Safeguarding Update for Schools Spring Term 2015 Jo Barclay Safeguarding Adviser to Schools Standards & Excellence Service

New Ofsted briefing on safeguarding (January 2015): Updated to include recent DfE advice (October 2014) in relation to ‘disqualification by association’ of teachers and other school staff Essex HR have issued additional guidance in relation to this Available on Essex School Infolink (ESI) 2

Ofsted School Inspection Handbook – January Safeguarding It is essential that inspectors are familiar with the content of the following key documents: the Department for Education’s statutory guidance for schools and colleges, ‘Keeping children safe in education’, 2014 ‘Keeping children safe in education: information for all school and college staff’, DfE, 2014 ‘Working together to safeguard children’,

Ofsted School Inspection Handbook – January defining spiritual, moral, social and cultural development The spiritual development of pupils is shown by their: ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values sense of enjoyment and fascination in learning about themselves, others and the world around them use of imagination and creativity in their learning willingness to reflect on their experiences. 4

Ofsted School Inspection Handbook – January defining spiritual, moral, social and cultural development The moral development of pupils is shown by their: ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England understanding of the consequences of their behaviour and actions interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues. 5

Ofsted School Inspection Handbook – January defining spiritual, moral, social and cultural development The social development of pupils is shown by their: use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio- economic backgrounds willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. 6

Ofsted School Inspection Handbook – January defining spiritual, moral, social and cultural development The cultural development of pupils is shown by their: understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain 7

Ofsted School Inspection Handbook – January defining spiritual, moral, social and cultural development The cultural development of pupils is shown by their: willingness to participate in and respond positively to artistic, sporting and cultural opportunities interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. 8

Ofsted School Inspection Handbook – January 2015 – Leadership and Management Inspectors should consider how well leadership and management ensure that the curriculum: is broad and balanced, complies with legislation and provides a wide range of subjects, preparing pupils for the opportunities, responsibilities and experiences of later life in modern Britain; actively promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs 9

Ofsted School Inspection Handbook – January 2015 – Leadership and Management Inspectors should consider how well leadership and management ensure that the curriculum: promotes tolerance of and respect for people of all faiths (or those of no faith), races, genders, ages, disability and sexual orientations (and other groups with protected characteristics) through the effective spiritual, moral, social and cultural development of pupils, including through the extent to which schools engage their pupils in extra-curricular activity and volunteering within their local community 10

Ofsted School Inspection Handbook – January 2015 – Leadership and Management Inspectors should consider how well leadership and management ensure that the curriculum for schools that do not have a religious character) includes a balanced approach to the pupils’ RE that is broadly Christian but, as appropriate, takes account of the teaching and practices of the other principal religions represented in Britain includes a rounded programme of assemblies that help to promote pupils’ spiritual, moral, social and cultural development, providing clear guidance on what is right and what is wrong 11

Ofsted School Inspection Handbook – January 2015 – Leadership and Management Inspectors should consider the effectiveness of safeguarding arrangements to ensure that there is safe recruitment and that all pupils are safe. This includes the: maintenance of the single central record and appropriate arrangements for child protection rigour with which pupil absence is followed up, including appropriate checks when pupils cease attending effectiveness with which a school identifies any pupils who may be at risk, decision-making process involved in taking pupils off roll 12

Ofsted School Inspection Handbook – January 2015 – Leadership and Management Inspectors should consider the effectiveness of safeguarding arrangements to ensure that there is safe recruitment and that all pupils are safe. This includes the: action taken following any serious incident effectiveness of the arrangements for safeguarding pupils who are educated wholly or partly off-site at a unit run by the school or at alternative provision approach to keeping pupils safe from the dangers of radicalisation and extremism, and what is done when it is suspected that pupils are vulnerable to these promotion of safe practices and a culture of safety, including e-safety. 13

Ofsted School Inspection Handbook – January 2015 – Leadership and Management Inspectors should consider whether governors: carry out their statutory duties, such as safeguarding, and understand the boundaries of their role as governors ensure that they and the school promote tolerance of and respect for people of all faiths (or those of no faith), races, genders, ages, disability and sexual orientations (and other groups with protected characteristics) and support and help, through their words, actions and influence within the school and more widely in the community, to prepare children and young people positively for life in modern Britain 14

Ofsted School Inspection Handbook – January 2015 – Behaviour and Safety When judging behaviour and safety, inspectors should consider: the success in keeping pupils safe, whether within school or during external activities through, for instance, effective risk assessments, e-safety arrangements and action taken following any serious safeguarding incident the school’s policy and procedures for ensuring that visitors to the school are suitable and checked and monitored as appropriate, for example external speakers at school assemblies 15

Ofsted School Inspection Handbook – January 2015 – Behaviour and Safety When judging behaviour and safety, inspectors should consider: the extent to which pupils are able to understand, respond to and calculate risk effectively, for example risks associated with child sexual exploitation, domestic violence, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism and are aware of the support available to them the school’s response to any extremist or discriminatory behaviour shown by pupils 16

Update on Child Sexual Exploitation (CSE): All schools have named ‘CSE Champion’ (this is the Designated Safeguarding Lead unless you have advised otherwise) CSE Champions Training – new dates now available on ESCB website Guidance pack for schools to be produced – will be available Autumn term 2015 Dedicated area on ESI

Update on Safeguarding Audit for schools: Audit went ‘live’ October 2014 – enables schools to: Rate themselves against county-wide safeguarding standards agreed by ESCB and ECC Upload documentary evidence to be held in one place for easy reference Create action plans for any standards which are not fully met Use it throughout the year to monitor the progress of actions and record improvements Provide summary charts and tables which can printed out and used in reports for governing bodies, Ofsted etc.

New Family Operations Hub During Spring 2015 the Initial Response Team (IRT) and the Early help and Advice Hub (EHAH) will be merging to become the Family Operations Hub. This will be a single point of contact for all those requiring support from Children`s Social Care, Family Solutions and advice / guidance / consultation for needs at level 2/3. It is hoped this streamlining of access to services will: o Increase capacity to ensure that timescales are met; o Reduce call waiting times; o Provide advice and guidance to those seeking support at the appropriate level The phone number to access the hub will not change:

Contact for Safeguarding Adviser to Schools: