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You can get a brief glimpse of our school policies by clicking on the policy title.

A link to a pdf copy of the policy is provided by clicking on the policy heading within the drop down box.

Paper copies of school information published on this website are available for free from the school office.


Accessibility Plan

Accessibility Plan

1. Aims

Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to:

  • Increase the extent to which disabled pupils can participate in the curriculum
  • Improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided
  • Improve the availability of accessible information to disabled pupils

Our school aims to strengthen inclusive opportunities for learning and living for all children and young people with special educational needs and disability (SEND) to promote their achievements and outcomes and to use resources in the fairest and most effective way possible.

Warren Park Primary is committed to providing an environment that enables full curriculum access that values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs.

The plan will be made available online on the school website, and paper copies are available upon request.

Our school is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues.

The school supports any available partnerships to develop and implement the plan. It has been drawn up based upon information supplied by the Local Authority and in conjunction with pupils, parents, staff and governors of the school and will advise other school planning documents.

Our school’s complaints procedure covers the accessibility plan. If you have any concerns relating to accessibility in school, this procedure sets out the process for raising these concerns.

2. Legislation and guidance

This document meets the requirements of schedule 10 of the Equality Act 2010 and the Department for Education (DfE) guidance for schools on the Equality Act 2010.

The Equality Act 2010 defines an individual as disabled if he or she has a physical or mental impairment that has a ‘substantial’ and ‘long-term’ adverse effect on his or her ability to undertake normal day to day activities.

Under the Special Educational Needs and Disability (SEND) Code of Practice, ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. The definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer.

Schools are required to make ‘reasonable adjustments’ for pupils with disabilities under the Equality Act 2010, to alleviate any substantial disadvantage that a disabled pupil faces in comparison with non-disabled pupils. This can include, for example, the provision of an auxiliary aid or adjustments to premises.

The full plan can be viewed by clicking on the title above


Behaviour Policy

It is the aim of our school that every member of the school community feels valued and respected and that each person is treated fairly and well. At Warren Park our behaviour policy is designed to support the way in which all members of our school work together.  We aim to promote the overall wellbeing of pupils and staff and an environment in which everyone feels happy, safe and secure.

  1. Roles and responsibilities

It is the role of the Governing body, the Headteacher and the Senior Leadership Team to promote and support this behaviour policy by their own behaviour and the supporting of all colleagues and children to implement and adhere to the policy.

  1. Key principles

– that enabling each child to develop personally, socially and emotionally is an important part of the work at Warren Park School, in line with British Values

– that prevention is more effective than responding to disruption.

– that positive approaches which focus on rewarding appropriate behaviour are more effective than those which focus on unacceptable behaviour

– that clear consequences and sanctions for poor behaviour are in place.

– that all adults in the school community have an important part to play in providing good role models

– that a consistent approach is essential to ensure children feel secure

– that children need to understand clearly what is required of them

– that working with parents is an important part of promoting social and emotional development.

  1. Expectations

We believe that children behave well when:

  • there are high clear and consistent expectations which focus on good behaviour and when they understand that there are/will be consequences for inappropriate behaviour.
  • children and staff are treated with courtesy and respect
  • staff and children feel that they are valued members of their class, year group and the whole school
  • behaviour problems are seen as the shared responsibility of all staff and there is clear communication and consistency
  • all staff listen to children and are sensitive to their needs and report via CPOMS, tagging in appropriate people, if appropriate.
  • children are enabled to engage in decision making at an appropriate level
  • parent support and participation is actively sought and expected and when parents will work in partnership with us
  1. Rewards

We regularly celebrate the success of all pupils in a variety of ways as we recognise that focussing on success and positive outcomes is essential in developing a positive culture and ethos across the school.

Rewards can be given for achievement, attitude and effort.

Rewards can include

  • Moving name up on the zone board
  • Positive gestures from staff (smiles, etc.)
  • Praise
  • Comments/feedback on work
  • Displays of good work
  • English/Maths star
  • Stickers
  • Star charts
  • Sharing work with other adults
  • Letters to parents/phone calls home
  • Postcards
  • Star of the week
  • Prize box
  • Special awards
  • Book tokens
  • Table points
  • Team points
  • Reward time

Whole school reward systems include:

Zone boards

All classes/year groups will have their own zone board with 5 sections. Children collect a stamp on their card every time they are at the top of the zone board as well as a sticker. Once they have collected 6 stamps they bring their card to the Headteacher where they receive a stamp on their hand and positive praise. 5 stamps on their card = Warren’s friend toy in assembly. Year 6 will ensure that children are aware of their whole school rewards in line with appropriate transition packages.

Due to current COVID restrictions, collecting and rewarding of Warren’s friends will happen in Year groups.

Stars of the week

Every Monday assembly a child from each class, and COSMIC, receives a Star of the Week award and badge in recognition of good work, achievement, positive attitude, etc. linked to our weekly British value theme.

Children from across the school may be nominated for a Special Award, often linked to SMSC and British values.

Photos are displayed on the board in the front office.

Due to current COVID restrictions, there are no whole school assemblies and Stars of the Week are awarded in Year groups. This will be reviewed in light of Government advice.

  1. Sanctions

Children are always encouraged to make the right choices with regards their behaviour and attitudes to learning and to each other. The zone board is used as a very clear way to give children opportunities to turn their behaviour around.

Step 1: Children are given a verbal warning regarding the unwanted behaviour and to make the right choice. If they choose to continue with inappropriate behaviour, children will be asked to move their name down on the zone board.

Step 2: An adult/another member of staff will take time to discuss with children the reasons for their behaviour and provide opportunities to allow children to ‘turn their behaviour around’.

Step 3: If behaviour continues, children may end up on the bottom of the zone board. This will lead to a more serious sanction

  • Time out in another class linked to mentoring/year group partnerships
  • Detention

Children should be given every opportunity to think about their actions and to resolve the situation. This may involve a conversation with year leaders and ensuring that parents are informed.

Step 4: Child is sent to Headteacher or Deputy Head to discuss their behaviour choices.

There may be some incidents where the severity of the behaviour (often playground related) means that children are sent straight to the Headteacher or Deputy. This may lead to a period of internal exclusion.

All staff will make informed choices on how they deal with behaviour (Ref Use of Reasonable Force)

Children may be asked to move their name down if they

  • are disruptive
  • are unable to settle to tasks
  • prevent other children from learning
  • are disrespectful to each other or an adult in school

Detention for KS1 may mean staying in at playtime to complete work/have time out and in KS2 may mean loss of playtime. Each year group will organise their own detentions which should be as soon as possible, preferably on the same day. We may consider the use of detention after school if appropriate. A record will be kept.

Occasionally children may need additional support with their behaviour and so a behaviour plan may be written in consultation with children, parents, staff and SLT, including the SENCo. This will be monitored by Year Leaders and the SENCo.

Year leaders have discretion to make decisions/give time if incidents need to be dealt with and in consideration for staff wellbeing.

Due to current COVID restrictions, children will not have time out in another year group. Children can still be sent to the Headteacher/Deputy Head teacher who will maintain social distancing whilst communicating with children and staff.

  1. Playground

The same high levels of behaviour and values are expected at playtimes as well as other aspects of school life. Specific incidents need to be reported, in the first instance, to the child’s class teacher and then passed to a member of the SLT. All incidents will be dealt with according to the behaviour policy but with the best intent of not impacting on learning.

  1. Off-site activities/Kids club

Children attending any activity outside of school or the normal school hours, e.g. sports activities, trips, Kids club, will receive the same consistent response to their behaviour in line with this policy.

  1. Bullying

Our school anti-bullying policy supports the behaviour policy and any dealings with bullying should be considered alongside this policy.

  1. Parents

Staff will be encouraged to have an open and honest dialogue with parents with regards behaviour. Parental support is vital in supporting children in making the correct choices with regards their behaviour and staff will have sensitive conversations with parents to ensure clarity. Parents and staff will work together to ensure the best possible outcome when dealing with behaviour concerns and that any such concerns are shared and explored at the earliest opportunity. There are also systems in place to support parents with behaviour at home and staff should refer parents to our Home School Link Worker. School are also responsible for supporting and dealing with behaviour that happens out of school if appropriate, following DfE guidance.

  1. Monitoring

All recorded behaviour incidents, including bullying, will be monitored by the SLT and actioned and followed up. Specific issues will be shared with and discussed with Progress Team. Behaviour incidents must be logged on CPOMS to allow appropriate monitoring to take place and there should be a record kept of detentions that is monitored by year leaders and SLT.

This policy should be read alongside the DfE Behaviour and Discipline in School guidance, Use of Reasonable Force guidance and Keeping Children Safe in Education.

Charging and Remissions

Charging and Remissions Policy 2021

This policy is based on advice from the Department of Education (DfE) on charging for school activities and the Education Act 1996, sections 449-462 in which the law on charging for school activities in maintained schools in England is set out.

1 Introduction

  • All the education we provide during normal school hours is provided free of charge to pupils. We do not charge for any activity undertaken as part of the National Curriculum, however we do request a voluntary contribution towards school trips made during the school day which support teaching and learning.

2 Voluntary contributions

  • When organising school trips or visits to enrich the curriculum and the educational experience of the children, the school invites parents and carers to contribute to the cost. All contributions are voluntary. If we do not receive sufficient voluntary contributions, we may need to cancel a trip. If a trip goes ahead, it may include children whose parents or carers have not paid any contribution. We do not treat these children differently from any others.
  • If a parent wishes their child to take part in a school trip or event, but is unwilling or unable to make a voluntary contribution, we do allow the child to participate fully in the trip or activity. Sometimes the school pays additional costs in order to support the visit. Parents and carers have a right to know how each trip is funded, and the school provides this information on request.
  • The following is a list of additional activities, organised by the school, which may require voluntary contributions from parents and carers. These activities are known as ‘optional extras’. This list is not exhaustive:
  • visits to museums,
  • sporting activities which require transport expenses
  • visits to places in relation to curriculum topics;
  • outdoor adventure activities;
  • visits to or by a theatre company;
  • visits to the school by companies to provide topic based workshops.

3 Residential visits

  • If the school organises a residential visit in school time, or mainly in school time, which is to provide education directly related to the National Curriculum, we do charge to cover the costs of board and lodging and a voluntary contribution to the travel expenses, but do not charge for education during ‘school hours’. If we cannot raise sufficient funding, the visit may have to be cancelled, and that aspect of the curriculum would have to be covered in other ways.

4 Music tuition

  • All children study music as part of the normal school curriculum. We do not charge for this.
  • There is no charge for individual or small-group music tuition, although this is an additional curriculum activity, and not part of the National Curriculum.

5 Swimming

  • The school organises swimming lessons for all children in Key Stage 2. These take place in school time and are part of the National Curriculum. We make no charge for this.

6 Football

  • The school offers additional football coaching after school. A coach, who may or may not be a member of the school staff, runs and organises these sessions. We do not make a charge for these sessions.

7 School minibus

  • We normally add a nominal charge to the cost of visits if children are transported in the minibus. However, we use this charge only to cover the expenses of the trip, and not to make a profit.
  • We do not make a charge if children are transported in the mini-bus to an extra- curricular activity.

8 Charges for Activities

  • When charges are made for any activity, whether during or outside of the school day, they will be based on the actual costs incurred, divided by the total number of pupils participating. There will be no levy on the parents who can pay to support those who cannot pay. Additional support may be available at the Headteacher’s discretion.
  • The principles of best value will be applied when planning activities that incur costs to the school and / or charges to parents.

9 Damage to Property

  • Parents can be asked to pay for wilful damage to school property or the misuse of books and equipment.
  • A charge will be made to replace lost reading books.

10 Reimbursements and Refunds

  • Voluntary contributions will be reimbursed if the child is no longer able to participate in the activity.

11 Monitoring and review

  • This policy is monitored by the governing body, and will be reviewed every two years, as necessary.


Complaints Policy 2020

All bodies, especially parents and guardians should be able to express their views of the school in the knowledge that it will be dealt with fairly.

This document meets the requirements of Section 29 of the Education Act 2002, which states that schools must have and make available a procedure to deal with all complaints relating to their school and to any community facilities or services that the school provides.  It is also based on guidance for schools on complaints procedures from the Department for Education (DfE), including the model procedure, and model procedure for dealing with unreasonable complaints. 

  1. Introduction

Warren Park Primary School is dedicated to providing the best possible education and support for its pupils.  This means having a clear, fair and efficient procedure for dealing with any complaints to or against the school, so that any issues that arise can be dealt with as swiftly and effectively as possible.

This policy explains the steps that will be followed whenever an issue arises that causes concern.  Any person, including members of the general public, may make a complaint about provision of facilities or services that our school provides, unless separate statutory procedures apply.

This procedure does not apply to complaints about:

  • Admissions to school
  • Statutory assessments of Special Educational Needs (SEN)
  • School re-organisation proposals
  • Matters likely to require a Child Protection investigation
  • Exclusion of children from school
  • Whistleblowing
  • Staff grievance and disciplinary procedures
  • Complaints about services provided by other providers who may use the school’s premises or facilities

In these cases, there are other separate and statutory procedures.

Arrangements for handling complaints from parents of children with special educational needs (SEN) about the school’s support are within the scope of this policy.  Such complaints should first be made to the SENCO; they will then be referred to this complaints policy.

Complaints about services provided by other providers who use school premises or facilities should be directed to the provider concerned.

The school will not respond to anonymous complaints under this policy, however, the headteacher and / or chair of governors will consider whether the issue and fear of identification are genuine or the issue is one of child protection.

For more information on our school’s provision for protecting our pupils, please refer to our child protection policy which is available on the school website (

If we cannot meet the timescales set out in our policy, we will provide a clear explanation of the reason for this along with details of the indicative timescales.

All conversations and correspondence will be treated in confidence; however, it is important that all parties involved should be aware that some information may be shared with others as part of the handling of the complaint in accordance with this procedure.

  1. When an issue or concern first arises

If you have a concern that you would like to take up with the school you should initially inform a member of staff either in person, over the telephone (02392 475502) or in writing.  You may wish to approach your child’s class teacher first as they will be best placed to help you directly or by letting you know which other member of staff you should be speaking to.

We encourage parents to approach staff with any concerns they may have, and aim to resolve all issues with open dialogue and mutual understanding.  We will take your concerns seriously and make every effort to resolve the matter as quickly as possible.

The chair of governors reserves the right to refer complaints that are taken straight to them back to the appropriate member of staff if it does not warrant the governing body’s involvement at that point.

If your complaint is about the Headteacher, you should contact the chair of governors via the school.

If your complaint is about the chair of governors or a member of the governing body, you should contact the clerk to the governing body via the school.

2.1 Initial informal meeting

When a concern has been received, you may receive a telephone call from the member of staff or headteacher to discuss your concerns, or you may be invited to attend a meeting with a member of staff or the headteacher to discuss your concerns.

If invited to a meeting, you are welcome to bring a friend, partner or, in the case of a pupil who has raised a concern, a parent along for support.  It may be appropriate for a pupil to attend the meeting if their parent has raised a concern, depending on the nature of the issue.

Staff have a responsibility to ensure that you understand any future points of action that have been agreed and will make a record of what has been discussed, as well as any outcomes and a plan of action, if one has been agreed.

All staff will do their best to ensure your concerns are dealt with appropriately and efficiently, but if an agreement cannot be reached, or if you are dissatisfied with the outcome, you can make a formal complaint to the headteacher.  If your complaint is about the headteacher you should make your complaint in writing to the chair of governors.  It is preferable for you to make your formal complaint in writing, but complaints can be made in person or by telephone.

There is no prescribed timescale for resolution at this stage given the importance of dialogue and informal discussion, although we expect to resolve most issues within 10 school days.

  1. Formal Complaints

Formal complaints can be raised:

  • By letter or email
  • Over the phone
  • In person
  • By a third party acting on behalf of the complainant.

In order to ensure complaints are dealt with efficiently and effectively, Warren Park Primary School deals with formal complaints in three stages.

3.1 Stage 1 – Complaint heard by the Headteacher

If you feel that your concern has not been dealt with as you would like, are unhappy with the outcome of your informal meeting or feel that the issue is serious enough that it warrants it, you can make a formal complaint to the headteacher.  It is preferable for you to make your formal complaint in writing and we provide a proforma for you to complete which can be accessed at Appendix One, but complaints can be made in person or by telephone.

The headteacher will acknowledge your complaint in writing or offer a full response within 5 school days.  If further investigation is required, the headteacher will acknowledge receipt of your complaint within 5 school days and will advise you that a full response will be provided within 20 school days.

The headteacher may invite you to attend a meeting to discuss your complaint and possible solutions, or to explain what has happened or will happen as a result of your complaint.

The headteacher will keep a record of all interactions with you and other staff, meetings and decisions made in reference to your complaint.

If your complaint is about a member of staff, the headteacher will talk to that employee and invoke the relevant procedure if required.  It will not be appropriate to inform you of the outcome of any investigation in relation to an individual member of staff.

The headteacher will respond to you in writing within 20 school days of receiving your complaint outlining their full response to your concern, and any action that has or will be taken.  If the headteacher has decided not to take any further action, they will explain what they have decided and how they reached the decision.  You will also be advised of your right to take the matter further if you are not satisfied with the headteacher’s response.

