A successful school does more than just teach lessons and help students pass exams. It creates a safe environment where children feel heard, respected, and comfortable asking for help. This safe space doesn’t happen by chance; it requires informed leaders, confident staff, clear procedures, and ongoing safeguarding training.
Safeguarding children training is crucial for headteachers, governors, teachers, assistants, administrators, volunteers, and anyone working with students. Children might not clearly express when something is wrong. Often, signs of harm show through changes in behaviour, attendance, appearance, emotions, or classroom performance.
Proper training helps adults recognise these signs and respond appropriately. It reduces confusion and the risk of unsafe assumptions. Trained staff know how to report concerns and understand the importance of even minor details.
For schools, safeguarding is more than just a policy. It is a daily duty that influences hiring, staff behaviour, online safety, attendance, student care, curriculum choices, record-keeping, and communication with families.
Safeguarding Is Everyone’s Responsibility, Not Just the DSL’s
Every school should have a Designated Safeguarding Lead (DSL) who is responsible for safeguarding and child protection. However, having a DSL doesn’t mean that other adults are off the hook. Safeguarding issues can happen anywhere classrooms, hallways, playgrounds, sports lessons, reception areas, school trips, or online. Therefore, all staff members need to know how to spot concerns and act correctly.
Teachers spend a lot of time with students and may notice changes that others don’t. Teaching assistants might hear comments during one-on-one time, lunch supervisors can see bullying, and reception staff may notice strange interactions during pick-up time. Even cleaners, caretakers, coaches, volunteers, and substitute staff can see or hear important things.
That’s why all staff need clear guidance on safeguarding responsibility. They should know they are not expected to investigate suspected abuse. Their job is to notice, listen, record, and report concerns using the school’s established procedures.
When staff aren’t trained, they may ignore warning signs, delay reporting, or try to manage a sensitive situation on their own. In contrast, trained staff understand that safeguarding is about sharing information quickly with the right person.
Good training shifts the idea that safeguarding is just one department’s job to a view that everyone in the school plays a part in keeping students safe.
What Does Safeguarding Mean in a School?
Safeguarding means more than just reacting to confirmed abuse. It involves protecting children from harm, ensuring their health and development, providing safe care, and encouraging positive outcomes.
In schools, safeguarding concerns can include physical and emotional abuse, neglect, bullying, exploitation, domestic abuse, online dangers, radicalisation, poor mental health, harmful behaviour, criminal activity, or unsafe home situations. It can also relate to students who often miss school, seem hungry, act withdrawn, or show signs of distress.
Child protection is a part of safeguarding that specifically addresses children at risk of serious harm. Safeguarding also includes actions to prevent serious issues before they happen.
This distinction is important because staff should report concerns early, even without clear evidence of severe abuse. Early reporting allows the Designated Safeguarding Lead (DSL), support teams, or outside services to step in before the situation worsens.
The government has set legal requirements for schools and colleges in England to safeguard and promote the welfare of children under 18. This guidance should be used alongside multi-agency safeguarding resources, like “Working Together to Safeguard Children.”
Safeguarding training helps staff translate these responsibilities into real actions. It teaches them how to recognise safeguarding issues in everyday school situations, rather than seeing it as just a legal concept.
Why Safeguarding Training Is Essential for Schools
Safeguarding training is essential for schools because children often cannot protect themselves or share what has happened to them. Fear, shame, confusion, and other factors may stop them from speaking up.
Some children may not know when an adult’s behaviour is wrong. Others might be afraid they won’t be believed or that reporting an incident will make things worse. A child might show distress through anger, silence, missing school, dropping grades, or changing friends.
Training helps adults recognise that behaviour issues can stem from unmet needs, not just disobedience. For instance, constant tiredness might come from challenges at home, and hesitance to use a phone could relate to an online incident.
However, staff should avoid jumping to conclusions based on one sign. They should stay curious, record facts, and share concerns according to school procedures.
Good training also empowers staff to act confidently. Without it, they might worry about damaging family relationships or causing unnecessary concerns, which can lead to dangerous delays.
Safeguarding training highlights the importance of acting in the best interests of the child. Staff should report concerns, even if they don’t have the full storey, as the Designated Safeguarding Lead (DSL) might have additional information that adds context.
Understanding School Safeguarding Requirements
Schools must follow laws and guidelines for keeping children safe. While safeguarding should focus on the child, it must also meet school safety standards.
