Safeguarding

Deputy designated safeguarding leads (ADSLs)

Deputy/alternate designated safeguarding leads are trained to the same standard as the designated safeguarding lead and the role is explicit in their job descriptions. Whilst the activities of the designated safeguarding lead can be delegated to ADSLs, the ultimate lead responsibility for child protection, as set out above, remains with the designated safeguarding lead.

Manage referrals

The designated safeguarding lead is expected to:

• refer cases of suspected abuse to the local authority children’s social care as required;
• support staff who make referrals to local authority children’s social care;
• refer cases to the Channel programme where there is a radicalisation concern as required;
• support staff who make referrals to the Channel programme;
• refer cases where a person is dismissed or left due to risk/harm to a child to the Disclosure and Barring Service as required; and
• refer cases where a crime may have been committed to the Police as required.

Work with others

The designated safeguarding lead is expected to:

• liaise with the headteacher or principal to inform him or her of issues especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations;
• as required, liaise with the “case manager” and the designated officer(s) at the local authority for child protection concerns in cases which concern a staff member;
• liaise with staff (including pastoral support staff, school nurses, IT Technicians, and SENDCo) on matters of safety and safeguarding (including online and digital safety) and when deciding whether to make a referral by liaising with relevant agencies; and
• act as a source of support, advice and expertise for all staff.

Training

The designated safeguarding lead (and any deputies) should undergo training to provide them with the knowledge and skills required to carry out the role. This training should be updated at least every two years. The designated safeguarding lead should undertake Prevent awareness training.

In addition to the formal training set out above, their knowledge and skills should be refreshed (this might be via e-bulletins, meeting other designated safeguarding leads, or simply taking time to read and digest safeguarding developments) at regular intervals, as required, and at least annually, to allow them to understand and keep up with any developments relevant to their role so they:

• understand the assessment process for providing early help and statutory intervention, including local criteria for action and local authority children’s social care referral arrangements.
• have a working knowledge of how local authorities conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so;
• ensure each member of staff has access to, and understands, the school’s safeguarding policy and child protection procedures, especially new and part time staff;
• are alert to the specific needs of children in need, those with special educational needs and young carers;
• understand relevant data protection legislation and regulations, especially the Data Protection Act 2018 and the General Data Protection Regulation
• Understand the importance of information sharing, both within the school and with the three safeguarding partners, other agencies, organisations and practitioners
• are able to keep detailed, accurate, secure written records of concerns and referrals;
• understand and support the school with regards to the requirements of the Prevent duty and are able to provide advice and support to staff on protecting children from the risk of radicalisation;
• are able to understand the unique risks associated with online safety and be confident that they have the relevant knowledge and up to date capability required to keep children safe whilst they are online at school;
• can recognise the additional risks that children with SEN and disabilities (SEND) face online, for example, from online bullying, grooming and radicalisation and are confident they have the capability to support SEND children to stay safe online;
• obtain access to resources and attend any relevant or refresher training courses; and
• encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, in any measures the school may put in place to protect them.

Raise Awareness

The designated safeguarding lead should:

• ensure the school’s Safeguarding policy and child protection procedures are known, understood and used appropriately;
• ensure the school’s safeguarding policy and child protection procedures are reviewed annually (as a minimum) and the procedures and implementation are updated and reviewed regularly, and work with governing bodies regarding this;
• ensure the safeguarding policy and child protection procedures are available publicly and parents are aware of the fact that referrals about suspected abuse or neglect may be made and the role of the school in this; and
• link with the safeguarding partner arrangements to make sure staff are aware of any training opportunities and the latest local policies on local safeguarding arrangements.

 Availability

During term time the designated safeguarding lead (or a deputy) should always be available (during school hours) for staff in the school to discuss any safeguarding concerns. Whilst generally speaking the designated safeguarding lead (or deputy) would be expected to be available in person, it is a matter for individual schools and colleges, working with the designated safeguarding lead, to define what “available” means and whether in exceptional circumstances availability via phone and or Skype or other such media is acceptable.

The school and the designated safeguarding lead must arrange adequate and appropriate cover arrangements for any out of hours/out of term activities.