3.2 Stage 2 – Complaint heard by the Chair of Governors

If, having spoken to the headteacher, you are dissatisfied with the outcome of your complaint, you should write to the chair of governors within 10 school days[1], explaining your concern and the steps that have resulted in you taking this course of action.

The chair of governors will acknowledge your complaint in writing or offer a full response within 5 school days.  If further investigation is required, the chair of governors will acknowledge receipt of your complaint within 5 school days and will advise you that a full response will be provided within 20 school days.

The chair of governors may invite you to attend a meeting to discuss your complaint and possible solutions, or to explain what has happened or will happen as a result of your complaint.

The chair of governors will explain that the governing body has a strategic role, and is responsible for the school’s strategic framework and the headteacher is responsible for the internal organisation, management and control of the school and for advising on and implementing the governors’ policies.  The headteacher is solely responsible for making day to day decisions.

This stage offers an opportunity for achieving conciliation between all parties and discussions between the chair of governors and the headteacher will be key to resolving the complaint and agreeing a way forward.  The chair of governors will decide what powers are available to governors in respect of the particular complaint.  In reaching this decision, the chair of governors will determine to what extent the issues relate to responsibilities that:

(a) are delegated to the headteacher by the governing body; or

(b) fall within the governing body’s remit only; or

(c) are within the headteacher’s Terms and Conditions of Employment and relate to the internal organisation, management and control of the school.

For delegated responsibilities and matters within the remit of the governing body, the chair of governors may look at the whole issue afresh.  If the matter relates to the headteacher’s conduct, the chair of governors will decide whether the matter should be dealt with through the Complaints Procedure or Staff Disciplinary Procedure.  Advice may be sought from the Local Authority and/or Education Personnel Services.  For matters that are the headteacher’s responsibility, the chair of governors is empowered only to look at whether the headteacher’s decision or action was reasonable in the light of the information available at the time.

The chair of governors will keep a record of all interactions with you and any decisions made in reference to your complaint.

If the chair of governors has decided not to take any further action, they will explain what they have decided and how they reached the decision.  You will also be advised of your right to take the matter further if you are not satisfied with the chair of governor’s response.

3.3 Stage 3 – Complaint heard by governing body’s complaints panel

If you are dissatisfied with the outcome of your complaint, you should write to the clerk to governors within 10 school days[2] of the outcome of stage 2, explaining your concern and the steps that have resulted in you taking this course of action.

The clerk to governors will acknowledge receipt of your request within 5 school days.

The complaints panel will usually be convened within 20 school days of receiving the request for your complaint to be heard by the governing body’s complaints panel.  Where it is not possible to find a mutually convenient date within that timescale, all reasonable steps will be taken to agree a time and date mutually convenient to all parties.

The main function of the complaints panel will be to:

a) ensure the complaint has been properly handled by the headteacher (and chair of governors)

b) ensure that a sufficient comprehensive investigation was carried out

c) ensure that the correct procedure / policies were followed.

The panel will also review whether the headteacher (and chair of governors) acted reasonably.

The clerk to governors will arrange and facilitate the meeting of the complaints panel.  You are entitled to an independent panel to hear your complaint and the complaints panel will consist of three governors who have no former knowledge or involvement in the matter being considered.  The chair of the panel will be nominated from within the group of panel members.  All panel members will have access to, and will be familiar with, this complaints policy.  The clerk to governors will confirm to all parties in writing, the date, time and venue for the meeting at least 10 school days in advance.

The clerk to governors will request that you supply any paperwork you feel the panel will require to consider your complaint fully.  The headteacher (and chair of governors) will also be requested to supply copies of their responses to the previous stages of the procedure, and any further paperwork they consider the panel will require to consider the complaint fully.   Copies of all paperwork will be distributed to all parties by the clerk to governors at least 3 school days in advance of the meeting.

You are welcome to bring a friend or partner for support to the meeting and the chair of the panel will ensure the meeting is conducted within a relaxed atmosphere whilst keeping to the formal agenda.  The headteacher (and chair of governors if attending) is also invited to bring a representative or member of staff for support.

No previously undisclosed evidence relating to the complaint should be introduced during the meeting.

The clerk will inform you (and the headteacher and / or chair of governors) in writing of the panel’s decision within 5 school days of the meeting.  The letter will include a summary of the issues, an outline of the main points of discussion, the reasons for the decision and the proposed actions or outcome.  The panel may suggest you meet with the headteacher and / or chair of governors again to agree a way forward.

The letter may set out recommendations which will be made to the governing body.

The panel’s decision is the final stage in the complaints procedure.  If you feel the school has acted unreasonably or has not followed the correct procedures in relation to your complaint, you may write to the Secretary of State using the following contact details:

School Complaints Unit, Department for Education,

2nd Floor, Piccadilly Gate, Store Street, Manchester, M1 2WD

For more information or to refer a complaint, see the following webpage:

  1. Unreasonable Complaints

Warren Park Primary School is committed to dealing with all complaints fairly and impartially, and to providing a high quality service to those who complain.  We will not normally limit the contact complainants have with the school.  Operating from a position of mutual respect, we do not expect our staff to tolerate unacceptable behaviour and will take action to protect staff from that behaviour including that which is abusive, offensive or threatening.

Warren Park Primary School defines unreasonable complaints as “those who, because of the frequency or nature of their contacts with the school, hinder our consideration of their or other people’s complaints”.

A complaint may be regarded as unreasonable when the person making the complaint:

  • refuses to articulate their complaint or specify the grounds of a complaint or the outcomes sought by raising the complaint, despite offers of assistance
  • refuses to co-operate with the complaints investigation process while still wishing their  complaint to be resolved
  • refuses to accept that certain issues are not within the scope of a complaints procedure
  • insists on the complaint being dealt with in ways which are incompatible with the school’s complaints procedure or with good practice
  • introduces trivial or irrelevant information which the complainant expects to be taken into account and commented on, or raises large numbers of detailed but unimportant questions, and insists they are fully answered, often immediately and to their own timescales
  • makes unjustified comments about staff who are trying to deal with the issues, and seeks to have them replaced
  • changes the basis of the complaint as the investigation proceeds
  • repeatedly makes the same complaint (despite previous investigations or responses concluding that the complaint is groundless or has been addressed)
  • refuses to accept the findings of the investigation into a complaint where the school’s complaint procedure has been fully and properly implemented and completed including referral to the Department for Education
  • seeks an unrealistic outcome
  • makes excessive demands on school time by frequent, lengthy, complicated and stressful contact with staff regarding the complaint in person, in writing, by email and by telephone while the complaint is being dealt with

A complaint may also be considered unreasonable if the person making the complaint does so either face-to-face, by telephone or in writing or electronically:

  • maliciously
  • aggressively
  • using threats, intimidation or violence
  • using abusive, offensive or discriminatory language
  • knowing it to be false
  • using falsified information
  • publishing unacceptable information in a variety of media such as in social media websites and newspapers

Complainants should limit the numbers of communications with a school while a complaint is being progressed. It is not helpful if repeated correspondence is sent (either by letter, phone, email or text) as it could delay the outcome being reached.

Whenever possible, the headteacher or chair of governors will discuss any concerns with the complainant informally before applying an ‘unreasonable’ marking.

If the behaviour continues the headteacher will write to the complainant explaining that their behaviour is unreasonable and asking them to change it. For complainants who excessively contact Warren Park Primary School causing a significant level of disruption, we may specify methods of communication and limit the number of contacts in a communication plan. This will usually be reviewed after 6 months.

In response to any serious incident of aggression or violence, the concerns and actions taken will be put in writing immediately and the police informed. This may include banning an individual from Warren Park Primary School.

  1. Complaints against the Headteacher, a Governor or the Governing Body

Complaints made against the headteacher or any member of the Governing Body should be directed to the Clerk to the Governing Body in the first instance.

  1. Governing Body review and monitoring of complaints

The headteacher will report annually to the governing body on the number of formal complaints received and the levels at which they have been resolved.  No details identifying the complaint or any member of staff will be published.

The governing body will review and evaluate all complaints no matter how far they are taken or what the outcome to ensure that similar problems are avoided in the future or to see if they could have been managed any more efficiently.

  1. Staff Complaints

Staff who have a concern about a colleague or volunteer in school should refer to the whistleblowing policy which is available

The procedure for dealing with any other staff complaint or employment grievance is set out in the school’s staff discipline, conduct and grievance policies which are available on the Hampshire County Council’s intranet or from the school Business Manager.

  1. Coronavirus (COVID-19) outbreak

From the start of the autumn term, DfE expects schools to respond to new and existing complaints.  However there is no need to respond unless a tier 4 local restriction is in place or access is restricted due to localised cases of coronavirus (COVID-19).  We will engage with parents and pupils where possible.

The local council ( or the police on 101 will be called if a child is at risk.  The school and complainants can contact DfE ( for further information. 

  1. Complaints Policy Review

The governing body of Warren Park Primary School will review this policy every 2 years, or sooner if there are any legislative changes.  The governing body of Warren Park Primary School will also review this policy following a complaint panel meeting to ensure that it met the requirement to provide a clear, fair and efficient complaints procedure.

  1. Record Keeping

The school will record the progress of all complaints, including information about actions taken at all stages, the stage at which the complaint was resolved, and the final outcome.  The records will also include copies of letters and emails, and notes relating to meetings and phone calls.

This material will be treated as confidential and held centrally, and will be viewed only by those involved in investigating the complaint or on the review panel.

Records of complaints will be kept securely, only for as long as necessary and in line with data protection law, our privacy notices and record retention schedule.

[1] Exceptions to this time frame may be considered

[2] Exceptions to this time frame may be considered

The complaints form can be downloaded by clicking on the policy title to open the pdf version at the top of this webpage

Data Protection

Data Protection Policy 2020

The school collects and uses personal information (referred to in the General Data Protection Regulation (GDPR) as personal data) about staff, pupils, parents and other individuals who come into contact with the school. This information is gathered in order to enable the provision of education and other associated functions. In addition, the school may be required by law to collect, use and share certain information.

The school is the Data Controller, of the personal data that it collects and receives for these purposes.

The school has a Data Protection Officer, who may be contacted at the school, tel no. 02392475502.

The school issues Privacy Notices (also known as a Fair Processing Notices) to all pupils/parents and staff.  These summarise the personal information held about pupils and staff, the purpose for which it is held and who it may be shared with.  It also provides information about an individual’s rights in respect of their personal data


This policy sets out how the school deals with personal information correctly and securely and in accordance with the GDPR, and other related legislation.

This policy applies to all personal information however it is collected, used, recorded and stored by the school and whether it is held on paper or electronically.

What is Personal Information/ data?

Personal information or data means any information relating to an identified or identifiable individual.  An identifiable individual is one who can be identified, directly or indirectly by reference to details such as a name, an identification number, location data, an online identifier or by their physical, physiological, genetic, mental, economic, cultural or social identity. Personal data includes (but is not limited to) an individual’s, name, address, date of birth, photograph, bank details and other information that identifies them.

Data Protection Principles

The GDPR establishes six principles as well as a number of additional duties that must be adhered to at all times:

  1. Personal data shall be processed lawfully, fairly and in a transparent manner. In order for personal data to be processed lawfully, it must be processed on the basis of one of the legal grounds set out in the GDPR. These include (amongst other relevant conditions) where processing is necessary for the performance of a task carried out in the public interest or in the exercise of official authority exercised by the school.

Where the special categories of personal data are processed, this shall include (amongst other relevant conditions) where processing is necessary for reasons of substantial public interest.  When processing special category data in the course of school business, the school will ensure that these requirements are met where relevant.

  1. Personal data shall be collected for specified, explicit and legitimate purposes and not further processed in a manner that is incompatible with those purposes (subject to exceptions for specific archiving purposes) The school will only process personal data for specific purposes and will notify those purposes to the data subject when it first collects the personal data or as soon as possible thereafter.
  1. Personal data shall be adequate, relevant and limited to what is necessary to the purposes for which they are processed and not excessive. Personal data which is not necessary for the purpose for which it is obtained will not be collected.
  1. Personal data shall be accurate and where necessary, kept up to date. Personal data should be reviewed and updated as necessary and should not be retained unless it is reasonable to assume that it is accurate. Individuals should notify the school of any changes in circumstances to enable records to be updated accordingly.  The school will be responsible for ensuring that updated records takes place where appropriate.
  1. Personal data shall be kept in a form that permits the identification of data subjects for no longer than is necessary for the purposes for which the personal data are processed. The school will not keep personal data for longer than is necessary for the purpose or purposes for which they were collected and will take reasonable steps to destroy or erase from its systems all data which is no longer required.
  1. Personal data shall be processed in a manner that ensures appropriate security of the data and which includes protection against unauthorised or unlawful processing and against accidental loss, destruction or damage, using appropriate technical or organisational measures.


Personal data shall not be transferred to a country or territory outside the European Economic Area, unless that country or territory ensures an adequate level of data protection.

Data Controllers have a General Duty of accountability for personal data.


The school is committed to maintaining the principles and duties in the GDPR at all times. Therefore, the school will:

  • Inform individuals of the identity and contact details of the data controller
  • Inform individuals of the contact details of the Data Protection Officer
  • Inform individuals of the purposes that personal information is being collected and the basis for this
  • Inform individuals when their information is shared, and why and with whom unless the GDPR provides a reason not to do this.
  • If the school plans to transfer personal data outside the EEA the school will inform individuals and provide them with details of where they can obtain details of the safeguards for that information
  • Inform individuals of their data subject rights
  • Inform individuals that the individual may withdraw consent (where relevant) and that if consent is withdrawn that the school will cease processing their data although that will not affect the legality of data processed up until that point.
  • Provide details of the length of time an individual’s data will be kept
  • Should the school decide to use an individual’s personal data for a different reason to that for which it was originally collected the school shall inform the individual and where necessary seek consent
  • Check the accuracy of the information it holds and review it at regular intervals.
  • Ensure that only authorised personnel have access to the personal information whatever medium (paper or electronic) it is stored in.
  • Ensure that clear and robust safeguards are in place to ensure personal information is kept securely and to protect personal information from loss, theft and unauthorised disclosure, irrespective of the format in which it is recorded.
  • Ensure that personal information is not retained longer than it is needed.
  • Ensure that when information is destroyed that it is done so appropriately and securely.
  • Share personal information with others only when it is legally appropriate to do so.
  • Comply with the duty to respond to requests for access to personal information (known as Subject Access Requests)
  • Ensure that personal information is not transferred outside the EEA without the appropriate safeguards
  • Ensure that all staff and governors are aware of and understand these policies and procedures.

Retention and Disposal of Personal Data

The school will dispose of personal data in a way which protects the rights and privacy of data subjects (e.g. shredding, disposal as confidential waste, secure electronic deletion) as appropriate.

The school maintains a Retention Schedule that is specific and relevant to the specific types of information retained.  The schedule outlines the appropriate periods for retention in each case.

Biometric Recognition Systems

Our school currently does not use, or plan to use, any biometric recognition systems.  Parents/Carers will be notified before any biometric recognition system is put in place or before their child first takes part in it.  The school will then get written consent from at least one parent or carer before we take any biometric data from their child and process it.


Complaints will be dealt with in accordance with the school’s complaints policy. Complaints relating to the handling of personal information may be referred to the Information Commissioner who can be contacted at Wycliffe House, Water Lane Wilmslow Cheshire SK9 5AF or at


This policy will be reviewed as it is deemed appropriate, but no less frequently than every 2 years.  The policy review will be undertaken by the Data Protection Officer, Headteacher, or nominated representative.


If you have any enquires in relation to this policy, please contact the School Business Manager who will also act as the contact point for any further information.


Equality Policy


We welcome our duties under the Equality Act 2010 as both a provider of education and as an employer.

We believe that all pupils and members of staff should have the opportunity to fulfil their potential whatever their background, identity and circumstances. We are committed to creating a community that recognises and celebrates difference within a culture of respect and co-operation. We appreciate that a culture which promotes equality will create a positive environment and a shared sense of belonging for all who work, learn and use the services of our school. We recognise that equality will only be achieved by the whole school community working together – our pupils, staff, governors and parents/carers. For pupils, we also achieve this through our provision of spiritual, moral, social and cultural development across the school, encouraging every child to realize their potential and helping them to prepare for life in modern Britain.


This document outlines the principles which will guide our approach to working with our school community and enabling an open culture.

For staff and prospective staff, this policy should be read in conjunction with the school’s Employment Equality Policy and Accessibility Policy.

National and Legal Context

We recognise that we have duties under the Equality Act 2010 in relation to the school community to eliminate discrimination, advance equality of opportunity and foster good relations in relation to age (applicable only to staff), disability, race, gender (including issues of transgender), maternity and pregnancy, religion and belief, sexual orientation and marital status (applicable only to staff).

We also recognise that we have a duty under the Education & Inspections Act 2006 to promote community cohesion, i.e. developing good relations across different cultures and groups.

We also appreciate that these duties reflect the international human rights standards as expressed in the UN Convention on Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.

School Context

Hampshire is a large and diverse county with over a million residents. There is a mix of urban and rural areas but the majority of the population lives in urban areas. The 2011 census shows that 8.2% of the population of Hampshire are from ethnic communities. In 2019, 4.5% of the school’s population was from ethnic communities. The largest group other than white British was ‘any other mixed background’ which was 1.2%. Only 2.14% of the school’s population had a first language which was not English.