In England, *Keeping Children Safe in Education* outlines the legal responsibilities for schools and colleges. This includes staff duties, early support, responding to concerns, safer hiring practises, handling allegations against adults, addressing child-on-child abuse, online safety, and the role of the Designated Safeguarding Lead (DSL).
All staff members should receive proper training in safeguarding and child protection when they start working at the school. They should also get regular updates to keep their knowledge and skills current. Safeguarding leads need additional training to manage referrals, support staff, collaborate with external organisations, and promote a strong safeguarding culture.
Training should match local safeguarding needs. Risks can vary by community, so schools must know how to contact children’s social services, police, early-help services, and other local partners.
Compliance doesn’t mean staff should memorise all details of the guidelines. Instead, schools should help employees understand the parts relevant to their jobs. A teacher, governor, DSL, and recruitment administrator all need different levels of information.
Nevertheless, everyone should know the essentials:
- How to recognise possible safeguarding concerns
- How to respond when a child speaks to them
- How and where to record information
- Who the DSL and deputy DSLs are
- What to do when the DSL is unavailable
- How to report concerns involving a staff member
- Why confidentiality cannot be promised
- How to escalate a concern when necessary
- What professional behaviour the school expects
- How safeguarding applies to online environments
Clear training makes these duties easier to understand and apply consistently.
Training Helps Staff Recognise Signs That Could Otherwise Be Missed
Safeguarding concerns often come without full explanations. Staff may notice bits of information over time. One adult sees a student frequently asking for food. Another notes unexplained absences. A teaching assistant hears the child say they were left alone at night. Each detail may seem unclear alone, but together, they can signal a serious issue.
Online Safeguarding children training teaches school staff to spot common signs of concerns without making unfounded accusations. Participants learn to tell the difference between what they see and what they assume. For example, “the student had a bruise on the left arm and said they didn’t want to talk about it” is a clear fact, while “the student is definitely being abused” is an assumption without proof.
This fact-based approach helps protect the child and enhances safeguarding records. Accurate records can assist the Designated Safeguarding Lead (DSL) in identifying patterns and making informed decisions about support, referrals, or further actions.
Training also raises awareness of less obvious forms of harm. Emotional abuse, coercive control, grooming, exploitation, and online abuse may not show physical signs. Staff need to recognise behavioural and emotional signs along with physical ones.
Possible signs can include:
- Sudden changes in mood or personality
- Frequent unexplained injuries
- Fear of a particular person or place
- Poor hygiene or unsuitable clothing
- Persistent hunger or tiredness
- Sexualised language or behaviour that appears inappropriate for the child’s age
- Repeated absence or lateness
- Withdrawal from friends and activities
- Unexplained gifts, money or devices
- Anxiety about checking messages
- A sharp decline in school performance
- Self-harming behaviour or expressions of hopelessness
None of these signs alone prove that abuse has happened. However, training helps staff know why they should record and share their observations instead of ignoring them.
Staff Learn How to Respond to a Disclosure Safely
A child might talk to a trusted adult, who may not be the Designated Safeguarding Lead (DSL). This adult could be a teacher, coach, receptionist, or classroom assistant. All staff members need to know how to respond.
The first moments are crucial for making the child feel heard and supported. An untrained adult might show shock, ask leading questions, promise to keep secrets, or challenge the child’s storey. Even if they mean well, these reactions can upset the child and affect future investigations.
Training teaches staff to stay calm and listen carefully. The adult should let the child express themselves in their own words, avoid asking for unnecessary details, and explain that the information must be shared with those who can help.
A safe response includes:
- Listening without unnecessary interruptions.
- Taking the child seriously.
- Avoiding disbelief or blame.
- Not promising total confidentiality.
- Reassuring the child that speaking up was right.
- Explaining what will happen next in simple terms.
- Making a clear written record quickly.
- Reporting the concern following school procedures.
Staff should not investigate on their own, contact the person involved, or repeatedly ask the child to share their experience. Their job is to accurately preserve the child’s account and pass it to the proper safeguarding lead.
Training helps staff practise these responses before handling real situations. This preparation reduces panic and improves calm, child-focused support.
Safeguarding Training Creates Consistent Reporting Procedures
A safeguarding system becomes unreliable when staff respond to concerns differently. One teacher might email the designated safeguarding lead (DSL), another might casually mention an issue, and someone else might jot down notes. Different responses can cause delays and lost information.
