods, arrangements are in place to ensure DSL cover is maintained to fulfil statutory safeguarding responsibilities. This includes responding to urgent safeguarding concerns, sharing information with Children's Services and the Police, making referrals where necessary, and contributing to Child Protection Conferences,

MARAC meetings and other statutory processes.

Contacting the DSL/DDSL, details of the school's arrangements, including how to contact the DSL or DDSL during school closure periods, can be found in see section 2: Important Safeguarding Contacts.

 

Managing Referrals

The Designated Safeguarding Lead (DSL) and Deputy DSLs are responsible for managing safeguarding and child protection referrals, including referrals to Children's Social Care, the Police, the Channel Programme, the Local Authority Designated Officer (LADO) and other relevant agencies.

They will ensure safeguarding concerns are assessed and acted upon promptly, monitor referral outcomes, work effectively with partner agencies, and ensure the federation fulfils its role in multi-agency safeguarding arrangements. The child's welfare will remain central to all decision-making.

 

Working with Others

The DSL will act as the school's key point of contact for external safeguarding agencies and professionals. They will work collaboratively with safeguarding partners, social workers, health professionals, police and other agencies to safeguard and promote the welfare of children.

The DSL will attend and contribute to child protection conferences, core group meetings, strategy discussions and other multi-agency meetings as required, ensuring that the federation's views and relevant information are shared appropriately and in the best interests of the child.

 

Information Sharing and Child Protection Records

The DSL is responsible for ensuring that safeguarding and child protection records are accurate, confidential, secure and maintained separately from the main pupil file.

The DSL will oversee the transfer of child protection records when pupils move schools or settings and ensure information is shared appropriately, lawfully and in accordance with data protection requirements and safeguarding legislation. Effective information sharing is recognised as essential to protecting children from harm.

 

Raising Awareness

The DSL will promote a strong safeguarding culture throughout the school by ensuring that safeguarding policies and procedures are understood, implemented and reviewed regularly.

The DSL will ensure that staff, volunteers, pupils, parents and carers are aware of safeguarding arrangements and know how concerns can be reported. They will contribute to safeguarding communications and ensure that safeguarding remains a visible priority across the school community.

 

Training, Knowledge and Skills

The DSL will undertake appropriate safeguarding training and update their knowledge and skills regularly in line with statutory requirements. They will maintain an up-to-date understanding of safeguarding issues, local procedures, emerging risks and national guidance.

The DSL will support the safeguarding training and development of staff by providing advice, guidance and safeguarding updates, ensuring that all staff understand their safeguarding responsibilities and can recognise and respond to concerns effectively.

 

Providing Support to Staff

The DSL will provide support, advice and guidance to staff on safeguarding and child protection matters. They will help staff understand indicators of abuse, vulnerability and risk and support them in responding appropriately to concerns.

The DSL will create an environment where staff feel confident to raise concerns and seek safeguarding advice. They will promote professional curiosity, timely reporting and a culture where safeguarding is everyone's responsibility.

 

Understanding the Views, Wishes and Feelings of Children

The DSL will ensure that the voice of the child is understood, considered and reflected in safeguarding practice. They will promote a child-centred approach in which children are listened to, taken seriously and supported to express their views.

The DSL will consider the wishes and feelings of children when determining what action to take and will ensure that safeguarding decisions are made in the child's best interests

 

Monitoring Vulnerable Children

The DSL will maintain oversight of children who may require additional support, including those with safeguarding vulnerabilities, children in need, children subject to child protection plans, children looked after and previously looked after children.

They will monitor patterns, trends and emerging concerns, ensuring that appropriate support, intervention and early help are coordinated where required.

 

Holding and Sharing Information

The DSL will ensure that information is held and shared appropriately with relevant professionals, agencies and staff members on a need-to-know basis. They will ensure that records are accessible to those who need the information to safeguard children whilst maintaining appropriate confidentiality.

The DSL will ensure that safeguarding information is integrated into the school's wider safeguarding arrangements and is used to inform effective decision-making and support for children.