In Hampshire, the 2011 census shows that the main religious group is Christianity (62.4%), followed by Muslim (0.6%). A large percentage said they had no religion (27.8%). The 2011 census shows that 15.7% of the population of Hampshire has declared a disability. The school’s population reflects this data.

Our school serves a community of high social deprivation, where around 40% of children are in receipt of pupil premium funding.


To fulfil our legal obligations, we are guided by a number of principles.

  1. All pupils, families and staff are of equal value

We see all pupils, potential pupils, their parents and carers, and staff as of equal value:

      • Whether or not they are disabled
      • Whatever their ethnicity, culture, national origin or national status
      • Whatever their gender and gender identity
      • Whatever their religious and non-religious affiliation or faith background
      • Whatever their sexual orientation
      • Whatever their marital status
      • Whether they are currently pregnant or have recently given birth
      • Whatever their age
      • Whatever their home language

2. We recognise and respect difference

We recognise that treating people equally does not necessarily involve treating them all the same. We recognise that our policies, procedures and activities must not discriminate but must take account of diversity and the kinds of barriers and disadvantage that staff, parents/carers or pupils may face in relation to their protected characteristics:

  • Disability – we understand that reasonable adjustments may need to be made
  • Gender (including transgender) – we recognise that girls and boys, men and women have different needs
  • Religion and belief – we acknowledge that reasonable requests in relation to religious observance and practice may need to be made and complied with
  • Ethnicity and race – we appreciate that all have different experiences as a result of our ethnic and racial backgrounds
  • Age – we value the diversity in age of staff, parents and carers
  • Sexual orientation – we respect that individuals have the right to determine their own sexual identity and that they should not experience disadvantage as a result of their preference
  • Marital status – we recognise that our staff, parents and carers may make their own personal choices in respect of personal relationships and that they should not experience disadvantage as a result of the relationships they have
  • Pregnancy and maternity – we believe that our staff, parents and carers should not experience any unfair disadvantage as a result of pregnancy or having recently given birth

3. We foster positive attitudes and relationships, and a shared sense of cohesion and belonging

We intend that our policies, procedures and activities should promote:

  • positive attitudes and interaction between groups and communities different from each other
  • an absence of harassment, victimisation and discrimination in relation to any protected characteristics

4. We observe good equalities practice in relation to staff

We ensure that our policies and practices for all staff and potential staff throughout the employment lifecycle, i.e. from recruitment through to the cessation of employment and beyond, are applied fairly and consistently across all groups with full respect for legal rights, taking into account aspects applicable to particular groups (e.g. duty to make reasonable adjustments for disabled staff).

5. We aim to reduce and remove inequalities and barriers that already exist

We intend that our policies, procedures and activities avoid or minimise any possible negative impacts and we aim to reduce inequalities that exist between groups and communities different from each other.

6. We consult and involve to ensure views are heard

In our development of policies, we engage with groups and individuals, including pupils who are affected by a policy or activity to ensure that their views are taken into account. For policies and activities affecting pupils, we will take account of views expressed at school council; for parents, through parent governor representation and for staff, through staff governor representation. Where necessary, we will consult more widely with specific groups.

7. We aim to foster greater community cohesion

We intend that our policies, activities and curriculum offer foster greater social cohesion and provide for an equal opportunity to participate in public life irrespective of the protected characteristics of individuals and groups.

8. We base our practices on sound evidence

 We maintain and publish information annually to show our compliance with the public sector equality duty, set out under section 149 of the Equality Act 2010. Our current equality information can be found in Appendix A to this policy statement.

9. We set ourselves specific and measurable equality objectives

We develop and publish specific and measurable objectives every four years based on the evidence that we have gathered (principle 8) and the engagement we have been involved in (principle 7).

The objectives can be found in Appendix B to this policy statement and take into account both national, county and school level priorities.

We will set ourselves new objectives every four years, but keep them under review and report annually on progress towards achieving them.

Application of the principles within this policy statement:

The principles outlined in the policy statement will be applied and reflected in:

  • The delivery of the school curriculum
  • The teaching and learning within the school
  • Our practice in relation to pupil progress, attainment and achievement
  • Our teaching styles and strategies
  • Our policies and practice in relation to admissions and attendance
  • Our policies and practice in relation to staff
  • Our care, guidance and support to pupils, their families and staff
  • Our policies and practice in relation to pupil behaviour, discipline and exclusions
  • Our partnership working with parents and carers
  • Our contact with the wider school community

Addressing prejudice and prejudice-related bullying

The school is opposed to all forms of prejudice including, but not limited to prejudice related to protected characteristics. We will ensure that prejudice-related incidents in relation to staff and pupils are recorded and dealt with appropriately.

Roles and responsibilities

The governing body is responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and action plans are implemented and that arrangements are in place to deal with any concerns or unlawful action that arises.

The headteacher is responsible for implementation of this policy, ensuring that all staff are aware of their responsibilities and given appropriate training and support and for taking appropriate action in any cases of unlawful discrimination, harassment or victimisation.

All staff are expected to work in accordance with the principles outlined in this policy to:

  • promote an inclusive and collaborative ethos in their practice
  • deal with any prejudice-related incidents that may occur
  • plan and deliver curricula and lessons
  • support pupils in their class who have additional needs


Published:        September 2019

Review Date:   September 2023

Equalities Information                                                         Appendix A

We recognise that the public sector equality duty has three aims, to:

  • eliminate unlawful discrimination, harassment and victimisation and other conduct under the Act
  • advance equality of opportunity between people who share a protected characteristic and those who do not
  • foster good relations between people who share a protected characteristic and those who do not

We have considered how well we currently achieve these aims with regard to the protected groups under the Equality Act (race, disability, gender, gender re-assignment, age, pregnancy and maternity, marital status, sexual orientation, religion and belief and sexual orientation).

We have also involved staff, pupils, parents and others in the following ways:

  • parent questionnaires
  • involvement of the school council
  • staff survey
  • contact with parents representing pupils with particular protected characteristics
  • contact with the local community and disability organisations

Pupil-related data

All school data is analysed to ensure that all vulnerable groups are treated with equality.  Data is compared and analysed according to gender, pupil premium, children with English as an additional language, special educational needs and disabilities.

Staff data

This school has less than 150 staff. The Governing Body is therefore not required to publish staff data.  

Qualitative information

The school has published various policies on the school’s website These policies evidence the school’s commitment to the principles outlined in this policy and the public sector equality duty.

  • Attendance pledge
  • Behaviour policy
  • Child protection policy (Safeguarding)
  • Safeguarding Policy
  • SEND Policy

We have strategies in place to promote the participation of pupils in decision making and in making a positive contribution to school life. We embed equality and inclusion into these strategies so that learners from diverse backgrounds are involved in shaping provision and improving practice.

  • Representation on the school council by democratic election
  • Additional support for hard to reach groups through our Home School Link Worker
  • Liaison with outside agencies to further support children with specific needs or disabilities, including looked after children

Spiritual, Moral, Social and Cultural development is inherent in daily life at our school. We provide many  opportunities to enable pupils to develop the skills, confidence and attitudes to continually adapt and contribute in a changing world. We endeavour to ensure that our children are fulfilled, happy and able to build positive relationships now and in the future. We teach detailed programmes of Personal, Social and Health Education (PSHE) and RE in school which help to strengthen pupils’ understanding of different groups of people with regards to religion, culture, gender, belief, disability etc. We address equality issues through the teaching of these programmes of study and through assemblies and the implementation of the school behaviour policy. This includes inviting people from the community into school to work with the pupils. Pupils are encouraged to take responsibility for their own and others’ feelings and actions.

Any complaints or incidents of discrimination or bullying (including incidents regarding race) are investigated fully and detailed records kept. Any equality issues are reported to Governors termly through the Headteacher’s report.

The evaluation of performance data with regards to race, disability and gender is monitored on a termly basis. The school’s Self Evaluation Summary (SEF) is updated regularly throughout the year with actions to promote the equality of achievement for all.

NOTE: The Equality Act 2010 (Specific Duties) Regulations 2011 require Governing Bodies to publish equality information on an annual basis.

Equality Objectives                                                                                    Appendix B

We recognise that the public sector equality duty has three aims, to:

  • eliminate unlawful discrimination, harassment and victimisation and other conduct under the Act
  • advance equality of opportunity between people who share a protected characteristic and those who do not
  • foster good relations between people who share a protected characteristic and those who do not

We have considered how well we currently achieve these aims with regard to the protected groups under the Equality Act (race, disability, gender, gender re-assignment, age, pregnancy and maternity, marital status, sexual orientation, religion and belief and sexual orientation).

We have also involved staff, pupils, parents and others in the following ways:

  • focus groups
  • parent questionnaires
  • involvement of the student council
  • staff survey
  • contact with parents representing pupils with particular protected characteristics
  • contact with the local community and disability organisations

Having referred to and analysed our equality information, we have set ourselves the following objective(s) as internal data shows these groups to still be at risk:

Objective 1:  Ensure that the attainment gap between those children in receipt of Pupil Premium and other

                        Pupils is diminished by the end of Key Stage 2.

Objective 2:  Ensure any gender differences in attainment are addressed by the end of Key Stage 2.

Date of publication: September 2019

Date for review and re-publication: September 2020

NOTE: The Equality Act 2010 (Specific Duties) Regulations 2011 require Governing Bodies to publish equality objectives at intervals of no more than four years but schools should publish detail on progress towards these objectives on an annual basis and publish this detail on the school’s internet site.

Remote Learning

Remote Learning Policy

1. Aims

This remote learning policy aims to:

  • Ensure consistency in the approach to remote learning for pupils who aren’t in school.
  • Set out expectations for all members of the school community with regards to remote learning.
  • Provide appropriate guidelines for data protection.

2. Roles and responsibilities

2.1 Teachers

When providing remote learning, teachers must be available during the normal working school day.

If they’re unable to work for any reason during this time, for example due to sickness or caring for a dependent, they should report this using the normal absence procedure.

When providing remote learning, teachers are responsible for:

  • Setting work:

    • A minimum of 3 hours of provision for infant children and 4 hours provision for junior children.
    • This will include a balance of recorded teaching, live engagement and independent learning activities.
    • An English and Maths task will be set daily
    • Other subjects will be set in line with the curriculum planning for the year group and will cover the period of absence from school
    • Work needs to be accessible to parents at 9am each day via the google online learning platform for Years 2, 3, 4, 5 and 6. Years R and 1 will use Tapestry.
    • When year group attendance is split between home and school, teachers within the year group will liaise to ensure consistency, where possible, between the provision in school and at home.
  • Providing feedback on work:

    • Teachers will make pupils aware of the type of feedback to be provided for the tasks set. Some tasks will require a deeper level of feedback than others.
    • Work can be submitted electronically by pupils and feedback given. Feedback can be a written comment or through live verbal discussion.
    • Feedback will be provided in a timely manner and will be appropriate to the task set.
    • Keeping in touch with pupils who aren’t in school and their parents:
    • School generic year group email addresses will be used for direct communication between teachers and parents. All year group teachers will have access to emails received and sent.
    • Teachers will monitor pupil engagement with online learning and where there is a concern with regard to lack of engagement, the teacher will contact the parent. A record of this will be made on CPOMs.
    • Any complaints or concerns raised by parents must be shared with a senior member of staff.
    • Teachers will make weekly contact with vulnerable children who are not attending school to support their access to online learning and ensure their safety and well-being. A record of these contacts will be made on CPOMs.
    • The safeguarding policy will be applied appropriately for pupils working in school and at home.
    • Staff will be expected to respond in a timely manner to all communications received during the school working day.
  • Attending virtual meetings with staff, parents and pupils:

    • Dress code: the same expectation as in school.
    • Locations: avoid areas with background noise, ensure there is nothing inappropriate in the background (backgrounds should be a clear wall where possible) and also if the meeting is of a confidential nature then this must take place in an area that allows this to be maintained.

2.2 Support staff

  • All staff must be available between their normal school hours.
  • If they’re unable to work for any reason during this time, for example due to sickness or caring for a dependent, they should report this using the normal absence procedure as set out in the staff handbook.
  • During a period of isolation, a member of Progress Team will be in contact to set out expectations for working from home for that period. If necessary resources and equipment will be provided to individuals.

2.3 Subject leaders

Alongside their teaching responsibilities, subject leaders are responsible for:

  • Considering whether any aspects of the subject curriculum need to change to accommodate remote learning.
  • Monitoring the remote work set by teachers in their subject and offering support where necessary.
  • Alerting teachers to resources they can use to teach their subject remotely.

2.4 Senior leaders

  • Alongside any teaching responsibilities, Progress Team leaders are responsible for:Maintaining an oversight of the curriculum being delivered.
  • Overseeing a tracking system for participation and actions undertaken for those not taking part.
  • Monitoring the effectiveness of remote learning and supporting the continued development of provision through staff meetings, discussions with subject leaders, the sharing of high-quality resources.
  • Monitoring the security of remote learning systems, including data protection and safeguarding considerations.

2.5 Designated safeguarding leads

The DSLs are responsible for ensuring that safeguarding continues to remain in place and is monitored through CPOMS. The Safeguarding and Child Protection Policies and addendum should continue to be followed.

2.6 IT network manager

IT network manager is responsible for:

  • Fixing issues with systems used to set and collect work.
  • Helping staff and parents with any technical issues they’re experiencing.
  • Preparing devices for home use and ensuring appropriate loan agreements are signed.
  • Reviewing the security of remote learning systems and flagging any data protection breaches to the data protection officer.
  • Assisting pupils and parents with accessing the internet or devices.

2.7 Pupils and parents

Staff can expect pupils learning remotely to:

  • Complete work to the best of their ability and to hand it in via the agreed learning platform.
  • Seek help if they need it, from someone at home, teachers or teaching assistants.
  • Alert someone at home or school if they’re not able to complete work.

Staff can expect parents with children learning remotely to:

  • Make the school aware if their child is sick or otherwise can’t complete work.
  • Seek help from the school if they need it.
  • Inform the school if access to a device or data is a barrier to learning.
  • Be respectful when making any complaints or raising concerns with staff.

2.8 Governing body

The governing body is responsible for:

  • Monitoring the school’s approach to providing remote learning to ensure education remains as high quality as possible.
  • Ensuring that staff are certain that remote learning systems are appropriately secure, for both data protection and safeguarding purposes.

3. Who to contact

If staff have any questions or concerns about remote learning, they should contact the following individuals:

  • Issues in setting work – talk to the relevant subject leader or SENCo
  • Issues with behaviour – talk to the relevant year leader
  • Issues with IT – talk to IT network manager
  • Issues with their own workload or wellbeing – talk year leader or SLT
  • Concerns about data protection – talk to the data protection officer
  • Concerns about safeguarding – talk to the DSL

4. Data protection

4.1 Accessing personal data

All data can be accessed through remote working provided by Agile. This is a secure system managed with a 2 Factor Authentication (2FA) when accessing personal data for remote learning purposes, all staff members have access to this.

4.2 Processing personal data

Staff members may need to collect and/or share personal data such as email addresses as part of the remote learning system. As long as this processing is necessary for the school’s official functions, individuals won’t need to give permission for this to happen.

However, staff are reminded to collect and/or share as little personal data as possible online.

4.3 Keeping devices secure

All staff members will take appropriate steps to ensure their devices remain secure. This includes, but is not limited to:

  • Keeping the device password-protected – strong passwords are at least 8 characters, with a combination of upper and lower-case letters, numbers and special characters (e.g. asterisk or currency symbol)
  • Ensuring the hard drive is encrypted – this means if the device is lost or stolen, no one can access the files stored on the hard drive by attaching it to a new device
  • Making sure the device locks if left inactive for a period of time
  • Not sharing the device among family or friends

5. Safeguarding

Please refer to the Safeguarding and Child Protection policies.

6. Monitoring arrangements

This policy will be reviewed regularly when implemented by the Senior Leadership Team. It will be reviewed with the Governing Body during full governing body meetings.

7. Links with other policies

This policy is linked to our:

  • Behaviour policy
  • Safeguarding and Child Protection policies and coronavirus addendum to our child protection policy
  • Data protection policy and privacy notices
  • Home-school agreement
  • ICT and internet acceptable use policy
  • Online safety policy


Safeguarding Policy 2020

Warren Park Primary School Safeguarding Policy

This policy should be read in conjunction with the school’s Child Protection Policy and Staff Code of Conduct

Policy Statement

Safeguarding determines the actions that we take to keep children safe and protect them from harm in all aspects of their school life. As a school we are committed to safeguarding and promoting the welfare of all our pupils.

The actions that we take to prevent harm; to promote wellbeing; to create safe environments; to educate on rights, respect and responsibilities; to respond to specific issues and vulnerabilities all form part of the safeguarding responsibilities of the school. As such, this overarching policy will link to other policies which will provide more information and greater detail.


  • To provide staff with the framework to promote and safeguard the wellbeing of children and in so doing ensure they meet their statutory responsibilities.
  • To ensure consistent good practice across the school.
  • To demonstrate our commitment to protecting children.

Principles and Values

Safeguarding is everyone’s responsibility. As such it does not rest solely with the Designated Safeguarding Lead (DSL) and their deputies to take a lead responsibility in all the areas covered within this policy.