Regular training helps everyone follow the same steps. Staff learn which reporting system to use, what information to include, how quickly to act, and whom to contact if the main safeguarding lead is unavailable.
Good school safeguarding policies should clearly explain these steps. However, simply handing out a policy isn’t enough. Staff need to discuss it, ask questions, and apply it to real-life situations.
Training can cover scenarios like:
- A student saying they are afraid to go home
- A parent being aggressive at the school gate
- A teacher noticing a child’s changing appearance
- A student sharing a worrying image with another student
- A staff member crossing professional boundaries
- A child frequently missing school without a reason
- A volunteer trying to contact students on personal social media
Discussing these scenarios helps staff understand how to apply the written procedures.
Training should also explain what to do if a concern doesn’t get proper attention. Safeguarding responsibility doesn’t end when someone passes on information.
A strong reporting culture encourages respectful challenges and curiosity. It shows that raising a concern is a protective action, not an accusation.
Mandatory Safeguarding Training Supports Legal and Regulatory Compliance
Schools must show they have proper measures in place to keep students safe. This includes maintaining training records, induction materials, policies, recruitment checks, and oversight from governing bodies.
Mandatory safeguarding training isn’t just a tick-box exercise for inspections. Good training helps staff understand their roles and responsibilities better.
Government guidelines outline what schools need to do to protect children. Schools should follow these guidelines unless there is a strong reason to do otherwise.
School leaders should be prepared to answer practical questions, such as:
- When did each employee last undergo safeguarding training?
- What information do new staff receive about safeguarding?
- How are temporary staff and volunteers informed?
- How does the school check if staff understand safeguarding?
- How often are updates provided?
- Does the training reflect new guidelines and local risks?
- Have governors been given the right safeguarding information?
- Does the Designated Safeguarding Lead get specific training and updates?
- How are lessons from past incidents used in future training?
Effective safety in schools relies on proof that the arrangements work. A training certificate alone does not show someone is competent. Schools must also check if employees know how to act when a concern comes up.
Quizzes, case studies, staff discussions, audits, and anonymous feedback can highlight misunderstandings. Leaders can address these gaps before they lead to serious issues.
Training Protects Children From Online and Technology-Related Harm
Children frequently switch between online and offline worlds throughout the day. Schools must consider risks linked to messaging apps, gaming, social media, livestreaming, image sharing, AI tools, and online communities.
Online harm can include bullying, harassment, grooming, scams, coercion, exposure to harmful content, and pressure to share images. A student may face dangers outside of school, but these can affect their behaviour, attendance, or relationships at school.
Online children safeguarding training teaches staff that online incidents remain serious, even if they happen off school grounds. Employees should learn how to report concerns, keep important information safe, and avoid actions that could increase risks.
Training should also cover professional boundaries for online interactions. Staff need guidance on how to contact students, use personal accounts, take photos, store data, and communicate through approved platforms.
Digital safety ties into filtering and monitoring systems. While technology can enhance safety, it cannot replace attentive staff and open communication. Children might use personal devices, coded language, or alternate platforms that tech controls might miss.
Thus, protecting students requires a balanced approach that combines suitable technology, staff awareness, student education, parental involvement, and easy reporting options.
Schools should regularly assess online risks since technology changes quickly. Refresher sessions help staff stay updated on new behaviours while focusing on fundamental safeguarding principles, rather than just specific apps, which can quickly become outdated.
Safeguarding Training Addresses Child-on-Child Abuse
Schools should not dismiss harmful behaviour among students as mere banter, flirting, or part of growing up. Such behaviour can seriously hurt others, and ignoring it can make victims feel neglected while allowing the problem to grow.
Child-on-child abuse includes physical harm, bullying, sexual harassment, sexual violence, coercion, sharing intimate images without consent, exploitation, and harmful actions in teenage relationships and friend groups.
Training helps staff recognise the difference between normal conflict and behaviour that poses a safety risk. It also challenges harmful attitudes.
For instance, phrases like “boys will be boys” or “they’re just joking” can stop kids from reporting harassment. Additionally, telling a student to stay away from certain areas instead of addressing the harmful behaviour places the blame on the victim.
Good training teaches staff to:
- Take reports seriously.
- Respond without placing blame.
- Consider immediate safety needs.
- Use proper safeguarding procedures to report concerns.
- Avoid mediation when it’s inappropriate.