The full responsibilities of the DSL and deputy(s) are set out in their job description, see Annex B KCSIE

 

Role and Responsibilities of the Designated Teacher (DT)

Our Designated Teacher takes leadership of promoting the educational attainment of Children with a Social Worker which includes:

• Working closely with Virtual School Heads to ensure that funding is best used to support the child’s educational achievement and development needs that are identified in their personal education plans.

• Carrying out their duties in line with Designated teacher for looked-after and previously looked-after children - GOV.UK and extended duties as outlined Promoting the education of children with a social worker and children in kinship care arrangements: virtual school head role extension - GOV.UK (www.gov.uk).

• Working closely with our DSL for those children who are supported by a Child in Need or Child Protection Plan to ensure support for the education attainment of these children is appropriately entwined with safeguarding processes.

All staff and leadership are required to support HSCP principals to safeguarding children by always exercising their professional curiosity. April 2025 Professional Curiosity

 

Role and Responsibilities of the Executive Headteacher

The Executive Headteacher will:

• Implement this policy and ensure that all staff:

• Are informed of our school’s systems which support safeguarding, including reading and understanding this policy, as part of their induction.

• Follow the procedures included in this policy, what they should know and do in relation to information sharing and referrals of cases of suspected abuse and neglect.

• Make this policy available to parents/carers, professionals, and the community to ensure there is transparency and clear expectations about the school’s duty to safeguarding and promote the welfare of children and the arrangements for responding to children presenting with needs that may require early help or support to protect them. The policy is available on each school website. Posters and certificates are viable in each school. There is also a BSL friendly version of policy available on the school websites.

• Ensure the DSL has appropriate time, funding, training, and resources, and that there is always adequate cover if the DSL is absent.

• Act as the ‘case manager’ representing the school in the event of an allegation of abuse made against another member of staff or volunteer.

• Manage cases where there are low-level concerns regarding the conduct of staff or oversee delegation to the DSL.

• Ensure the relevant staffing ratios are met, where applicable.

• Make sure each child in the Early Years Foundation Stage is assigned a key person.

• Oversee the safe use of technology, mobile phones and cameras in Early Years setting.

 

For information on the Role and Responsibilities of Governance see section 16

 

Safeguarding and Child Protection Training and professional development

At Roots Federation, we are committed to ensuring that all staff, governors, leaders and managers receive appropriate safeguarding and child protection training to enable them to fulfil their responsibilities to safeguard and promote the welfare of children effectively. In accordance with Keeping Children Safe in Education (KCSIE), all staff receive safeguarding and child protection training as part of their induction, and this is regularly updated to ensure that knowledge and skills remain current and effective. Staff also receive safeguarding updates, as required, and at least annually, through a range of resources and means, such as training sessions, briefings, staff meetings, newsletters and safeguarding communications.

​

Training is relevant to everyone’s role and responsibilities within the school. The specific safeguarding training requirements and standards for different staff groups are detailed in Annex 2 of this policy. Designated Safeguarding Leads (DSLs) and Deputy DSLs receive training that enables them to carry out their roles effectively and keep their knowledge and skills updated in line with statutory requirements.

 

The federation maintains a comprehensive record of safeguarding training and monitors compliance to ensure that all staff complete the required training within the prescribed timescales. Any identified gaps are addressed promptly to ensure the federation remains compliant with statutory safeguarding obligations and that all staff are equipped to recognise concerns, respond appropriately and contribute to a culture of safeguarding across the school.

 

7. Families First and working with parents / carers/ families and agencies 

Families First / Early Help intervention. The Families First Assessment provides a coordinated framework for professionals, children, and families to work together to understand what is working well, what additional support may be required, and what outcomes they want to achieve. It enables agencies and services to share information appropriately, develop a shared understanding of need, and deliver joined-up support through a single plan.

 

For families with children and young people aged up to 18 years (or up to 25 years where a young person has additional needs or disabilities), Families First can provide support across a range of areas, including parenting and family relationships, emotional wellbeing and mental health, physical health, domestic abuse, substance misuse, school attendance and engagement, housing difficulties, financial pressures, and concerns that may place children and families at risk of disadvantage or harm.

 

The aim of the Families First process is to ensure that children and families receive the right help, at the right time, preventing difficulties from escalating and promoting positive outcomes, resilience, wellbeing, and family stability.

 

At Roots Federation, safeguarding and promoting the welfare of children is everyone's responsibility. Our DSL team maintains a clear understanding of Hertfordshire's local safeguarding procedures, thresholds, and pathways for support. We recognise that every child has unique needs and circumstances and are committed to ensuring that children and families receive the right help, at the right time, so that children are protected from harm and supported to achieve the best possible outcomes.

 

The DSL team understands the differences between:

• Universal services and community-based Early Help;

• Hertfordshire's Families First arrangements and emerging Family Help approaches;

• Section 17 Child in Need services;

• Section 47 Child Protection enquiries;

• Section 20 accommodation;

• Section 31 Care and Supervision Orders.

 

When assessing concerns and identifying support for children and families, we use the Hertfordshire Safeguarding Children Partnership (HSCP) Continuum of Need Guidance.

 

We take a child-centered, strengths-based approach, working with children, families and partners to identify needs, build on strengths and provide timely support. We regularly review concerns and share information to ensure children remain safe and supported.

 

The concept of ‘Family Help’ has evolved from the established Early Help approach. Early Help remains a fundamental safeguarding principle, focused on identifying emerging needs and providing support to children and families at the earliest opportunity to prevent concerns from escalating.

 

Following the Independent Review of Children's Social Care (2022), the Government's Stable Homes, Built on Love implementation strategy (2023), and the introduction of the Families First for Children Pathfinder Programme, reforms have been developed to create a more integrated system of support for children and families.

 

Family Help brings together targeted Early Help and Child in Need services within a single, multi-disciplinary approach. The aim is to provide families with timely, coordinated and relationship-based support through one lead practitioner and a seamless system of help, support and protection.

 

The reforms are being implemented through the Families First Partnership programme - GOV.UK, which supports local safeguarding partners to develop Family Help services, strengthen multi-agency child protection arrangements and make greater use of family networks and family-led decision-making.

 

In line with Working Together to Safeguard Children and Hertfordshire Children Safeguarding Partnership, local safeguarding arrangements, the school will continue to identify children and families who may benefit from Early Help/Family Help services and will work collaboratively with partner agencies to ensure children receive the right support at the right time.

 

Key Legislation and Guidance, Family Help reforms are informed by:

• Children Act 1989

• Children Act 2004

• Working Together to Safeguard Children

• Keeping Children Safe in Education (KCSIE) 2026

• The Independent Review of Children's Social Care (2022)

• Stable Homes, Built on Love: Children's Social Care Implementation Strategy (2023)

• Families First Partnership Programme (2025 onwards)

 

The key principles that will inform the delivery of services will include:

• wrapping support around the whole family at the earliest opportunity

•  using the expertise of multi-disciplinary practitioners;

• ensuring consistency of relationships between children, families, and their lead practitioner;

• adopting one plan that will stay with families but adapt as needs change.

 

At Roots Federation we endorse these principles and will continue to work in partnership and collaboration with children and their families so that they are supported from an early stage by being a part of and leading the conversations about change and aims for their children. We are keen to support families in a strength and solution-based approach, encouraging motivation and confidence to improve their own agency to make safe and positive decisions for themselves and their children.

 

Working with Parents, Carers and Families

At Roots Federation, we recognise the important role parents, carers and family networks play in safeguarding and promoting the welfare of children. In line with Working Together to Safeguard Children and the Families First Partnership reforms, we are committed to working collaboratively with families to identify needs early, provide support and improve outcomes for children.

​

We will:

• Work with families in a respectful, empathetic and strengths-based way.

• Recognise the impact of adversity and trauma and respond with sensitivity and compassion.

• Adapt our approach to meet the diverse needs and circumstances of children, parents and carers.

• Consider factors such as family background, culture, religion, disability and other barriers to accessing support.

• Remain alert to situations where a child may be at risk of abuse, neglect or exploitation.

• We will also:

• Engage openly and honestly with parents and carers about concerns.

• Support access to Early Help, Family Help and other services at the earliest opportunity.

• Contribute to multi-agency plans and interventions.

• Recognise the value of family networks in promoting children's safety and wellbeing.

• Ensure the views, wishes and lived experiences of children and their families inform decision-making.

 

8. Information Sharing Confidentiality and Consent

At Roots Federation, we recognise that effective safeguarding is built on positive relationships with children, parents and carers, supported by openness, transparency, trust and professional curiosity. We are committed to working with families wherever possible to understand concerns and provide support at the earliest opportunity.

 

We recognise that timely, relevant, and proportionate information sharing is essential to safeguarding and promoting the welfare of children. All staff should understand that the Data Protection Act 2018 and UK GDPR does not prevent the sharing of information where this is necessary to protect a child or promote their welfare. Concerns about confidentiality must never prevent appropriate action being taken to safeguard a child.

 

The Designated Safeguarding Lead (DSL) and Deputy DSLs are responsible for ensuring that information is shared lawfully, securely, proportionately and on a need-to-know basis with relevant professionals and agencies where this is necessary to safeguard or promote the welfare of a child.

 

Sharing information when working with Children and their Families

At Roots Federation we endeavour to be open and honest with children and their families about concerns, support available, and the actions being taken, wherever it is safe and appropriate to do so. We recognise the importance of involving children and families in decisions that affect them and will seek their views as a priority whenever possible.

 

As part of our commitment to work collaboratively with families, we will endeavour to seek consent when information needs to be shared or requests for support are made to support or statutory agencies.  However, in some circumstances we may be so concerned for a child that we may not be required to seek consent if there is a lawful basis such as doing so may:

• Place a child or another person at increased risk of harm;

• Cause unnecessary delay in protecting a child;

• Prejudice the prevention, detection or investigation of a crime; or

• Compromise the actions of Children's Social Care, the Police or other safeguarding agencies.

 

Where information is shared without consent, the reasons for doing so will be clearly recorded. Parents and carers will normally be informed of information sharing decisions, unless doing so would place a child or another person at risk of harm, compromise a criminal investigation, or otherwise be unsafe or inappropriate.

 

Where a child, parent or carer objects to information being shared, the DSL will carefully consider their views alongside the school's legal and safeguarding responsibilities. Any decision to share information despite objections will be evidence-based, proportionate, recorded, and made in the child's best interests.

 

Our principles of information sharing:

• Timely information sharing is essential for effective safeguarding.

 

• The Data Protection Act 2018 and UK GDPR do not prevent or limit the sharing of information for safeguarding purposes.

 

• Information should be shared only with those who need to know and only when it is necessary and proportionate to do so.

 

• Staff must never promise a child absolute confidentiality where there are concerns about their safety or welfare.

 

• Concerns about a child must be reported to the DSL without delay.

 

• Decisions to share information, and the reasons for those decisions, must be appropriately recorded.

 

If staff are uncertain whether information should be shared, they must seek advice from the DSL, Deputy DSL, Headteacher or another member of the Senior Leadership Team immediately.

 

Special Category Personal Data

Where staff need to share special category personal data for safeguarding purposes, this may be done without consent where there is a lawful basis to do so and where:

 

It is not possible to obtain consent;

It is not reasonable to expect consent to be obtained; or

Seeking consent would place a child or another person at risk of harm.

 

Sexual Violence and Sexual Harassment

Where a child discloses sexual violence or sexual harassment, the wishes of the victim will be considered carefully. However, the DSL must balance these wishes against the school's duty to safeguard the victim and other children.