Some areas, such as Health and Safety, are a specialist area and a separate lead for this area is in place in the school.

Safeguarding processes are intended to put in place measures that minimise harm to children. There may be situations where gaps or deficiencies in the policies and processes we have in place will be highlighted. In these situations, a review will be carried out in order to identify learning and inform the policy, practice and culture of the school.

All pupils in our school are able to talk to any member of staff about situations or to share concerns which are causing them worries. The staff will listen to the pupil, take their worries seriously and share the information with the safeguarding lead.

In addition, we provide pupils with information on who they can talk to outside of school, both within the community and with local or national organisations that can provide support or help.

As a school, we review this policy at least annually in line with DfE, HSCP, HCC and any other relevant guidance.

Date Approved by Governing Body: 21/09/2020

Areas of Safeguarding

Within Keeping Children Safe in Education (2020) and the Ofsted inspection guidance (2019), there are a number of safeguarding areas directly highlighted or implied within the text.

These areas of safeguarding have been separated into issues that are emerging or high risk issues (part 1); those related to the pupils as an individual (part 2); other safeguarding issues affecting pupils (part 3); and those related to the running of the school (part 4).


Within this document:

Safeguarding’ is defined in the Children Act 2004 as protecting from maltreatment; preventing impairment of health and development; ensuring that children grow up with the provision of safe and effective care; and work in a way that gives the best life chances and transition to adult hood. Our safeguarding practice applies to every child.

The term Staff applies to all those working for or on behalf of the school, full time or part time, in either a paid or voluntary capacity. This also includes parent volunteers and Governors.

Child refers to all young people who have not yet reached their 18th birthday. On the whole, this will apply to pupils of our school; however, the policy will extend to visiting children and students from other establishments

Parent refers to birth parents and other adults in a parenting role for example adoptive parents, guardians, step parents and foster carers.

Key personnel

The designated safeguarding lead for the school is: Elizabeth Cooper

The deputy designated safeguarding leads are: Lynne Lofting, James Wood and Jane Taylor

Part 1 – High risk and emerging safeguarding issues

Contextual Safeguarding

All staff should be aware that safeguarding incidents and/or behaviours can be associated with factors outside the school and can occur between children outside of our school. All staff, but especially the designated and deputy safeguarding leads should consider whether children are at risk of abuse or exploitation in situations outside their families.

Risk and harm outside of the family can take a variety of different forms and children can be vulnerable to sexual exploitation, criminal exploitation, and serious youth violence in addition to other risks.

For us as a school, we will consider the various factors that have an interplay with the life of any pupil about whom we have concerns within the school and the level of influence that these factors have on their ability to be protected and remain free from harm particularly when it comes to child exploitation or criminal activity.

What life is like for a child outside the school gates, within the home, within the family and within the community are key considerations when the DSL is looking at any concerns.

Preventing Radicalisation and Extremism

The prevent duty requires that all staff are aware of the signs that a child may be vulnerable to radicalisation. The risks will need to be considered for political, environmental, animal rights, or faith based extremism that may lead to a child becoming radicalised. All staff have received Prevent awareness training in order that they can identify the signs of children being radicalised.

There is no single way of identifying whether a child is likely to be susceptible to an extremist ideology. Background factors combined with specific influences such as family and friends may contribute to a child’s vulnerability. Similarly, radicalisation can occur through many different methods, such as social media or the internet, and at different settings.

As part of the preventative process resilience to radicalisation will be built through the promotion of fundamental British values through the curriculum.

Any child who is considered vulnerable to radicalisation will be referred by the DSL to Hampshire children’s social care, where the concerns will be considered in the MASH process. If the police prevent officer considers the information to be indicating a level of risk a “channel panel” will be convened and the school will attend and support this process.

Gender based violence / Violence against women and girls

The government has a strategy looking at specific issues faced by women and girls. Within the context of this safeguarding policy the following sections are how we respond to violence against girls: female genital mutilation, forced marriage, honour-based violence and teenage relationship abuse all fall under this strategy.

Female Genital Mutilation (FGM)

FGM comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs for non-medical reasons. It has no health benefits and harms girls and women in many ways. It involves removing and damaging healthy and normal female genital tissue, and hence interferes with the natural function of girls’ and women’s bodies.

The age at which girls undergo FGM varies enormously according to the community. The procedure may be carried out when the girl is newborn, during childhood or adolescence, just before marriage or during the first pregnancy. However, the majority of cases of FGM are thought to take place between the ages of 5 and 8 and therefore girls within that age bracket are at a higher risk.

FGM is illegal in the UK.

On the 31 October 2015, it became mandatory for teachers to report known cases of FGM to the police. ‘Known’ cases are those where either a girl informs the person that an act of FGM – however described – has been carried out on her, or where the person observes physical signs on a girl appearing to show that an act of FGM has been carried out and the person has no reason to believe that the act was, or was part of, a surgical operation within section 1(2)(a) or (b) of the FGM Act. In these situations, the DSL and/or headteacher will be informed and the member of teaching staff must called the police to report suspicion that FGM has happened.

At no time will staff examine pupils to confirm concerns

For cases where it is believed that a girl may be vulnerable to FGM or there is a concern that she may be about to be genitally mutilated, the staff will inform the DSL who will report it as with any other child protection concern.

While FGM has a specific definition, there are other abusive cultural practices which can be considered harmful to women and girls. Breast ironing is one of five UN defined ‘forgotten crimes against women’. It is a practice whereby the breasts of girls typically aged 8-16 are pounded using tools such as spatulas, grinding stones, hot stones, and hammers to delay the appearance of puberty. This practice is considered to be abusive and should be referred to children’s social care.

Forced Marriage

In the case of children: ‘a forced marriage is a marriage in which one or both spouses

cannot consent to the marriage and duress is involved. Duress can include physical,

psychological, financial, sexual and emotional pressure.’ In developing countries 11% of girls are married before the age of 15.  One in 3 victims of forced marriage in the U.K. is under 18.

It is important that all members of staff recognise the presenting symptoms, how to respond if there are concerns and where to turn for advice.

Advice and help can be obtained nationally through the Forced Marriage Unit and locally through the local police safeguarding team or children’s social care.

Policies and practices in this school reflect the fact that while all members of staff, including teachers, have important responsibilities with regard to pupils who may be at risk of forced marriage, teachers and school leaders should not undertake roles in this regard that are most appropriately discharged by other children’s services professionals such as police officers or social workers.

Characteristics that may indicate forced marriage

While individual cases of forced marriage, and attempted forced marriage, are often very particular, they are likely to share a number of common and important characteristics, including:

  • an extended absence from school/college, including truancy;
  • a drop in performance or sudden signs of low motivation;
  • excessive parental restriction and control of movements;
  • a history of siblings leaving education to marry early;
  • poor performance, parental control of income and students being allowed only limited career choices;
  • evidence of self-harm, treatment for depression, attempted suicide, social isolation, eating disorders or substance abuse; and/or
  • evidence of family disputes/conflict, domestic violence/abuse or running away from home.

On their own, these characteristics may not indicate forced marriage. However, it is important to be satisfied that where these behaviours occur, they are not linked to forced marriage. It is also important to avoid making assumptions about an individual pupil’s circumstances or act on the basis of stereotyping. For example, an extended holiday may be taken for entirely legitimate reasons and may not necessarily represent a pretext for forced marriage.

Honour-Based Abuse

Honour-based abuse refers to a violent crime or incident which may have been committed to protect or defend the honour of the family or community.

It is often linked to family or community members who believe someone has brought shame to their family or community by doing something that is not in keeping with their unwritten rule of conduct. For example, honour-based abuse might be committed against people who:

  • become involved with a boyfriend or girlfriend from a different culture or religion
  • want to get out of an arranged marriage
  • want to get out of a forced marriage
  • wear clothes or take part in activities that might not be considered traditional within a particular culture
  • convert to a different faith from the family
  • are exploring their sexuality or identity

Women and girls are the most common victims of honour-based abuse however, it can also affect men and boys. Crimes of ‘honour’ do not always include violence. Crimes committed in the name of ‘honour’ might include:

  • domestic abuse
  • threats of violence
  • sexual or psychological abuse
  • forced marriage
  • being held against your will or taken somewhere you don’t want to go
  • assault

All forms of honour-based abuse are abusive (regardless of the motivation) and should be handled and escalated as such. If staff believe that a pupil is at risk from honour based abuse, they will report to the DSL who will follow the usual safeguarding referral process; however, if it is clear that a crime has been committed or the pupil is at immediate risk, the police will be contacted in the first instance. It is important that, if honour based abuse is known or suspected, communities and family members are NOT spoken to prior to referral to the police or social care as this could increase risk to the child.

Teenage Relationship Abuse

Relationship abuse can take place at any age, and describes unacceptable behaviour between two people who are in a relationship. It can take place in relationships of any sexual orientation and the victim and abuser can be any sexual orientation.

Research has shown that teenagers do not always understand what may constitute abusive and controlling behaviours, e.g. checking someone’s ‘phone, telling them what to wear, who they can/can’t see or speak to or coercing them to engage in activities they are not comfortable with. The government campaign “disrespect nobody” provides other examples of abusive behaviour within a relationship.

This lack of understanding can lead to these abusive behaviours feeling ‘normal’ and therefore left unchallenged, as they are not recognised as being abusive.

In response to these research findings, the school will provide education to help prevent teenagers from becoming victims and perpetrators of abusive relationships, by encouraging them to rethink their views of violence, abuse and controlling behaviours, and understand what consent means within their relationships. This will form part of the school’s curriculum content in respect of Relationship Education.

If the school has concerns about a child in respect of relationship abuse, it will report those concerns in line with procedures to the appropriate authorities as a safeguarding concern, a crime or both.

Sexual Violence and Sexual Harassment Between Children

Sexual violence and sexual harassment can occur between two children of any age and sex. It can also occur through a group of children sexually assaulting or sexually harassing a single child or group of children.

Within our school all staff are made aware of what sexual violence and sexual harassment might look like and what to do if they have a concern or receive a report. Whilst any report of sexual violence or sexual harassment should be taken seriously, staff are aware it is more likely that girls will be the victims of sexual violence and sexual harassment and more likely it will be perpetrated by boys. This pattern of prevalence will not, however, be an obstacle to ALL concerns being treated seriously.

We are clear that sexual violence and sexual harassment is not acceptable, will never be tolerated and is not an inevitable part of growing up. It cannot be described as ‘banter’, ‘having a laugh’ or ‘boys being boys’.

We will also take seriously any sharing of sexual images (photos, pictures or drawings) and videos; sexual jokes, comments or taunting either in person or on social media; or on-line sexual harassment.

Within the child protection policy, there is a clear procedure for how we deal with situations where sexual assaults or behaviour considered criminal between children has taken place.

We will follow the “Sexual violence and sexual harassment between children in schools and colleges” advice provided by the DfE.

We will challenge all contact behaviours that have a sexual nature to them such as pushing or rubbing against, grabbing bottoms, breasts or genitals, pinging or flicking bras, lifting skirts or pulling down trousers and impose appropriate levels of disciplinary action, to be clear that these behaviours are not tolerated or acceptable. Support will be provided to victims of sexual violence and sexual harassment and we will ensure that they are kept safe.


In 2019 the Voyeurism Offences Act came into force and made the practice of upskirting illegal.

Upskirting is defined as someone taking a picture under another person’s clothing without their knowledge, with the intention of viewing their genitals or buttocks, with or without underwear. The intent of upskirting is to gain sexual gratification or to cause the victim humiliation, distress or alarm. It is a criminal offence. Anyone of any gender, can be a victim.

If staff become aware that upskirting has occurred, this will be treated as a sexual offence and reported accordingly to the DSL and onwards to the police.

Behaviours that would be considered as sexual harassment which may be pre-cursors to upskirting, such as the use of reflective surfaces or mirrors to view underwear or genitals, will not be tolerated and the school will respond to these with appropriate disciplinary action and education.

Pupils who place themselves in positions that could allow them to view underwear, genitals or buttocks, will be moved on. Repeat offenders will be disciplined. These locations could include stairwells, under upper floor walkways, outside changing areas and toilets or sitting on the floor or laying down in corridors.

If technology that is designed for covert placement and could be used to take upskirting or indecent images is discovered in the school, it will be confiscated. If the technology is in location and potentially may have captured images, this will be reported to the police and left in situ so that appropriate forensic measures may be taken to gather evidence.

Any confiscated technology will be passed to the headteacher to make a decision about what happens to the items. This will be carried out under the principles set out in the government guidance on searching, screening and confiscation

If the image is taken on a mobile phone, the phone will be confiscated under the same principles. This may need to be passed to the police for them to investigate, if there is evidence that a crime has been committed.

The Trigger Trio

The term ‘Trigger Trio’ has replaced the previous phrase ‘Toxic Trio’ which was used to describe the issues of domestic violence, mental ill-health and substance misuse which have been identified as common features of families where harm to adults and children has occurred.

The above are viewed as indicators of increased risk of harm to children and young people. In an analysis of Serious Cases Reviews undertaken by Ofsted in 2011, they found that in nearly 75% of these cases two or more of the issues were present.

These factors will have a contextual impact on the safeguarding of children and young people.

Domestic Abuse

Domestic abuse is any incident or pattern of incidents of controlling, coercive or threatening behaviour, violence or abuse between those aged 16 or over who are or have been intimate partners or family members regardless of gender or sexuality. This can encompass, but is not limited to, the following types of abuse:

  • Psychological
  • Physical
  • Sexual
  • Financial

Controlling behaviour is a range of acts designed to make a person subordinate and/or dependent by isolating them from sources of support, exploiting their resources and capacities for personal gain, depriving them of the means needed for independence, resistance and escape and regulating their everyday behaviour.

Coercive behaviour is an act or a pattern of acts of assault, threats, humiliation and intimidation or other abuse that is used to harm, punish, or frighten their victim.

Research indicates that living within a home where domestic abuse takes place is harmful to children and can have a serious impact on their behaviour, wellbeing and understanding of what constitutes a normal relationship.

Children witnessing domestic abuse is recognised as ‘significant harm’ in law.  These children may become aggressive; display anti-social behaviours; suffer from depression or anxiety; or fail to reach their educational potential.

Indicators that a child is living within a relationship with domestic abuse may include:

  • being withdrawn
  • suddenly behaving differently
  • anxiety
  • being clingy
  • depression
  • aggression
  • problems sleeping
  • eating disorders
  • bed wetting
  • soiling clothes
  • excessive risk taking
  • missing school
  • changes in eating habits
  • obsessive behaviour
  • experiencing nightmares
  • taking drugs
  • use of alcohol
  • self-harm
  • thoughts about suicide

These behaviours themselves do not indicate that a child is living with domestic abuse but should be considered as indicators that this may be the case.

If staff believe that a child is living with domestic abuse, this will be reported to the DSL for referral, to be considered by children’s social care.

Parental mental health

The term ‘mental ill health’ is used to cover a wide range of conditions, from eating disorders, mild depression and anxiety to psychotic illnesses such as schizophrenia or bipolar disorder. Parental mental illness does not necessarily have an adverse impact on a child’s developmental needs, but it is essential to always assess its implications for each child in the family. It is essential that the diagnosis of a parent’s/carer’s mental health is not seen as defining the level of risk. Similarly, the absence of a diagnosis does not equate to there being little or no risk.

For children, the impact of poor parental mental health can include:

  • The parent’s/carer’s needs or illnesses taking precedence over the child’s needs
  • The child’s physical and emotional needs being neglected
  • The child acting as a young carer for a parent or a sibling
  • The child having restricted social and recreational activities
  • The child finding it difficult to concentrate, potentially having an impact on educational achievement
  • The child missing school regularly as (s)he is being kept home as a companion for a parent/carer
  • The child adopting paranoid or suspicious behaviour as they believe their parent’s delusions
  • Witnessing self-harming behaviour and suicide attempts (including attempts that involve the child)
  • Obsessional compulsive behaviours involving the child.

If staff become aware of any of the above indicators, or others that suggest a child is suffering due to parental mental health, the information will be shared with the DSL to consider a referral to children’s social care.

Parental Substance misuse

Substance misuse applies to the misuse of alcohol as well as ‘problem drug use’, defined by the Advisory Council on the Misuse of Drugs as drug use which has: ‘serious negative consequences of a physical, psychological, social and interpersonal, financial or legal nature for users and those around them.

Parental substance misuse of drugs or alcohol becomes relevant to child protection when substance misuse and personal circumstances indicate that their parenting capacity is likely to be seriously impaired or that undue caring responsibilities are likely to be falling on a child in the family.

For children, the impact of parental substance misuse can include:

  • Inadequate food, heat and clothing for children (family finances used to fund adult’s dependency)
  • Lack of engagement or interest from parents in their development, education or wellbeing
  • Behavioural difficulties- inappropriate display of sexual and/or aggressive behaviour
  • Bullying (including due to poor physical appearance)
  • Isolation – finding it hard to socialise, make friends or invite them home
  • Tiredness or lack of concentration
  • Child talking of or bringing into school drugs or related paraphernalia
  • Injuries /accidents (due to inadequate adult supervision )
  • Taking on a caring role
  • Continued poor academic performance including difficulties completing homework on time
  • Poor attendance or late arrival.