- Support affected students.
- Think about the risks to other students.
- Document decisions and actions.
- Apply disciplinary and safety processes correctly.
A school-wide approach is essential because lessons alone won’t create a safe environment. Students also observe how adults respond in hallways, playgrounds, locker rooms, online, and at social events.
When staff consistently challenge sexualised comments, discriminatory language, and coercive behaviour, students learn about respect and boundaries.
It Strengthens Safer Recruitment and Professional Boundaries
Safeguarding starts before an employee is hired. Schools need a recruitment process to check if candidates are suitable, verify their information, conduct required checks, and address any unexplained issues.
Training helps leaders and hiring staff realise that safer recruitment is more than just gathering documents. They must carefully assess interviews, references, work historey, and professional behaviour.
Once hired, staff should receive clear guidelines on expected behaviour. A code of conduct should cover appropriate physical contact, one-on-one interactions, communication with students, use of personal devices, gift-giving, social media use, and how to report minor concerns.
Professional boundaries protect both children and employees. They help reduce confusion and make it easier to recognise unacceptable behaviour.
For instance, staff should know how to handle situations where a colleague:
- Contacts students privately using personal accounts
- Often arranges unnecessary one-on-one meetings
- Gives gifts to specific students without a valid reason
- Uses humiliating or sexual language
- Breaks rules about photos or device use
- Tries to block colleagues from observing their work
- Forms overly secretive relationships with students
Concerns may not start as formal complaints. Staff might notice behaviour that feels uncomfortable or unprofessional. Training should highlight how to report such actions without needing to investigate motives.
Clear reporting systems protect everyone. They help leaders spot patterns, address issues early, and respond fairly.
Training Helps Schools Work Effectively With Families and Other Agencies
Schools are vital for keeping children safe, but they need help. Effective protection includes children’s social care, health services, police, local authorities, family support services, and other specialists.
The 2026 edition of Working Together to Safeguard Children stresses teamwork among different agencies. It focuses on putting the child’s needs first and taking effective protective measures.
Staff training helps employees recognise when to seek early help, refer concerns, and share important information. It also clarifies the limits of their roles. Most staff report issues internally, and the Designated Safeguarding Lead (DSL) or another authorised person takes further action.
Communicating with parents and caregivers requires caution. Schools can often talk openly with families, but sometimes contacting a parent first might put a child at risk or disrupt an investigation.
Staff should avoid making promises about the school’s actions. They need to follow procedures and ask the DSL for advice.
Training also helps staff improve their conversations with families. It teaches them to be respectful while focusing on the child’s welfare and to describe what they observe factually, avoiding vague or judgemental language.
This careful approach fosters better relationships with families and keeps student safety the top priority.
Safeguarding Includes Preventing Radicalisation
The Prevent duty is part of the safety responsibilities of certain authorities, including schools. Its goal is to stop people from becoming terrorists or supporting terrorism.
Staff don’t need to act as counter-terrorism investigators. However, they should know how to recognise signs of possible radicalisation within regular safety procedures.
Students may become vulnerable due to isolation, manipulation, online influence, personal issues, or exposure to extremist content. No particular look, belief, religion, political view, or behaviour proves someone is being radicalised.
Training should avoid stereotypes and focus on vulnerability, behaviour, context, and proper reporting.
Effective safeguarding requires teamwork among education providers, local Prevent staff, police, local authorities, and different agencies.
Staff should know who to contact if they have concerns. The Designated Safeguarding Lead (DSL) can then evaluate the information, seek advice, and follow the correct procedures.
Including Prevent awareness in broader training helps staff view it as part of safeguarding rather than just a security issue.
A Well-Trained Workforce Builds Trust With Pupils
Children are more likely to ask for help if adults respond calmly and respectfully. If a student sees teachers ignore bullying or share secrets carelessly, they may feel unsafe speaking up.
Conversely, a school that listens to students and addresses their concerns builds trust over time. Staff training helps create this trust by ensuring everyone knows how to respond consistently.
Trust means being honest about what will happen next, not just promising what a student wants. It involves sharing information only with those who need it and continuing to support the child throughout the process.
Schools can boost student confidence by offering multiple ways to report concerns. Some may talk to a trusted adult, while others might prefer a digital form, a worry box, or scheduled check-ins.
Staff should also recognise challenges faced by children with communication issues, disabilities, or limited English. A safeguarding system works best when every student can access it.