 

The DSL will consider:

• The victim's wishes and right to be heard;

• The nature and seriousness of the incident;

• The ongoing safety and welfare of all children involved;

• Whether a referral to Children's Social Care and/or the Police is required;

• Whether parents or carers should be informed, unless doing so would place the child at greater risk.

 

Where a report of rape, assault by penetration or sexual assault is made, the matter should normally be referred to the Police. Where appropriate, referrals should also be made to Children's Social Care.

 

All staff will take reasonable steps to protect the privacy and anonymity of children involved in reports of sexual violence or sexual harassment. This includes carefully considering who needs to know, managing information sensitively, and recognising the potential impact of social media in spreading information or identifying those involved.

 

Record Keeping and Professional Support

All safeguarding records relating to information sharing decisions will be accurate, factual, timely, and securely maintained. Staff should have regard to the Government's Information Sharing Advice for Safeguarding Practitioners and its seven golden rules of information sharing when making decisions.

 

If staff are in doubt about sharing information, they must seek advice from the DSL, Deputy DSL, Executive Headteacher or another appropriate senior leader without delay.

​

 

9. Recognising Abuse, Neglect and Exploitation

At Roots Federation, we recognise that safeguarding concerns can affect any child and that early identification and intervention are key to supporting and protecting children and promoting their welfare.

 

All staff receive safeguarding training and are expected to remain vigilant to the signs and indicators of abuse, neglect, exploitation and other safeguarding concerns. Staff understand that children can be harmed by adults or by other children, and that abuse can occur within families, peer groups, educational settings, communities and online environments.

 

Staff should exercise professional curiosity, be alert to changes in a child's presentation, behaviour, attendance, emotional wellbeing or relationships, and report concerns promptly to the Designated Safeguarding Lead (DSL).

 

We recognise that safeguarding concerns rarely occur in isolation and that children may experience multiple and overlapping vulnerabilities. All concerns will be considered within the context of the child's lived experience and wider circumstances.

​

Children Who May Benefit from Early Help or Additional Support

 

Any child may benefit from Early Help, Family Help or additional support; however, staff should be particularly alert to children who:

​

·are disabled or have additional health needs;

·have Special Educational Needs and Disabilities (SEND);

·have identified mental health needs;

·are young carers;

·are young parents or pregnant;

·are displaying concerning, abusive or harmful behaviours;

·are vulnerable to exploitation, including criminal or sexual exploitation, county lines, trafficking or modern slavery;

·are vulnerable to radicalisation or extremism;

·frequently miss education, home or care;

·have experienced multiple suspensions or are at risk of exclusion;

·live in families affected by domestic abuse, substance misuse, parental mental ill health or parental offending;

·misuse drugs or alcohol;

·are at risk of honour-based abuse, including Female Genital Mutilation (FGM) or Forced Marriage; or

·are privately fostered.

​

Extra-Familial Harm and Online Safety

 

Our school recognises that children may experience harm outside the family home, this may include:

·child sexual exploitation (CSE);

·child criminal exploitation (CCE);

·county lines;

·serious youth violence;

·domestic abuse and teenage relationship abuse;

·sexual violence, sexual harassment and harmful sexual behaviour;

·financial exploitation;

·radicalisation and extremism.

 

Staff also recognise that safeguarding incidents can occur online or be facilitated through technology. Online risks may occur independently of, or alongside, offline abuse. Concerns relating to online safety will be managed in accordance with the federation’s safeguarding and online safety procedures. See section 11 Online Safety.

 

The federation recognises that children can abuse other children. Such behaviours, including sexual harassment, harmful sexual behaviour, bullying, discriminatory behaviour, coercion, and the sharing of nude or semi-nude images, will be addressed through a safeguarding approach and not treated solely as behavioural issues.

​

Definitions of Abuse

 

Abuse is a form of maltreatment of a child. A child may be abused by inflicting harm or by failing to act to prevent harm.