These behaviours themselves do not indicate that a child’s parent is misusing substances but should be considered as indicators that this may be the case.

If staff believe that a child is living with parental substance misuse, this will be reported to the designated safeguarding lead for referral to children’s social care to be considered.

Missing, Exploited and Trafficked Children (MET)

Within Hampshire, the acronym MET is used to identify all children who are missing; believed to be at risk of or being exploited; or who are at risk of or are being trafficked. Given the close links between all these issues, there has been a considered response to view them as potentially linked, so that cross over of risk is not missed.

Children Missing from Education

Patterns of children missing education can be an indicator of either abuse or safeguarding risks. A relatively short length of time a child is missing does not reduce risk of harm to that child, and all absence or non-attendance should be considered with other known factors or concerns.

DSL’s and staff should consider:

Missing lessons: Are there patterns in the lessons that are being missed? Is this more than avoidance of a subject or a teacher? Does the child remain on the school site or are they absent from the site?

  • Is the child being exploited during this time?
  • Are they late because of a caring responsibility?
  • Have they been directly or indirectly affected by substance misuse?
  • Are other pupils routinely missing the same lessons and does this raise other risks or concerns?
  • Is the lesson being missed one that would cause bruising or injuries to become visible?

Single missing days: Is there a pattern in the day missed? Is it before or after the weekend suggesting the child is away from the area? Are there specific lessons or members of staff on these days? Is the parent informing the school of the absence on the day? Are missing days reported back to parents to confirm their awareness?

  • Is the child being sexually exploited during this day?
  • Do the parents appear to be aware and are they condoning the behaviour?
  • Are the pupil’s peers making comments or suggestions as to where the pupil is?
  • Can the parent be contacted and made aware?

Continuous missing days: Has the school been able to make contact with the parent? Is medical evidence being provided? Are siblings attending school (either our or local schools)?

  • Did we have any concerns about radicalisation, FGM, forced marriage, honour- based violence, sexual exploitation?
  • Have we had any concerns about physical or sexual abuse?
  • Does the parent have any known medical needs? Is the child safe?

The school will view absence as both a safeguarding issue and an educational outcomes issue. The school may take steps that could result in legal action for attendance, or a referral to children’s social care, or both.

Children Missing from Home or Care

It is known that children who go missing are at risk of suffering significant harm, and there are specific risks around children running away and the risk of sexual exploitation.

The Hampshire Police Force, as the lead agency for investigating and finding missing children, will respond to children going missing based on on-going risk assessments in line with current guidance.

The police definition of ‘missing’ is: “Anyone whose whereabouts cannot be established will be considered as missing until located, and their well-being or otherwise confirmed.”

Various categories of risk should be considered and Hampshire Local Safeguarding Children’s Partnership provides further guidance:

Local authorities have safeguarding duties in relation to children missing from home and should work with the police to risk assess and analyse data for patterns that indicate particular concerns and risks.

The police will prioritise all incidents of missing children as medium or high risk. Where a child is recorded as being absent, the details will be recorded by the police, who will also agree review times and any on-going actions with person reporting.

A missing child incident would be prioritised as ‘high risk’ where:

  • the risk posed is immediate and there are substantial grounds for believing that the child is in danger through their own vulnerability; or
  • the child may have been the victim of a serious crime; or
  • the risk posed is immediate and there are substantial grounds for believing that the public is in danger.

The high-risk category requires the immediate deployment of police resources.

 Authorities need to be alert to the risk of sexual exploitation or involvement in drugs, gangs or criminal activity, trafficking and aware of local “hot spots” as well as concerns about any individuals with whom children runaway.

Child protection procedures must be initiated in collaboration with children’s social care services whenever there are concerns that a child who is missing may be suffering, or likely to suffer, significant harm.

Within any case of children who are missing both push and pull factors will need to be considered.

Push factors include:

  • Conflict with parents/carers
  • Feeling powerless
  • Being bullied/abused
  • Being unhappy/not being listened to
  • The Trigger Trio

Pull factors include:

  • Wanting to be with family/friends
  • Drugs, money and any exchangeable item
  • Peer pressure
  • For those who have been trafficked into the United Kingdom as unaccompanied asylum-seeking children, there will be pressure to make contact with their trafficker.

We will inform all parents of children who are absent (unless the parent has informed us). If the parent is also unaware of the location of their child, and the definition of missing is met, we will either support the parent to contact the police to inform them or do so ourselves with urgency.

Child Sexual Exploitation (CSE)

Child sexual exploitation is a form of child sexual abuse. It occurs when an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. CSE does not always involve physical contact; it can also occur through the use of technology. CSE can affect any child or young person (male or female) under the age of 18 years, including 16- and 17-year olds who can legally consent to have sex. It can include both contact (penetrative and non-penetrative acts) and non-contact sexual activity and may occur without the child or young person’s immediate knowledge (e.g. through others copying videos or images they have created and posted on social media). (definition from KCSiE 2020)

  • Exploitation can be isolated (one-on-one) or organised group/criminal activity
  • There can be a big age gap between victim and perpetrator, but it can also be peer-on-peer
  • Boys can be targeted just as easily as girls – this is not gender specific
  • Perpetrators can be women and not just men
  • Exploitation can be between males and females or between the same genders
  • Children with learning difficulties can be particularly vulnerable to exploitation as can children from particular groups, e.g. looked after children, young carers, children who have a history of physical, sexual emotional abuse or neglect or mental health problems; children who use drugs or alcohol, children who go missing from home or school, children involved in crime, children with parents/carers who have mental health problems, learning difficulties/other issues, children who associate with other children involved in exploitation. However, it is important to recognise that any child can be targeted

Indicators a child may be at risk of CSE include:

  • going missing for periods of time or regularly coming home late;
  • regularly missing school or education or not taking part in education;
  • appearing with unexplained gifts or new possessions;
  • associating with other young people involved in exploitation;
  • having older boyfriends or girlfriends;
  • suffering from sexually transmitted infections or becomes pregnant;
  • mood swings or changes in emotional wellbeing;
  • drug and alcohol misuse;
  • displaying inappropriate sexualised behaviour.

CSE can happen to a child of any age, gender, ability or social status. Often the victim of CSE is not aware that they are being exploited and do not see themselves as a victim.

We educate all staff in the signs and indicators of sexual exploitation. We use the child exploitation risk assessment form (CERAF) and associated guidance from the Hampshire Safeguarding Children Partnership to identify pupils who are at risk; the DSL will share this information as appropriate with children’s social care.

We recognise that we may have information or intelligence that could be used to both protect children and prevent risk. Any relevant information that we have will be shared on the community partnership information (CPI) form which can be downloaded from

Child Criminal Exploitation (including county lines)

Child Criminal Exploitation (CCE) is defined as:- ‘where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child or young person under the age of 18 into any criminal activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial or other advantage of the perpetrator or facilitator and/or (c) through violence or threat of violence. The victim may have been criminally exploited even if the activity appears consensual. Child Criminal Exploitation does not always involve physical contact, it can occur through the use of technology’

The exploitation of children and young people for crime is not a new phenomenon as evidenced by Fagan’s gang in Charles Dickens book, Oliver Twist. Children under the age of criminal responsibility, or young people who have increased vulnerability due to push:pull factors who are manipulated, coerced or forced into criminal activity provide opportunity for criminals to distance themselves from crime.

A current trend in criminal exploitation of children and young people is ‘county lines’ which refer to a ‘phone line through which drug deals can be made. An order is placed on the number and typically a young person will deliver the drugs to the specified address and collect the money for the deal. These lines are owned and managed by organised crime gangs, often from larger cities, who are expanding their markets into rural areas. Children are often recruited to move drugs and money between locations and are known to be exposed to techniques such as ‘plugging’, where drugs are concealed internally to avoid detection. Children can easily become trapped by this type of exploitation, as county lines gangs create drug debts and can threaten serious violence and kidnap towards victims (and their families) if they attempt to leave the county lines network.

Indicators that a child may be criminally exploited include:

  • Increase in Missing episodes – particular key as children can be missing for days and drug run in other counties
  • Having unexplained amounts of money, new high cost items and multiple mobile phones
  • Increased social media and phone/text use, almost always secretly
  • Older males in particular seen to be hanging around and driving
  • Having injuries that are unexplained and being unwilling to have them  looked at
  • Increase in aggression, violence and fighting
  • Carrying weapons – knives, baseball bats, hammers, acid
  • Travel receipts that are unexplained
  • Significant missing from education and disengaging from previous positive peer groups
  • Association with other young people involved in exploitation
  • Children who misuse drugs and alcohol
  • Parent concerns and significant changes in behaviour that affect emotional wellbeing

We will treat any child who may be criminally exploited as a victim in the first instance and using the CERAF form and guidance in our referal to children’s social care. If a referral to the police is also required, as crimes have been committed on the school premises, these will also be made.

If there is information or intelligence about child criminal exploitation, we will report this to the police via the community partnership information form.

Serious Violence

Serious violence is becoming a factor for those who are involved in criminal exploitation. It can also be an indication of gang involvement and criminal activity.

All staff will be made aware of indicators, which may signal that pupils, or members of their families, are at risk from or involved with serious violent crime.

These indications can include but are not limited to: increased absence from school; a change in friendships or relationships with older individuals or groups; a significant decline in performance; signs of self-harm; significant change in wellbeing; signs of assault; unexplained injuries; unexplained gifts and/or new possessions; possession of weapons.

We have a duty to not only prevent the individual from engaging in criminal activity, but also to safeguard others who may be harmed by their actions.

We will report concerns of serious violence to police and social care.

If there is information or intelligence about potential serious violence, we will report this to the police via the community partnership information form.

Trafficked Children and modern slavery

Human trafficking is defined by the UNHCR in respect of children as a process that is a combination of:

  • Movement (including within the UK)
  • Control, through harm / threat of harm or fraud
  • For the purpose of exploitation

Any child transported for exploitative reasons is considered to be a trafficking victim.

There is significant evidence that children (both of UK and other citizenship) are being trafficked internally within the UK and this is regarded as a more common form of trafficking in the UK.

There are a number of indicators which suggest that a  child may have been trafficked into the UK,  and  may  still  be  controlled  by  the  traffickers  or  receiving adults.

These are as follows:

  • Shows signs of physical or sexual abuse, and/or has contracted a sexually transmitted infection or has an unwanted pregnancy
  • Has a history of going missing and unexplained moves
  • Is required to earn a minimum amount of money every day
  • Works in various locations
  • Has limited freedom of movement
  • Appears to be missing for periods
  • Is known to beg for money
  • Is being cared for by adult/s who are not their parents and the quality of the relationship between the child and their adult carers is not good
  • Is one among a number of unrelated children found at one address
  • Has not been registered with or attended a GP practice
  • Is excessively afraid of being deported.

For those children who are internally trafficked within the UK indicators include:

  • hysical symptoms (bruising indicating either physical or sexual assault)
  • Prevalence of a sexually transmitted infection or unwanted pregnancy
  • Reports from reliable sources suggesting the likelihood of involvement in sexual exploitation/the child has been seen in places known to be used for sexual exploitation
  • Evidence of drug, alcohol or substance misuse
  • Being in the community in clothing unusual for a child i.e. inappropriate for age, or borrowing clothing from older people
  • Relationship with a significantly older partner
  • Accounts of social activities, expensive clothes, mobile phones or other possessions with no plausible explanation of the source of necessary funding
  • Persistently missing, staying out overnight or returning late with no plausible explanation
  • Returning after having been missing, looking well cared for despite having not been at home
  • Having keys to premises other than those known about
  • Low self- image, low self-esteem, self-harming behaviour including cutting, overdosing, eating disorder, promiscuity
  • Truancy / disengagement with education
  • Entering or leaving vehicles driven by unknown adults
  • Going missing and being found in areas where the child or young person has no known links; and/or
  • Possible inappropriate use of the internet and forming on-line relationships,particularly with adults.

These behaviours themselves do not indicate that a child is being trafficked but should be considered as indicators that this may be the case.

When considering modern slavery, there is a perception that this is taking place overseas. The government estimates that tens of thousands of slaves are in the UK today.

Young people being forced to work in restaurants, nail bars, car washes and harvesting fruit, vegetables or other foods may have all been slaves ‘hiding in plain sight’ within the U.K and rescued from slavery. Other forms of slavery such as sex slaves or household slaves are more hidden but have also been rescued within the UK.

If staff believe that a child is being trafficked or is a slave, this will be reported to the designated safeguarding lead for referral to be considered to children’s social care.


Technological hardware and software is developing continuously with an increase in functionality of devices that people use. The majority of children use online tools to communicate with others locally, nationally and internationally.   Access to the Internet and other tools that technology provides is an invaluable way of finding, sharing and communicating information.  While technology itself is not harmful, it can be used by others to make children vulnerable and to abuse them.

Online Safety and Social Media

With the current speed of on-line change, some parents and carers have only a limited understanding of online risks and issues. Parents may underestimate how often their children come across potentially harmful and inappropriate material on the internet and may be unsure about how to respond.  Some of the risks could be:

  • unwanted contact
  • grooming
  • online bullying including sexting
  • digital footprint

The school will therefore seek to provide information and awareness to both pupils and their parents through:

  • Acceptable use agreements for children, teachers, parents/carers and governors
  • Curriculum activities involving raising awareness around staying safe online
  • Information included in letters, newsletters, web site, VLE
  • Parents evenings / sessions
  • High profile events / campaigns e.g. Safer Internet Day
  • Building awareness around information that is held on relevant web sites and or publications


Central to the school’s anti-bullying policy is the principle that ‘bullying is always unacceptable’ and that ‘all pupils have a right not to be bullied’.

The school also recognises that it must take note of bullying perpetrated outside school which has an impact within the school; therefore once aware we will respond to any cyber-bullying carried out by pupils when they are away from the site.

Cyber-bullying is defined as ‘an aggressive, intentional act carried out by a group or individual using electronic forms of contact repeatedly over time against a victim who cannot easily defend himself/herself.’

By cyber-bullying, we mean bullying by electronic media:

  • Bullying by texts or messages or calls on mobile ‘phones
  • The use of mobile ‘phone cameras to cause distress, fear or humiliation
  • Posting threatening, abusive, defamatory or humiliating material on websites, to include blogs, personal websites, social networking sites
  • Using e-mail to message others
  • Hijacking/cloning e-mail accounts
  • Making threatening, abusive, defamatory or humiliating remarks in on-line forums

Cyber-bullying may be at a level where it is criminal in character. It is unlawful to disseminate defamatory information in any media including internet sites.

Section 127 of the Communications Act 2003 makes it an offence to send, by public means of a public electronic communications network, a message or other matter that is grossly offensive or one of an indecent, obscene or menacing character.

The Protection from Harassment Act 1997 makes it an offence to knowingly pursue any course of conduct amounting to harassment.

If we become aware of any incidents of cyberbullying, we will need to consider each case individually as to any criminal act that may have been committed. The school will pass on information to the police if it feels that it is appropriate or is required to do so.


‘Sexting’ often refers to the sharing of naked or ‘nude’ pictures or video through mobile phones and/or the internet. It also includes underwear shots, sexual poses and explicit text messaging.

While sexting often takes place in a consensual relationship between two young people, the use of sexted images in revenge following a relationship breakdown is becoming more commonplace. Sexting can also be used as a form of sexual exploitation and take place between strangers.

As the average age of first smartphone or camera enabled tablet is 6 years old, sexting is an issue that requires awareness raising across all ages.

The school will use age appropriate educational material to raise awareness, to promote safety and deal with pressure. Parents should be aware that they can come to the school for advice.


Online gaming is an activity in which the majority of children and many adults get involved.  The school will raise awareness:

  • By talking to parents and carers about the games their children play and help them identify whether they are appropriate
  • By supporting parents in identifying the most effective way to safeguard their children by using parental controls and child safety mode
  • By talking to parents about setting boundaries and time limits when games are played
  • By highlighting relevant resources.

Online reputation

Online reputation is the opinion others get of a person when they encounter them on-line.  It is formed by posts, photos that have been uploaded and comments made by others on people’s profiles.  It is important that children and staff are aware that anything that is posted could influence their future professional reputation.  The majority of organisations and work establishments now check digital footprint before considering applications for positions or places on courses.


On-line grooming is the process by which one person with an inappropriate sexual interest in children will approach a child on-line, with the intention of developing a relationship with that child, to be able to meet them in person and intentionally cause harm.

The school will build awareness amongst children and parents about ensuring that the child:

  • Only has friends on-line that they know in real life
  • Is aware that if they communicate with somebody that they have met on-line, that relationship should stay on-line.

That the school will support parents to:

  • Recognise the signs of grooming
  • Have regular conversations with their children about on-line activity and how to stay safe on-line

The school will raise awareness by:

  • Include awareness around grooming as part of their curriculum
  • Identifying with parents and children how they can be safeguarded against grooming.

Part 2 – Safeguarding issues relating to individual pupil needs


We recognise that being homeless or being at risk of becoming homeless presents a real risk to a child’s welfare. The impact of losing a place of safety and security can affect a child’s behaviour and attachments.

In line with the Homelessness Reduction Act 2017, this school will promote links into the Local Housing Authority for the parent or care giver in order to raise/progress concerns at the earliest opportunity.