Effective student welfare protection involves listening to students when creating policies. Children can provide important insights about unsafe areas, online pressures, peer behaviour, and reasons they might hesitate to report problems.
Training helps staff see students as active participants in safeguarding, not just followers of rules.
Why One-Off Training Is Not Enough
One induction session can’t prepare staff for all safeguarding situations. Guidance changes, local risks evolve, technology advances, and employees may forget rarely used procedures.
Regular updates keep safeguarding important. They help schools address themes from audits, local reviews, student feedback, and incidents.
Refresher training doesn’t always need to be a full-day course. Schools can mix formal courses with shorter activities like:
- Staff meeting case studies
- Termly safeguarding updates
- Online safety briefings
- Policy quizzes
- Scenario discussions
- DSL newsletters
- Lessons from anonymised cases
- Reminders about recording concerns
- Updates on local referral processes
- Briefings before trips
However, short updates should support, not replace, structured training.
DSLs need specialised training due to their complex role. Government and local guidelines recommend updating DSL training at least every two years, along with ongoing opportunities for refreshing skills.
Leaders should not assume experienced staff don’t need training. Long service can boost confidence but may also lead to outdated beliefs. Regular learning helps everyone align with current guidance.
What Should a Good Safeguarding Course Cover?
The content should match the participants’ roles and the setting. A good introductory course should give a practical foundation, rather than confuse learners with complex legal terms.
A suitable course may cover:
Recognising Harm
Participants need to learn about common types of abuse and neglect, along with signs that may need attention.
Responding to Concerns
Staff should know how to listen carefully, avoid leading questions, record information accurately, and report concerns quickly.
Understanding Roles
Training should clarify the roles of staff, the Designated Safeguarding Lead (DSL), deputy DSLs, senior leaders, and governors.
Following Procedures
Learners must understand how to report issues internally, follow escalation steps, and respect confidentiality.
Maintaining Professional Boundaries
The course should cover staff behaviour, one-on-one work, physical contact, digital communication, and small concerns.
Identifying Wider Risks
Relevant topics may include online dangers, child-on-child abuse, exploitation, domestic abuse, radicalisation, attendance issues, and children missing school.
Applying Knowledge
Real-life examples help participants practise decision-making and find gaps in their understanding.
Effective safeguarding training for schools doesn’t just tell people to “report anything worrying.” It shows them what to look for, how to report it, and how to use professional judgement in their roles.
Common Safeguarding Training Mistakes Schools Should Avoid
Even schools with good intentions can weaken training by treating it as an administrative exercise.
Delivering the Same Training to Everyone
All employees need a basic understanding, but different jobs require different details. DSLs, governors, recruitment staff, and classroom employees may need additional training specific to their roles.
Focusing Only on Obvious Physical Abuse
Safeguarding includes more than just physical abuse. It also covers neglect, emotional abuse, exploitation, online harm, child-on-child abuse, and other less obvious issues.
Using Policies Without Real-Life Examples
Simply reading a document doesn’t prove that staff can apply it. Using scenarios and discussions helps improve understanding.
Not Including Temporary Staff
Supply teachers, contractors, coaches, and volunteers need proper safeguarding information since they work with students.
Overlooking Staff Confidence
Employees may finish a course but still feel unsure about reporting issues. Schools should encourage questions and provide clarity.
Letting Records Go Outdated
Training records should show who attended, what was taught, and when updates are needed.
Treating Reporting as Someone Else’s Job
Everyone must understand their responsibility to report concerns to the right person.
Forgetting to Evaluate the Training
Leaders should assess if training has changed knowledge and practises, not just rely on attendance numbers.
Avoiding these mistakes makes schools safer and improves their ability to protect students.
How Training 22 Can Support Your Safeguarding Priorities
Schools need clear, practical training on safeguarding that relates to real work situations. This training should help employees feel more confident without making them think they need to act as investigators or social workers.
Training 22 offers accessible safeguarding education focused on workplace roles. An effective child safeguarding course teaches participants to recognise signs of harm, understand their reporting duties, and respond appropriately when a child expresses concern.
For schools and organisations seeking focused training with a manageable schedule, a one-day child safeguarding course in London provides a solid introduction or a useful refresher. It helps unite staff around common procedures and creates chances to discuss real safeguarding situations.
A good safeguarding course also benefits staff in non-teaching roles, like administrators, activity providers, support workers, and volunteers, by showing how their actions affect safety.