 

Harm includes physical, emotional, sexual and psychological ill-treatment, including the impact of seeing, hearing or experiencing the effects of abuse towards others.

 

Domestic Abuse can have a significant impact on a child's health, development and wellbeing, including where a child sees, hears or experiences its effects.

 

The four recognised categories of abuse are:

• Physical abuse

• Emotional abuse

• Sexual abuse

• Neglect

 

The indicators and definitions set out below are based on Keeping Children Safe in Education and Working Together to Safeguard Children.

 

​Categories of abuse

​

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 (Fabricated Induced Illness FII).

​

All suspicious bruising or injuries must be:

• Reported immediately to the DSL or Deputy DSL.

• Recorded accurately using a body map.

• Added to the child's safeguarding records.

• DSL to share with Children's Services and/ or police where appropriate.

​

Remember that no single sign proves abuse, but a pattern of indicators may warrant concern.

 

Physical Indicators:

·        Unexplained bruises, welts, or black eyes

·        Bruises in unusual locations (ears, neck, cheeks, upper arms, thighs, torso)

·        Injuries at different stages of healing

·        Burns, including cigarette burns or immersion burns

·        Bite marks

·        Fractures or sprains with unclear explanations

·        Frequent injuries or repeated visits for medical treatment

·        Injuries that are inconsistent with the explanation given

 

Behavioural Indicators:

·        Fearfulness, anxiety, or extreme withdrawal

·        Flinching when approached or touched

·        Being overly watchful or startled easily

·        Reluctance to go home or be around a particular person

·        Aggressive behaviour or sudden emotional outbursts

·        Low self-esteem or signs of depression

·        Wearing clothing that conceals injuries, especially in warm weather

​

Indicators in Children

·        Frequent absences from school

·        Fear of parents or caregivers

·        Age-inappropriate behaviour (either very withdrawn or very aggressive)

·        Lack of explanation for injuries or changing explanations

·        Difficulty sitting, walking, or moving due to injuries

 

Bruising and Physical Injury Concerns

HSCP has updated its Bruising Policy for Children Over Six Months following learning from reviews and the October 2024 Joint Targeted Area Inspection on Domestic Abuse.

 

This is in addition to HSCP Bruising protocol for infants under the age of 6 months old.

 

Staff should be particularly alert to bruising on areas such as the face, neck, torso, buttocks, upper arms, inner thighs and genital area.

 

Staff must also be aware of cumulative harm, where a series of incidents or injuries over time may indicate significant safeguarding concerns, even when individual incidents appear minor.

 

Emotional abuse may include verbal abuse, such as persistent criticism, belittling, name-calling, humiliation, intimidation or rejection.

The persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve:

• Emotional abuse may include verbal abuse, such as persistent criticism, belittling, name-calling, humiliation, intimidation or rejection.

• Conveying to a child that they are worthless or unloved, inadequate, or valued only as far as they meet the needs of another person.

• Not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate.

• 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.

• A child seeing or hearing the ill-treatment of another.

• Serious bullying (including cyberbullying).

• Causing a child to feel frightened or in danger.

• 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. It can be difficult to recognise emotional abuse, and children may not always realise they are experiencing it. However, there may be indicators in the way a child behaves and reacts to certain situations. 

​

Emotional and Psychological Signs

·        Low self-esteem or lack of confidence

·        Anxiety, fearfulness, or excessive worrying

·        Depression, sadness, or hopelessness

·        Feelings of worthlessness, shame, or guilt

·        Emotional withdrawal or becoming unusually quiet

·        Self-harm or suicidal thoughts

​

Behavioural Indicators

·        Becoming isolated from friends, family, or usual activities

·        Appearing overly eager to please others

·        Difficulty making decisions independently

·        Sudden changes in personality or behaviour

·        Lack of confidence when speaking or expressing opinions

·        Excessive apologizing

 

Signs in Relationships

·        Fear of upsetting a particular person

·        Being constantly criticized, belittled, or humiliated

·        Being blamed for things that are not their fault

·        Being controlled or monitored excessively

·        Being threatened, intimidated, or manipulated

·        Having little control over daily choices

 