We recognises that whilst referrals and/or discussion with the Local Housing Authority should be progressed as appropriate, this does not, and should not, replace a referral into children’s social care where a child has been harmed or is at risk of harm.

Children & the Court System

We recognise that children are sometimes required to give evidence in criminal courts, either for crimes committed against them or for crimes they have witnessed. We know that this can be a stressful experience and therefore the school will aim to support children through this process.

Along with pastoral support, the school will use age-appropriate materials published by HM Courts and Tribunals Services (2017) that explain to children what it means to be a witness, how to give evidence and the help they can access.

We recognise that making child arrangements via the family courts following separation can be stressful and entrench conflict in families. This can be stressful for children.  This school will support children going through this process.

Alongside pastoral support this school will use online materials published by The Ministry of Justice (2018) which offers children information & advice on the dispute resolution service.

These materials will also be offered to parents and carers if appropriate.

Children with family members in prison

Children who have a family member in prison are at greater risk of poor outcomes including poverty, stigma, isolation and poor mental health.

This school aims to:

  • understand and respect the child’s wishes

We will respect the child’s wishes about sharing information.  If other children become aware, the school will be vigilante to potential bullying or harassment

  • keep as much contact as possible with the parent/caregiver

We will maintain good links with the remaining caregiver in order to foresee and manage any developing problems. Following discussions, we will develop appropriate systems for keeping the imprisoned caregiver updates about their child’s education.

  • be sensitive in lessons

This school will consider the needs of any child with an imprisoned parent/caregiver during lesson planning.

  • Provide extra support

We recognise that having a parent in prison can attach a real stigma to a child, particularly if the crime is known and serious. We will provide support and mentoring to help a child work through their feelings on the issue.

Alongside pastoral care the school will use the resources provided by the National Information Centre on Children of Offender in order to support and mentor children in these circumstances.

Pupils with medical conditions (in school)

There is a separate policy outlining the school’s position on this.

We will make ensure that sufficient staff are trained to support any pupil with a medical condition.

All relevant staff will be made aware of the condition to support the child and be aware of medical needs and risks to the child.

An individual healthcare plan may be put in place to support the child and their medical needs.

Pupils with medical conditions (out of school)

There will be occasions when children are temporarily unable to attend our school on a full-time basis because of their medical needs.  These children and young people are likely to be:

  • children and young people suffering from long-term illnesses
  • children and young people with long-term post-operative or post-injury recovery periods
  • children and young people with long-term mental health problems (emotionally vulnerable).

Where it is clear that an absence will be for more than 15 continuous school days, the Education and Inclusion branch of Children Services will be contacted to advise on the pupil’s education.

Special educational needs and disabilities

Children who have special educational needs and/or disabilities can have additional vulnerabilities when recognising abuse and neglect. These can include:

  • Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration
  • The potential for a disproportionate impact on children with SEND, for example by behaviours such as bullying, without outwardly showing any signs
  • Communication barriers and difficulties in overcoming these barriers
  • Having fewer outside contacts than other children
  • Receiving intimate care from a considerable number of carers, which may increase the risk of exposure to abusive behaviour and make it more difficult to set and maintain physical boundaries
  • Having an impaired capacity to resist or avoid abuse
  • Having communication difficulties that may make it difficult to tell others what is happening
  • Being inhibited about complaining for fear of losing services
  • Being especially vulnerable to bullying and intimidation
  • Being more vulnerable than other children to abuse by their peers.

We will respond to this by:

  • Making it common practice to enable disabled children to make their wishes and feelings known in respect of their care and treatment
  • Ensuring t disabled children receive appropriate personal, health and social education (including sex education)
  • Ensuring disabled children know how to raise concerns and give them access to a range of adults with whom they can communicate. This could mean using interpreters and facilitators who are skilled in using the child’s preferred method of communication
  • Recognising and utilising key sources of support including staff in schools, friends and family members where appropriate
  • Developing the safe support services that families want, and a culture of openness and joint working with parents and carers on the part of services
  • Ensuring that guidance on good practice is in place and being followed in relation to: intimate care; working with children of the opposite sex; managing behaviour that challenges families and services; issues around consent to treatment; anti-bullying and inclusion strategies; sexuality and safe sexual behaviour among young people; monitoring and challenging placement arrangements for young people living away from home.

Intimate and personal care

‘Intimate Care’ can be defined as care tasks of an intimate nature, associated with bodily functions, bodily products and personal hygiene, which demand direct or indirect contact with, or exposure of, the sexual parts of the body. The Intimate Care tasks specifically identified as relevant include:

  • Dressing and undressing (underwear)
  • Helping someone use the toilet
  • Changing continence pads (faeces/urine)
  • Bathing / showering
  • Washing intimate parts of the body
  • Changing sanitary wear
  • Inserting suppositories
  • Giving enemas
  • Inserting and monitoring pessaries.

‘Personal Care’ involves touching another person, although the nature of this touching is more socially acceptable. These tasks do not invade conventional personal, private or social space to the same extent as Intimate Care.

Those Personal Care tasks specifically identified as relevant here include:

  • Skin care/applying external medication
  • Feeding
  • Administering oral medication
  • Hair care
  • Dressing and undressing (clothing)
  • Washing non-intimate body parts
  • Prompting to go to the toilet.

Personal Care encompasses those areas of physical and medical care that most people carry out for themselves but which some are unable to do because of disability or medical need. Children and young people may require help with eating, drinking, washing, dressing and toileting.

Where Intimate Care is required, we will follow the following principles:

    1. Involve the child in the intimate care
      Try to encourage a child’s independence as far as possible in his or her intimate care. Where a situation renders a child fully dependent, talk about what is going to be done and give choices where possible. Check your practice by asking the child or parent about any preferences while carrying out the intimate care.
    2. Treat every child with dignity and respect and ensure privacy appropriate to the child’s age and situation.
      Staff can administer intimate care alone however we will be aware of the potential safeguarding issues for the child and member of staff. Care should be taken to ensure adequate supervision primarily to safeguard the child but also to protect the staff member from potential risk.
    3. Be aware of your own limitations
      Only carry out activities you understand and with which you feel competent. If in doubt, ASK. Some procedures must only be carried out by members of staff who have been formally trained and assessed.
    4. Promote positive self-esteem and body image
      Confident, self-assured children who feel their body belongs to them are less vulnerable to sexual abuse. The approach you take to intimate care can convey lots of messages to a child about their body worth. Your attitude to a child’s intimate care is important. Keeping in mind the child’s age, routine care can be both efficient and relaxed.
    5. If you have any concerns you must report them. If you observe any unusual markings, discolouration or swelling, report it immediately to the designated practitioner for child protection.
      If a child is accidentally hurt during the intimate care or misunderstands or misinterprets something, reassure the child, ensure their safety and report the incident immediately to the DSL. Report and record any unusual emotional or behavioural response by the child. A written record of concerns must be made available to parents and kept in the child’s child protection record.
    6. Helping through communication
      There is careful communication with each child who needs help with intimate care in line with their preferred means of communication (verbal, symbolic, etc.) to discuss the child’s needs and preferences. The child is aware of each procedure that is carried out and the reasons for it.
    7. Support to achieve the highest level of autonomy
      As a basic principle, children will be supported to achieve the highest level of autonomy that is possible given their age and abilities. Staff will encourage each child to do as much for themselves as they can. This may mean, for example, giving the child responsibility for washing themselves. Individual intimate care plans will be drawn up for particular children as appropriate to suit the circumstances of the child. These plans include a full risk assessment to address issues such as moving and handling, personal safety of the child and the carer and health.

Fabricated or induced illness

There are three main ways that a parent/carer could fabricate or induce illness in a child. These are not mutually exclusive and include:

  • fabrication of signs and symptoms. This may include fabrication of past medical history
  • fabrication of signs and symptoms and falsification of hospital charts and records, and specimens of bodily fluids. This may also include falsification of letters and documents
  • induction of illness by a variety of means.

If we are concerned that a child may be suffering from fabricated or induced illness, we will inform children’s social care.

Mental Health

Form tutors and class teachers see their pupils day in, day out. They know them well and are well placed to spot changes in behaviour that might indicate an emerging problem with the mental health and emotional wellbeing of pupils. All staff should also be aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.

The balance between the risk and protective factors is most likely to be disrupted when difficult events happen in pupils’ lives. These include:

  • loss or separation – resulting from death, parental separation, divorce, hospitalisation, loss of friendships (especially in adolescence), family conflict or breakdown that results in the child having to live elsewhere, being taken into care or adopted
  • life changes – such as the birth of a sibling, moving house or changing schools or during transition from primary to secondary school, or secondary school to sixth form
  • traumatic events such as abuse, domestic violence, bullying, violence, accidents, injuries or natural disaster.

When concerns are identified, school staff will provide opportunities for the child to talk or receive support within the school environment. Parents will be informed of the concerns and a shared way to support the child will be discussed.

Where the needs require additional professional support, referrals will be made to the appropriate team or service with the appropriate agreement.

If staff have a mental health concern about a child that is also a safeguarding concern, they will take immediate action, raising the issue with the designated safeguarding lead or a deputy.

Part 3 – Other safeguarding issues that may potentially have an impact on pupils


The school has a separate anti-bullying policy.

Prejudice-based abuse

[this can be covered within the bullying policy statement above, if your bullying policy has explicit mention of racist, sexist, disability, homophobic, transphobic and religious based abuse.]

Prejudice-based abuse or hate crime is any criminal offence which is perceived by the victim or any other person to be motivated by a hostility or prejudice-based on a person’s real or perceived:

  • Disability
  • Race
  • Religion
  • Gender identity
  • Sexual orientation

Although this sort of crime is collectively known as ‘Hate Crime’ the offender does not have to go as far as being motivated by ‘hate’, they only have to exhibit ‘hostility’.

This can be evidenced by:

  • threatened or actual physical assault
  • derogatory name calling, insults, for example racist jokes or homophobic language
  • hate graffiti (e.g. on school furniture, walls or books)
  • provocative behaviour e.g. wearing of badges or symbols belonging to known right wing, or extremist organisations
  • distributing literature that may be offensive in relation to a protected characteristic
  • verbal abuse
  • inciting hatred or bullying against pupils who share a protected characteristic
  • prejudiced or hostile comments in the course of discussions within lessons
  • teasing in relation to any protected characteristic e.g. sexuality, language, religion or cultural background
  • refusal to co-operate with others because of their protected characteristic, whether real or perceived
  • expressions of prejudice calculated to offend or influence the behaviour of others
  • attempts to recruit other pupils to organisations and groups that sanction violence, terrorism or hatred.

We will respond by:

  • clearly identifying prejudice-based incidents and hate crimes and monitor the frequency and nature of them within the school
  • taking preventative action to reduce the likelihood of such incidents occurring
  • recognising the wider implications of such incidents for the school and local community
  • providing regular reports of these incidents to the Governing Body
  • ensuring that staff are familiar with formal procedures for recording and dealing with prejudice-based incidents and hate crimes
  • dealing with perpetrators of prejudice-based abuse effectively
  • supporting victims of prejudice-based incidents and hate crimes
  • ensuring that staff are familiar with a range of restorative practices to address bullying and prevent it happening again

Drugs and substance misuse

The school follows the DfE and Hampshire’s advice through the PSHE and COSMIC curriculum.

Faith Abuse

The number of known cases of child abuse linked to accusations of ‘possession’ or ‘witchcraft’ is small, but children involved can suffer damage to their physical and mental health, their capacity to learn, their ability to form relationships and to their self-esteem.

Such abuse generally occurs when a carer views a child as being ‘different’, attributes this difference to the child being ‘possessed’ or involved in ‘witchcraft’ and attempts to exorcise him or her.

A child could be viewed as ‘different’ for a variety of reasons such as, disobedience; independence; bed-wetting; nightmares; illness; or disability. There is often a weak bond of attachment between the carer and the child.

There are various social reasons that make a child more vulnerable to an accusation of ‘possession’ or ‘witchcraft’. These include family stress and/or a change in the family structure.

The attempt to ‘exorcise’ may involve severe beating, burning, starvation, cutting or stabbing and isolation, and usually occurs in the household where the child lives.

If the school becomes aware of a child who is being abused in this context, the DSL will follow the normal referral route to children’s social care.

Gangs and Youth Violence

The vast majority of young people will not be affected by serious violence or gangs. However, where these problems do occur, even at low levels there will almost certainly be a significant impact.

We have a duty and a responsibility to protect our pupils. It is also well established that success in learning is one of the most powerful indicators in the prevention of youth crime. Dealing with violence also helps attainment. While pupils generally see educational establishments as safe places, even low levels of youth violence can have a disproportionate impact on any education.

Primary schools are also increasingly recognised as places where early warning signs that younger children may be at risk of getting involved in gangs can be spotted. Crucial preventive work can be done within school to prevent negative behaviour from escalating and becoming entrenched.

We will:

  • develop skills and knowledge to resolve conflict as part of the curriculum
  • challenge aggressive behaviour in ways that prevent the recurrence of such behaviour
  • understand risks for specific groups, including those that are gender-based, and target interventions
  • safeguard, and specifically organise child protection, when needed
  • make referrals to appropriate external agencies
  • carefully manage individual transitions between educational establishments especially into Pupil Referral Units (PRUs) or alternative provision
  • work with local partners to prevent anti-social behaviour or crime.

Private fostering

Private fostering is an arrangement by a child’s parents for their child (under 16 or 18 if disabled) to be cared for by another adult who is not closely related and is not a legal guardian with parental responsibility, for 28 days or more.

It is not private fostering if the carer is a close relative to the child such as grandparent, brother, sister, uncle or aunt.

The Law requires that the carers and parents must notify the Children’s Services Department of any private fostering arrangement.

If the school becomes aware that a pupil is being privately fostered, we will inform the Children’s Services Department and inform both the parents and carers that we have done so.


All parents will struggle with the behaviour of their child(ren) at some point. This does not make them poor parents or generate safeguarding concerns. Rather it provides them with opportunities to learn and develop new skills and approaches to deal with their child(ren).

Some children have medical conditions and/or needs e.g. Tourette’s Syndrome, some conditions associated with autism or ADHD that have a direct impact on behaviour and can cause challenges for parents in dealing with behaviours. This does not highlight poor parenting either.

Parenting becomes a safeguarding concern when the repeated lack of supervision, boundaries, basic care or medical treatment places the child(ren) in situations of risk or harm.

In situations where parents struggle with tasks such as setting boundaries and providing appropriate supervision, timely interventions can make drastic changes to the wellbeing and life experiences of the child(ren) without the requirement for a social work assessment or plan being in place.

We will support parents in understanding the parenting role and providing them with strategies that may assist:

  • providing details of community-based parenting courses
  • linking to web-based parenting resources
  • referring to the school parenting worker/home school link worker (where available)
  • discussing the issue with the parent and supporting them in making their own plans of how to respond differently (using evidence-based parenting programmes)
  • signposting to support services

Considering appropriate early help services

Part 4 –Safeguarding processes

Safer Recruitment

The school operates a separate safer recruitment process as part of its Recruitment Policy. On all recruitment panels there is at least one member who has undertaken safer recruitment training.

The recruitment process checks the identity, criminal record (enhanced DBS), mental and physical capacity, right to work in the U.K., professional qualification and seeks confirmation of the applicant’s experience and history through references.

Staff Induction

The DSL or their deputy will provide all new staff with training to enable them to both fulfil their role and also to understand the child protection policy, the safeguarding policy, the staff behaviour policy/code of conduct, and part one of Keeping Children Safe in Education.

This induction may be covered within the annual training if this falls at the same time; otherwise it will be carried out separately during the initial starting period.

Health and Safety

There is a requirement that all schools must have a Health and Safety Policy that details the organisation, roles and responsibilities and arrangements in place at the premise for the managing and promoting of Health and Safety in accordance with the Health and Safety at Work act 1974 and regulations made under the act.

Schools must assess all their hazards and record any significant findings along with what control measures are required. The plans should wherever possible take a common sense and proportionate approach with the aim to allow activities to continue rather than preventing them from taking place. The school has a Health and Safety policy which details the actions that we take in more detail.

Site Security

We aim to provide a secure site but recognise that the site is only as secure as the people who use it. Therefore, all people on the site have to adhere to the rules which govern it. These are:

  • All gates are locked except at the start and end of the school day
  • Doors are kept closed to prevent intrusion
  • Visitors and volunteers enter at the reception and must sign in
  • Visitors and volunteers are identified by (means of identification)
  • Children are only allowed home during the school day with adults/carers with parental responsibility or permission being given
  • All children leaving or returning during the school day have to sign out and in
  • Empty classrooms have windows closed.

Off site visits

A particular strand of health and safety is looking at risks when undertaking off site visits. Some activities, especially those happening away from the school and residential visits, can involve higher levels of risk. If these are annual or infrequent activities, a review of an existing assessment may be all that is needed. If it is a new activity, a visit involving adventure activities, residential, overseas or an ‘Open Country’ visit, a specific assessment of significant risks must be carried out. The school has an educational visits co-ordinator (EVC) who liaises with the local authority’s outdoor education adviser and helps colleagues in schools to manage risks and support with off site visits and provides training in the management of groups during off site visits, as well as First Aid in an outdoor context. Please refer to the off-site activity policy/procedures.

First Aid

There is a separate First Aid policy.