Training should be part of a broader safeguarding system, not a standalone effort. Schools must keep effective policies, leadership structures, recruitment processes, reporting methods, and updates in place.
However, the right course can give staff the practical confidence needed to use these systems effectively.
A Beginner’s Checklist for Improving Safeguarding Training
School leaders can use the following questions to review current arrangements:
- Does every employee know who the DSL and deputies are?
- Can staff explain how to report a concern?
- Do new starters receive safeguarding information immediately?
- Are supply staff, volunteers and contractors included?
- Does training cover online safety and child-on-child abuse?
- Do employees understand how to respond to disclosures?
- Are professional boundaries explained clearly?
- Can staff report concerns involving colleagues?
- Are safeguarding records factual, timely and secure?
- Does the DSL receive suitable role-specific training?
- Are governors appropriately informed and trained?
- Are staff given regular safeguarding updates?
- Does the school test understanding after training?
- Are lessons from concerns used to improve practise?
- Does training reflect current statutory guidance?
- Are pupils given safe and accessible reporting routes?
- Does the school consider children with additional communication needs?
- Do staff understand when and how to escalate concerns?
- Are training records complete and current?
- Is safeguarding visibly supported by senior leadership?
A problem in one area doesn’t mean the whole system has failed. It shows where leaders need to make improvements.
Regular reviews help schools go beyond just meeting requirements and build a culture where safety is part of everyday decisions.
Training Turns Responsibility Into Action
Safeguarding training is vital for schools because policies alone can’t keep children safe. Safety relies on adults noticing issues, understanding them, and taking action.
Staff who are well-trained can spot unusual behaviour, listen to children properly, document concerns accurately, and report them quickly. This quick action can provide crucial information that helps a child get the support they need.
Training also benefits the whole school community. It sets clear boundaries, enhances accountability, improves communication, and boosts staff confidence in difficult situations.
Most importantly, it fosters a school culture where children feel that adults will listen and take action. When children feel safe, they can learn better, build relationships, and reach their potential.
Schools should see safeguarding training as an ongoing investment in their staff, not just a requirement. By mixing relevant courses with strong leadership, clear policies, regular updates, and open communication, schools can make safeguarding a daily practise.
For organisations wanting to boost staff confidence, Training 22’s safeguarding courses offer a practical way to protect children. Investing in training today helps staff respond better when a child needs help tomorrow.
Frequently Asked Questions
Is safeguarding training compulsory for school staff?
Yes, schools in England must provide safeguarding and child protection training for staff, including during onboarding and regular updates based on their roles and school procedures.
Who needs safeguarding training in a school?
All school staff, including teachers, assistants, leaders, administrators, pastoral staff, volunteers, governors, and any adults working with students, need proper safeguarding training. Temporary and supply staff should also know essential procedures.
How often should school safeguarding training be updated?
Staff should get updates when needed to keep their skills and knowledge current. Designated Safeguarding Leads (DSLs) require specialised training every two years and ongoing updates. Schools should follow current guidance and advice from local safeguarding partners.
What should a staff member do if a child discloses abuse?
The adult should listen calmly, avoid leading questions, take the child seriously, explain that the information must be shared, and report it immediately using the school’s safeguarding process. They should not investigate.
Can a teacher promise to keep a disclosure secret?
No, staff cannot promise complete confidentiality. They may need to share the information with the DSL or relevant services to protect the child. This should be explained sensitively.
Is the DSL responsible for every safeguarding concern?
The DSL leads safeguarding, but every staff member is responsible for recognising and reporting concerns. No one should assume another person will take action.
Does safeguarding training cover online safety?
Yes, a good course should address online risks and connect these issues to overall safeguarding procedures. Schools should also update training as technology and online behaviours change.
What is the difference between safeguarding and child protection?
Safeguarding focuses on promoting children’s welfare and preventing harm. Child protection is part of safeguarding and specifically deals with children at risk of significant harm.
Is Prevent part of school safeguarding?
Yes, the Prevent duty is a part of safeguarding and aims to stop people from becoming terrorists or supporting terrorism. Concerns should be handled through proper safeguarding and partnership processes.
Can safeguarding training alone make a school compliant?
No, while training is important, schools also need strong leadership, policies, safer hiring practises, record-keeping, reporting procedures, risk management, oversight from the governing body, and regular reviews.