Indicators in Children and Young People

·        Delayed emotional development

·        Extreme compliance or excessive aggression

·        Poor attachment with parents or caregivers

·        Low self-confidence

·        Social withdrawal

Developmental regression, such as bedwetting or loss of previously acquired skills

 

Sexual Abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving violence, whether the child is aware of what is happening. The activities may involve:

• Physical contact: including assault by penetration (for example rape or penetration with an object) or non-penetrative acts such as masturbation, kissing, rubbing, and touching outside of clothing.

• 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

• Online 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, women can also commit acts of sexual abuse, as can other children.

​

Sexual abuse can affect children in different ways. Some children show obvious signs, while others show very few. No single indicator confirms abuse, but a combination of signs may raise concern.

 

Behavioural Indicators

·Sudden changes in behaviour or personality

·Becoming withdrawn, anxious, or depressed

·Increased aggression or anger

·Self-harming behaviours

·Running away from home

·Reluctance to be alone with a particular person

·Fear of certain places or people

·Age-inappropriate sexual knowledge or language

·Sexualised behaviour that is unusual for the child's age

·Changes in eating or sleeping patterns

·Nightmares or sleep disturbances

 

Emotional Indicators

·Low self-esteem

·Feelings of shame, guilt, or worthlessness

·Excessive secrecy

·Emotional outbursts or mood swings

·Loss of confidence

·Difficulty trusting others

 

Physical Indicators

·Unexplained pain, soreness, or itching

·Difficulty sitting or walking

·Recurring urinary tract infections or genital infections

·Bruising, bleeding, or injuries in genital or anal areas

·Sexually transmitted infections

·Pregnancy in a young person

 

Educational and Social Indicators

·Sudden decline in school performance

·Poor concentration

·Increased absences from school

·Withdrawal from friends and activities

·Difficulty forming or maintaining relationships

 

Specific Indicators in Younger Children

·Regression to earlier behaviours such as bedwetting

·Clinginess or separation anxiety

·Fearfulness that was not previously present

·Excessive masturbation or sexual behaviours beyond developmental expectations

​

Neglect is 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 because 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 caregivers).

• Ensure access to appropriate medical care or treatment.

 

It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

HSCP Neglect Tool and / or 7-minute briefing Parental Neglect of Medical Needs

​​

Physical Indicators

·Poor personal hygiene

·Unwashed clothing or consistently inappropriate clothing for the weather

·Persistent hunger or stealing/hoarding food

·Malnutrition or unexplained weight loss

·Untreated medical or dental problems

·Frequent illness or infections

·Inadequate supervision leading to accidents or injuries

·Tiredness or falling asleep frequently

 

Developmental Indicators

-Delayed physical, emotional, or intellectual development

·Speech and language delays

·Poor social skills

·Failure to thrive in younger children

 

Behavioural Indicators

·Frequent absence from school or lateness

·Poor concentration

·Withdrawal or apathy

·Attention-seeking behaviour

·Low self-esteem

·Lack of attachment to parents or caregivers

·Taking on inappropriate caring responsibilities for siblings

 

Emotional Indicators

·Feeling unloved or uncared for

·Anxiety, depression, or emotional withdrawal

·Difficulty forming relationships

·Lack of confidence or self-worth

 

Home Environment Indicators

·Unsafe or unhygienic living conditions

·Lack of adequate heating, food, or bedding

·Exposure to hazardous situations

·Lack of supervision or appropriate caregivers

 

Safeguarding Considerations for DSLs

·Whether concerns are persistent and ongoing rather than isolated incidents.

·The child's age, developmental stage, and individual circumstances.

·The cumulative impact of unmet needs over time.

 

A child may experience neglect even when there are no obvious physical signs. A pattern of unmet needs, poor care, and adverse effects on health, development, or wellbeing should always be taken seriously and reported in line with safeguarding procedures.​​