Physical Intervention (use of reasonable force)

As a school we have a separate policy outlining how we will use physical intervention.

Taking and the use and storage of images

We will seek consent from the parent/carer of a pupil and from teachers and other adults before taking and publishing photographs or videos that contain images that are sufficiently detailed to identify the individual in school publications, printed media or on electronic publications.

We will not seek consent for photos where you would not be able to identify the individual.

We will seek consent for the period the pupil remains registered with us and, unless we have specific written permission we will remove photographs after a child (or teacher) appearing in them leaves the school or if consent is withdrawn.

Photographs will only be taken on school owned equipment and stored on the school network. No images of pupils will be taken or stored on privately owned equipment by staff members.

Transporting pupils

On occasions parents and volunteers support with the task of transporting children to visits and off-site activities arranged by the school; this is in addition to any informal arrangements made directly between parents for after school clubs etc.

In managing these arrangements, the school will put in place measures to ensure the safety and welfare of young people carried in parents’ and volunteers’ cars. This is based on guidance from the local authority and follows similar procedures for school staff using their cars on school business.

Where parents’/volunteers’ cars are used on school activities the school will notify parents/volunteers of their responsibilities for the safety of pupils, to maintain suitable insurance cover and to ensure their vehicle is roadworthy.

Disqualification under the childcare act

The Childcare Act of 2006 was put in place to prevent adults who have been cautioned or convicted of a number of specific offences from working within childcare.

We will check for disqualification under the Childcare Act as part of our safer recruitment processes for any offences committed by staff members or volunteers.

Annex 1 – Table of changes

Changes to grammar, punctuation, spelling and sentence structure have been made throughout the document. In addition to these minor changes the following have been made.


Page Section Changes
Whole document Changed reference to KCSiE 2019 to 2020
1 Guidance box Added “required or there are further government updates it is the responsibility of the school to make any required amendments”
3 Links Updated the HSCP procedure link
7 Prevent Added paragraph starting “there is no single…” taken from KCSiE
9 Honour-based Abuse Changed from honour-based violence through the section
10 Honour-based Abuse Added bullet with ‘are exploring their sexuality or identity’


Added “All forms of honour-based abuse are abusive (regardless of the motivation) and should be handled and escalated as such.”

10 Teenage relationship abuse Rewrite of section
11 Sexual Violence Added “Support will be provided to victims of sexual violence and sexual harassment and we will ensure that they are kept safe.”


Added “This pattern of prevalence will not, however, be an obstacle to ALL concerns being treated seriously.”

16 Children missing from home or care Rewrite of section
17 CSE Updated to definition from KCSiE 2020
18 CSE Added “or pregnant” to the list of indicators


Changed SERAF to CERAF as per HSCP procedures

19 CCE Added “Children are often recruited to move drugs and money between locations and are known to be exposed to techniques such as ‘plugging’, where drugs are concealed internally to avoid detection. Children can easily become trapped by this type of exploitation as county lines gangs create drug debts and can threaten serious violence and kidnap towards victims (and their families) if they attempt to leave the county lines network” to the county lines section
CCE Added “Association with other young people involved in exploitation” and “Children who misuse drugs and alcohol” to the indicators


Added reference to the CERAF form and guidance

30 Mental health Added “All staff should also be aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.” And

“If staff have a mental health concern about a child that is also a safeguarding concern, they will take immediate action, raising the issue with the designated safeguarding lead or a deputy.”

34 Parenting Removed hyperlinks from the strategies as they were out of date
35 Health and Safety Re-write of section
First Aid Re-write of section
37 Disqualification under the childcare act Removed the paragraph on by association

Safeguarding - Child Protection

Child Protection Policy October 2020

Policy Statement

We recognise our moral and statutory responsibility to safeguard and promote the welfare of all children.
We make every effort to provide a safe and welcoming environment underpinned by a culture of openness where both children and adults feel secure, able to talk and believe that they are being listened to.
We maintain an attitude of “it could happen here” where safeguarding is concerned.
The purpose of this policy is to provide staff, volunteers and governors with the framework they need in order to keep children safe and secure in our school and to inform parents and guardians how we will safeguard their children whilst they are in our care.
Specific guidance is available to staff within the procedure documents.


Within this document:

Child protection is an aspect of safeguarding, but is focused on how we respond to children who have been significantly harmed or are at risk of significant harm.

The term staff applies to all those working for or on behalf of the school, full time or part time, in either a paid or voluntary capacity. This also includes parents and governors.

Child refers to all young people who have not yet reached their 18th birthday. On the whole, this will apply to pupils of our school; however the policy will extend to visiting children and students from other establishments

Parent refers to birth parents and other adults in a parenting role for example adoptive parents, step parents, guardians and foster carers.

Abuse could mean neglect, physical, emotional or sexual abuse or any combination of these. Parents, carers and other people can harm children either by direct acts and / or failure to provide proper care.  Explanations of these are given within the procedure document.


  • To provide staff with the framework to promote and safeguard the wellbeing of children and in so doing ensure they meet their statutory responsibilities.
  • To ensure consistent good practice across the school.
  • To demonstrate our commitment to protecting children.

Principles and Values

  • Children have a right to feel secure and cannot learn effectively unless they do so.
  • All children have a right to be protected from harm.
  • All staff have a key role in prevention of harm and an equal responsibility to act on any suspicion or disclosure that may indicate a child is at risk of harm, either in the school or in the community, taking into account contextual safeguarding, in accordance with the guidance.
  • We acknowledge that working in partnership with other agencies protects children and reduces risk and so we will engage in partnership working throughout the child protection process to safeguard children.
  • Whilst the school will work openly with parents as far as possible, it reserves the right to contact Children’s Social Care or the police, without notifying parents if this is believed to be in the child’s best interests.

Leadership and Management

We recognise that staff anxiety around child protection can compromise good practice and so have established clear lines of accountability, training and advice to support the process and individual staff within that process.

In this school any individual can contact the Designated Safeguarding Lead (DSL) or the Deputy (DDSL) if they have concerns about a young person.

DSL is Elizabeth Cooper and their Deputy DSLs are Lynne Lofting, James Wood and Jane Taylor. There is a nominated safeguarding governor, Helen Fisk, who will take leadership responsibility for safeguarding. The Chair of Governors Helen Fisk will receive reports of allegations against the headteacher and act on the behalf of the governing body

As an employer we follow safer recruitment guidance as set out in KCSiE 2020.


All staff in our school are expected to be aware of the signs and symptoms of abuse and must be able to respond appropriately. Training is provided every year with separate training to all new staff on appointment. The DSLs will attend training at least every other year to enable them to fulfil their role.

Any update in national or local guidance will be shared with all staff in briefings and then captured in the next whole school training. This policy will be updated during the year to reflect any changes brought about by new guidance.


Following any concerns raised, the DSL will assess the information and consider if significant harm has happened or there is a risk that it may happen. If the evidence suggests the threshold of significant harm, or risk of significant harm has been reached, or if it is not clear if the threshold is met, then the DSL will contact Children’s Social Care and if appropriate the police. If the DSL or DDSL is not available or there are immediate concerns, the staff member will refer directly to Children’s Social Care and the police if appropriate. We will use the guidance from NPCC to determine when to contact the police.

Generally the DSL will inform the parents prior to making a referral. However there are situations where this may not be possible or appropriate, particularly when informing parents/carers may place the child at further risk

N.B. The exception to this process will be in those cases of known FGM where there is a mandatory requirement for the teacher to report directly to the police. The DSL should also be made aware.


  • We maintain that all matters relating to child protection are to be treated as confidential and only shared as per the ‘Information Sharing Advice for Practitioners’ (DfE 2015) guidance
  • There is a lawful basis for child protection concerns to be shared with agencies who have a statutory duty for child protection.
  • Information will be shared with individuals within the school who ‘need to know’.
  • All staff are aware that they cannot promise a child to keep a disclosure confidential.

As a school we will educate pupils to recognise when they are at risk and how to get help when they need it through:

  • The content of the curriculum
  • A school ethos which helps children to feel safe and able to talk freely about their concerns, believing that they will be listened to and valued.

Dealing with allegations against staff

If a concern is raised about the practice or behaviour of a member of staff this information will be recorded and passed to the headteacher, Elizabeth Cooper. The Local Authority Designated Officer (LADO) will be contacted and the relevant guidance will be followed

If the allegation is against the headteacher, the person receiving the allegation will contact the LADO or Chair of Governors directly. (Annex 5)

Legal context

Section 175  of the education act 2002; the Education (Independent School Standards) Regulations 2014;  the Non-Maintained Special Schools (England) Regulations

Children Act 2004 & 1989


Hampshire Safeguarding Children Partnership protocols and guidance and their procedures

Working Together to Safeguard Children (2018)

Keeping Children Safe in Education (2020)

FGM Act 2003 Mandatory Reporting Guidance (2016)

Policy review

As a school, we review this policy at least annually in line with DfE, HSCP and HCC requirements and other relevant statutory guidance.

Roles and responsibilities within Warren Park Primary School

Staff responsibilities

All staff have a key role to play in identifying concerns early and in providing help for children. To achieve this they will:

  • Establish and maintain an environment where children feel secure, are encouraged to talk and are listened to.
  • Ensure children know that there are adults in the school who they can approach if they are worried or have concerns.
  • Plan opportunities within the curriculum for children to develop the skills they need to recognise, assess and manage risk appropriately and keep themselves safe.
  • Attend training in order to be aware of and alert to the signs of abuse.
  • Maintain an attitude of “it could happen here” with regards to safeguarding.
  • Be aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.
  • Recognise that abuse, neglect and other adverse childhood experiences, can have an impact on the mental health, behaviour and education of children.
  • Record their concerns if they are worried that a child is being abused and report these to the DSL as soon as practical that day. If the DSL is not contactable immediately a DDSL should be informed
  • Be prepared to refer directly to social care, and the police if appropriate, if there is a risk of significant harm and the DSL or DDSL is not available.
  • Follow the allegations procedures (Annex 5) if the disclosure is an allegation against a member of staff.
  • Follow the procedures set out by the HSCP and take account of guidance issued by the DfE.
  • Support pupils in line with their child protection plan.
  • Treat information with confidentiality but never promising to “keep a secret”.
  • Notify the DSL or DDSL of any child on a child protection plan or child in need plan who has unexplained absence.
  • Have an understanding of Early Help and be prepared to identify and support children who may benefit from early help.
  • Liaise with other agencies that support pupils and provide early help.
  • Ensure they know who the DSL and DDSL are and know how to contact them.
  • Have an awareness of the Child Protection Policy, the Behaviour Policy, the Staff Behaviour Policy (or Code of Conduct), peer on peer abuse procedures, procedures relating to the safeguarding response for children who go missing from education and the role of the DSL.

Senior Management Team responsibilities:

  • Contribute to inter-agency working in line with Working Together to Safeguard Children 2018 guidance
  • Provide a co-ordinated offer of early help when additional needs of children are identified
  • Ensure staff are alert to the various factors that can increase the need for early help (para 18 KCSiE 2020)
  • Working with Children’s Social Care, support their assessment and planning processes including the school’s attendance at conference and core group meetings.
  • Carry out tasks delegated by the governing body such as training of staff, safer recruitment and maintaining a single central register.
  • Provide support and advice on all matters pertaining to safeguarding and child protection to all staff regardless of their position within the school.
  • Treat any information shared by staff or pupils with respect and follow agreed policies and procedures.
  • Ensure that allegations or concerns against staff are dealt with in accordance with guidance from Department for Education (DfE) and the Hampshire Safeguarding Children Partnership (HSCP) procedures

Governing body responsibilities

  • Ensure the school has effective safeguarding policies and procedures including a Child Protection Policy, a Staff Behaviour Policy or Code of Conduct, a Behaviour Policy and a response to children who go missing from education.
  • Ensure HSCP is informed in line with local requirements about the discharge of duties via the annual safeguarding audit
  • Recruitment, selection and induction follows safer recruitment practice including all appropriate checks.
  • Allegations against staff are dealt with by the headteacher. Allegations against the headteacher are dealt with by the Chair of Governors
  • A member of the Senior Leadership Team is appointed as Designated Safeguarding Lead (DSL) and has this recorded in their job description
  • Staff have been trained appropriately and this is updated in line with guidance
  • Any safeguarding deficiencies or weaknesses are remedied without delay
  • A nominated governor for safeguarding is identified

DSL responsibilities (to be read in conjunction with DSL role description in KCSiE)

In this school the DSL is Elizabeth Cooper

The Deputy DSLs are Lynne Lofting, James Wood and Jane Taylor

 In addition to the role of all staff and the senior management team the DSL will

  • Refer cases to social care, and the police where appropriate, in a timely manner avoiding any delay that could place the child at more risk.
  • Assist the Governing Body in fulfilling their safeguarding responsibilities set out in legislation and statutory guidance
  • Attend appropriate training and demonstrate evidence of continuing professional development to carry out the role.
  • Ensure every member of staff knows who the DSL and the Deputy are, have an awareness of the DSL role and know how to contact them.
  • Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns about a child to the DSL and concerns about an adult to the Headteacher.
  • Ensure that those staff that need to know, are aware of those children who have experienced, or are experiencing abuse in order to promote their educational outcomes and provide the appropriate support.
  • Ensure whole school training occurs regularly with at least annual updates so that staff and volunteers can fulfil their responsibilities knowledgeably.
  • Ensure any members of staff joining the school outside of the agreed training schedule receive induction prior to commencement of their duties
  • Keep records of child protection concerns securely and separately from the main pupil file and use these records to support in assessing the likelihood of risk
  • Ensure that safeguarding records are transferred accordingly (separate from pupil files) and in a timely fashion when a child transfers school, including in-year transfers.
  • Ensure that where a pupil transfers school and is on a child protection plan or is a child looked after, their information is passed to the new school immediately and that the child’s social worker is informed. Consideration is given to a transition meeting prior to moving if the case is complex or on-going.
  • Be aware of the training opportunities and briefings provided by HSCP to ensure staff are aware of the latest local guidance on safeguarding
  • Develop, implement and review procedures in the school that enable the identification and reporting of all cases, or suspected cases, of abuse
  • Meet any other expectations set out for DSLs in KCSiE 2020

Warren Park Primary School Child Protection Procedures


The following procedures apply to all staff working in the school and will be covered by training to enable staff to understand their role and responsibility.

The aim of our procedures is to provide a robust framework which enables staff to take appropriate action when they are concerned that a child is being harmed or is at risk of harm.

The prime concern at all stages must be the interests and safety of the child. Where there is a conflict of interest between the child and an adult, the interests of the child must be paramount.

All staff are aware that very young children, those with disabilities, special needs or with language deficit/English as a second language may have more difficulty in communicating concerns and feelings. They may be more likely to communicate concerns with behaviours rather than words. Additionally, staff will question the cause of knocks and bumps in children who have limited mobility which will include children (for example younger siblings) visiting the site as well as those who are pupils.

If a member of staff suspects abuse, spots signs or indicators of abuse, or they have a disclosure of abuse made to them they must:

  1. Make an initial record of the information
  1. Report it to the DSL immediately
  1. The DSL will consider if there is a requirement for immediate medical intervention, however urgent medical attention should not be delayed if the DSL is not immediately available
  1. Make an accurate record (which may be used in any subsequent court proceedings) as soon as possible and within 24 hours of the occurrence, of all that has happened, including details of:
  • Dates and times of their observations
  • Dates and times of any discussions in which they were involved.
  • Any injuries
  • Explanations given by the child / adult
  • What action was taken
  • Any actual words or phrases used by the child

The records must be signed and dated by the author or / equivalent on electronic based records. This is done using CPOMS

  1. In the absence of the DSL or their Deputy, be prepared to refer directly to Children’s Social Care (and the police if appropriate) if there is the potential for immediate significant harm

Following a report of concerns the DSL must:

  1. Decide whether or not there are sufficient grounds for suspecting significant harm in which case a referral must be made to Children’s Social Care and the police if it is in keeping with the National Police Chiefs Council “When to call the Police” guidance. The rational for this decision should be recorded by the DSL
  1. Normally the school should try to discuss any concerns about a child’s welfare with the family and where possible to seek their agreement before making a referral to Children’s Social Care. However, in accordance with DfE guidance, this should only be done when it will not place the child at increased risk or could impact a police investigation. Where there are doubts or reservations about involving the child’s family, the DSL should clarify with Children’s Social Care or the police whether the parents should be told about the referral and, if so, when and by whom. This is important in cases where the police may need to conduct a criminal investigation. The child’s views should also be taken into account as appropriate.
  1. If there are grounds to suspect a child is suffering, or is likely to suffer, significant harm the DSL (or Deputy) must contact Children’s Social Care via the Inter-Agency Referral Form (IARF) making a clear statement of:
    • the known facts
    • any suspicions or allegations
    • whether or not there has been any contact with the child’s family

If there is indication that the child is suffering significant harm, a call will also be made to Children’s Reception Team (CRT) on 01329 225379.

  1. If a child is in immediate danger and urgent protective action is required, the police must be called. The DSL must then notify Children’s Social Care of the occurrence and what action has been taken
  1. When a pupil needs urgent medical attention and there is suspicion of parental abuse causing the medical need, the DSL or their Deputy should take the child to the accident and emergency unit at the nearest hospital, while Children’s Social Care are informed. Advice should be sought from Children’s Social Care about informing the parents, remembering that parents should normally be informed that a child requires urgent hospital attention.
  1. If there is not a risk of significant harm, the DSL will either actively monitor the situation or consider the Early Help process


For the annexes associated with this policy please view the pdf copy of this document. This is available by clicking on the policy document title at the top of the page.


Safeguarding - Managing Allegations

Managing allegations against other pupils – Policy, Procedure & Guidance

At Warren Park Primary School we believe that all children have a right to attend school and learn in a safe environment. Children should be free from harm by adults in the school and other students.

We recognise that some students will sometimes negatively affect the learning and wellbeing of others and their behaviour will be dealt with under the school’s behaviour policy.


As a school we will minimise the risk of allegations against other pupils by:-

  • Providing a developmentally appropriate PSHE syllabus which develops students understanding of acceptable behaviour and keeping themselves safe
  • Having systems in place for any student to raise concerns with staff, knowing that they will be listened to, believed and valued
  • Delivering targeted work on assertiveness and keeping safe to those pupils identified as being at risk
  • Developing robust risk assessments & providing targeted work for pupils identified as being a potential risk to other pupils.

Allegations against other pupils which are safeguarding issues

Occasionally, allegations may be made against students by others in the school, which are of a safeguarding nature. Safeguarding issues raised in this way may include physical abuse, emotional abuse, sexual abuse and sexual exploitation.  It is likely that, to be considered a safeguarding allegation against a pupil, some of the following features will be found. If the allegation:-

  • Is made against an older pupil and refers to their behaviour towards a younger pupil or a more vulnerable pupil
  • Is of a serious nature, possibly including a criminal offence
  • Raises risk factors for other pupils in the school
  • Indicates that other pupils may have been affected by this student
  • Indicates that young people outside the school may be affected by this student

Examples of safeguarding issues against a student could include:

 Physical Abuse

  • Violence, particularly pre-planned
  • Forcing others to use drugs or alcohol

 Emotional Abuse

  • Blackmail or extortion
  • Threats and intimidation including online.

 Sexual Abuse

  • Indecent exposure, indecent touching or serious sexual assaults
  • Forcing others to watch pornography or take part in sexting

Sexual Exploitation

  • Encouraging other children to engage in inappropriate sexual behaviour (For example – having an older boyfriend/girlfriend, associating with unknown adults or other sexually exploited children, staying out overnight)
  • Photographing or videoing other children performing indecent acts

Online Abuse

  • Encouragement to engage in inappropriate behaviour online
  • Intimidating or coercive behaviour towards another child
  • Exposure to inappropriate content or material online


  • When an allegation is made by a pupil against another student, members of staff should consider whether the complaint raises a safeguarding concern. If there is a safeguarding concern the Designated Safeguarding Lead (DSL) should be informed.
  • A factual record should be made of the allegation, but no attempt at this stage should be made to investigate the circumstances. Staff member will record discussions and factual information using CPOMS
  • The DSL should contact the Children’s Reception Team (CRT) to discuss the case. The DSL will follow through the outcomes of the discussion and make a referral where appropriate.
  • If the allegation indicates that a potential criminal offence has taken place, CRT will refer the case to the multi-agency agency safeguarding hub where the police will become involved.
  • Parents, of both the student being complained about and the alleged victim, should be informed and kept updated on the progress of the referral.
  • The DSL will make a record of the concern, the discussion and any outcome and keep a copy in the files of both pupils’ files (CPOMS).
  • It may be appropriate to exclude the pupil being complained about for a period of time according to the school’s behaviour policy and procedures.
  • Where neither social services nor the police accept the complaint, a thorough school investigation should take place into the matter using the school’s usual disciplinary procedures.
  • In situations where the school considers a safeguarding risk is present, a risk assessment should be prepared along with a preventative, supervision plan.
  • The plan should be monitored and a date set for a follow-up evaluation with everyone concerned.


DfE guidance Keeping Children Safe in Education (September 2020) says that ‘governing bodies should ensure that there are procedures in place to handle allegations against other children’. The guidance also states the importance of minimising the risks of peer-on-peer abuse.  In most instances, the conduct of students towards each other will be covered by the school’s behaviour policy. Some allegations may be of such a serious nature that they may raise safeguarding concerns. These allegations are most likely to include physical abuse, emotional abuse, sexual abuse and sexual exploitation. It is also likely that incidents dealt with under this policy will involve older students and their behaviour towards younger students or those who are vulnerable.

The safeguarding implications of sexual activity between young people

The intervention of child protection agencies in situations involving sexual activity between children can require difficult professional judgments. Advice for this is outlined in DfE guidance. It is the school’s responsibility to respond to the all cases and allegations in line with the Keeping Children Safe in Education (September 2020) document

Some situations are statutorily clear – for example, a child under the age of 13 cannot consent to sexual activity. But it will not necessarily be appropriate to initiate safeguarding procedures where sexual activity involving children and young people below the age of legal consent (16 years) comes to notice. In our society generally, the age at which children become sexually active has steadily dropped. It is important to distinguish between consensual sexual activity between children of a similar age (where at least one is below the age of consent), and sexual activity involving a power imbalance, or some form of coercion or exploitation. It may also be difficult to be sure that what has or has been alleged to have taken place definitely does have a sexual component.

As usual, important decisions should be made on a case by case basis, on the basis of an assessment of the children’s best interests. Referral under safeguarding arrangements may be necessary, guided by an assessment of the extent to which a child is suffering, or is likely to suffer, significant harm.  Key specific considerations will include:

  • The age, maturity and understanding of the children;
  • Any disability or special needs of the children;
  • Their social and family circumstance;
  • Any evidence in the behaviour or presentation of the children that might suggest they have been harmed;
  • Any evidence of pressure to engage in sexual activity;
  • Any indication of sexual exploitation.

There are also contextual factors. Gender, sexuality, race and levels of sexual knowledge can all be used to exert power. A sexual predator can be a woman or girl and the victim a boy.

Child on Child Sexual Violence and/or Sexual Harassment.

It is the school’s responsibility to respond to the all cases and allegations in line with the Keeping Children Safe in Education (September 2020) document. Governing bodies and staff should be aware that the department has published detailed advice to support schools and colleges and all staff and Governors will read Part 1 of Keeping Children Safe in Education as part of their induction or annual safeguarding training. A record will be kept.

Reports of sexual violence and sexual harassment are likely to be complex and require difficult professional decisions to be made, often quickly and under pressure. Pre-planning, effective training and effective policies will provide schools and colleges with the foundation for a calm, considered and appropriate response to any reports. Ultimately, any decisions are for the school or college to make on a case-by-case basis, with the designated safeguarding lead (or a deputy) taking a leading role and using their professional judgement, supported by other agencies, such as children’s social care and the police as required. There may be an online element, being aware of searching screening and confiscation advice (for schools) and UK Council for Child Internet Safety (UKCCIS) sexting advice (for schools and colleges).

Initial response to a report from a child is important. It is essential that all victims are reassured that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report. Staff will use the CPOMS system to make reports and have training on safeguarding annually.

Key specific considerations will include:

  • the victim, especially their protection and support;
  • the alleged perpetrator; and
  • all the other children (and, if appropriate, adult students and staff) at the school,
  • risks posed to all their pupils and students and putting adequate measures in place to protect them and keep them safe.
  • Schools should carefully consider any report of sexual violence and/or sexual harassment. The designated safeguarding lead (or deputy) is likely to have a complete safeguarding picture and be the most appropriate person to advise on the school’s or college’s initial response. Important considerations will include:
  • the wishes of the victim in terms of how they want to proceed.
  • the nature of the alleged incident(s), including: whether a crime may have been committed and consideration of harmful sexual behaviour;
  • the ages of the children involved;
  • the developmental stages of the children involved;
  • any power imbalance between the children. For example, is the alleged perpetrator significantly older, more mature or more confident? Does the victim have a disability or learning difficulty?
  • if the alleged incident is a one-off or a sustained pattern of abuse;
  • are there ongoing risks to the victim, other children, adult students or school or college staff; and

As always when concerned about the welfare of a child, all staff should act in the best interests of the child. In all cases, schools and colleges should follow general safeguarding principles as set out throughout this guidance. Immediate consideration should be given as to how best to support and protect the victim and the alleged perpetrator (and any other children involved/impacted).

Other relevant policies/guidance

Keeping Children Safe in Education (September 2020)

Child Protection Policy

Behaviour Policy

Anti-Bullying policy


Special Educational Needs and Disability Policy

The Code of Practice (2014), states that all children and young people are entitled to an education that enables them to make progress so that they:

  • achieve their best
  • become confident individuals living fulfilling lives, and
  • make a successful transition into adulthood, whether into employment, further or higher education or training.

At Warren Park Primary School we are committed to offering an inclusive, broad and balanced curriculum to all our pupils and this should ensure the best possible progress for all children regardless of the needs or abilities.

The main aims of our SEND policy are to ensure

  • All pupils with special educational needs are identified and their differing needs are met. This will be facilitated through a range of support structures including trained staff, specialist equipment and resources.
  • All pupils regardless of ability make the best possible progress.
  • All parents are informed of the child’s needs and the provision that is being made for them and that we work in partnership with the parents.
  • We as a school promote effective partnerships and involve outside agencies where appropriate.

Identifying and supporting SEND in Warren Park

Warren Park has a clear approach to identifying and responding to SEND.

We say a child has SEND where their learning difficulty or disability calls for provision different from or additional to that which is normally available to children of the same age.

This could include support from: speech and language therapists, specialist teachers for the hearing or vision impaired, occupational therapists or physiotherapists, Emotional Literacy Support Assistants, as well as teaching in smaller classed based groups or one-to-one learning.

Under the provisions of the Children and Families Act 2014 we follow a graduated approach to supporting children with SEND using the assess, plan, do, review cycle and a register of SEND children will be kept.

The Code of Practice (2014) provides an overview of the range of needs, which is divided into 4 broad areas. These areas are:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health Difficulties
  • Sensory and or Physical Needs.

Roles and responsibilities

The SENCO will:

  • work with the Head teacher and SEND governor to determine the strategic development of the SEND policy and provision in school
  • have day-to-day responsibility for the co-ordination of SEND provision
  • provide professional guidance to colleagues, staff, parents and other agencies to ensure that pupils with SEND receive appropriate support and high quality teaching
  • advise on the deployment of the SEND budget and other resources to meet pupils’ needs effectively
  • be the point of contact for external agencies, especially the local authority and its support services
  • liaise with pre-schools, secondary schools and other settings to ensure pupils and their parents are informed about options and a smooth transition is planned
  • work with the Headteacher and the governing body to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
  • provide an annual report to the Governing Body
  • ensure the school keeps the records of all pupils with SEND up to date
  • communicate with and support parents/families to ensure everyone has a good understanding of the pupil’s areas of strengths and difficulty

The SEND governor will:

  • help to raise the awareness of SEND issues at governing body meetings
  • monitor the quality and effectiveness of SEND provision within the school and update the governing body on this
  • work with the Headteacher and the SENCO to determine the strategic development of the SEND policy and provision within the school

The Headteacher will:

  • work with the SENCO and the SEND governor to determine the strategic development of the SEND policy and provision in the school
  • have overall responsibility for the provision and progress of learners with SEND

Year leaders/Class teachers will:

  • have responsibility for the progress and development of every pupil in the class
  • work closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching.
  • work closely with parents at the earliest opportunity and inform them of progress and development at parent’s evenings and through annual reports.
  • work with the SENCO to review each pupil’s progress and development and decide on any changes to provision
  • ensure they follow the SEND policy

Identifying pupils with SEND and assessing their needs

Class teachers, supported by the Senior Leadership Team and SENCO, make regular assessments of progress for all children. We seek to identify children making less than expected progress given their age and individual circumstances. This can be characterised by progress which:

  • is significantly slower than that of their peers starting from the same baseline
  • fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap

It can include progress in areas other than attainment – for instance where a child needs to make additional progress with wider development or social needs.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND

Identifying children with SEND is an on-going process and may take place at any time during their time at Warren Park Primary School.

Assessing and reviewing progress towards outcomes

We will follow the graduated approach and the four part cycle of assess, plan, do and review. Class teachers will work with the SENCO to carry out a clear analysis of the pupils needs and all staff working with the pupil will be made aware of their needs, outcomes sought, support provided and strategies and approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on progress through Pupil Progress Meetings.

All children on the SEND register will be closely tracked and monitored. The class teachers will set targets that reflects the next steps in the children’s learning. The SENCO will be responsible for overseeing interventions and for monitoring progress as part of the school Monitoring, Evaluating and Review cycle. Regular Pupil Progress Meetings are held to discuss progress and to review targets.

IPP’s (Individual Provision Plans) may be written for children who are on the SEND register and who have a Statement of special educational needs or Education Health Care plan (EHCP). An IPP will outline the additional provision a child may need. These are also completed to ensure children with a EHCP are monitored in light of their annual reviews. The IPPs are written jointly by the class teacher, SENCO and all adults that work with the child, including parents.

Additional support for learning

Our staff and teaching assistants work closely with the SENCO and are trained to deliver specific interventions and to support pupils on a 1:1 or small group basis.

We work closely with external agencies to provide support for pupils with SEND, including Educational Psychologist, Specialist Teacher Advisory Service, Physiotherapy and Occupational Therapy, Speech and Language Services, Primary Behaviour Support and School Nurses.

Working with parents

The school encourages close relationships with parents. Through this we are able to support parents to be involved in their child’s education and be aware of the additional work that is being done to enable their child to achieve their maximum potential.  Parents have opportunities to discuss their child’s additional provisions with the SENCO. As it is a legal requirement to report to parents, annual written reports will inform parents of their child’s needs and the additional support they are receiving.


In line with the school ethos, the SECNO will help to ensure that all staff are trained appropriately either in house or by attending relevant courses.

SEND information report

Full details of our SEND information report can be found on the school website with a link to the Hampshire SEND local offer.

Relationships and Sex Education

Relationships and Sex Education Policy


  1. Aims
  2. Statutory requirements
  3. Policy development
  4. Definition
  5. Curriculum
  6. Delivery of RSE
  7. Roles and responsibilities
  8. Parents’ right to withdraw
  9. Training
  10. Monitoring arrangements

Appendix 1: Progression Of Skills and Curriculum map

Appendix 2: By the end of primary school pupils should know

Appendix 3: Parent form: withdrawal from sex education within RSE

1. Aims

The aims of relationships and sex education (RSE) at our school are to:

  • Provide a framework in which sensitive discussions can take place
  • Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene
  • Help pupils develop feelings of self-respect, confidence and empathy
  • Create a positive culture around issues of sexuality and relationships
  • Teach pupils the correct vocabulary to describe themselves and their bodies

RSE is part of our National Curriculum Science programme. Other aspects are taught through COSMIC and some areas of relationships through lessons in Literacy and RE. In science we will also use the correct vocabulary. Occasionally, where appropriate experienced visitors may be invited.

2. Statutory requirements

As a maintained primary school, we must provide relationships education to all pupils as per section 34 of the Children and Social work act 2017.

However, we are not required to provide sex education but we do need to teach the elements of sex education contained in the science curriculum.

In teaching RSE, we must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.

At Warren Park School we teach RSE as set out in this policy.

3. Policy Development

This policy has been developed in consultation with staff, pupils and parents. The consultation and policy development process involved the following steps:

  1. Review – a member of staff or working group pulled together all relevant information including relevant national and local guidance
  1. Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations
  1. Ratification – once amendments were made, the policy was shared with governors and ratified
  1. Parent/stakeholder consultation – parents sent a copy of the policy and invited to ask questions or make suggestion about the policy. This will be followed up by a parental questionnaire regarding curriculum, communication and parental support
  1. Pupil consultation – we investigated what exactly pupils want from their RSE

4. Definition

The term Relationships and Sex Education RSE is used in this policy rather than Sex Education. This is to stress that our approach goes beyond the provision of biological information to also focus on clarifying attitudes and values, and developing self-esteem and the skills to manage relationships.

RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.

RSE involves a combination of sharing information, and exploring issues and values.

RSE is not about the promotion of sexual activity.

5. Curriculum

Our curriculum is set out as per Appendix 1 but we may need to adapt it as and when necessary.

We have developed the curriculum in consultation with parents, pupils and staff, considering the age, needs and feelings of pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so they are fully informed and don’t seek answers online.

Primary sex education will focus on:

  • Preparing boys and girls for the changes that adolescence brings
  • How a baby is conceived and born

For more information about our curriculum, see our curriculum map in Appendix 1.

6. Delivery of RSE

 The majority of the RSE is taught within our regular COSMIC sessions. The children will have worked with the team over many years and will have built up trust within those sessions as well as the expectations we have around sharing and contributing to lessons. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE).

Ground rules:

Teachers and pupils will mutually agree ground rules to create a safe environment where all concerned do not feel embarrassed or anxious.

These may include

  • No one pupil or teacher will have to answer a personal question
  • No one will be forced to take part in a discussion
  • Only the correct names for body parts will be used
  • Meanings of words will be explained in a sensible and factual way.

Dealing with questions:

Questions arising from RSE teaching will be answered in accordance with the ground rules established by the school. Questions which are deemed too explicit, too old or inappropriate for the whole class or raise questions of abuse should be dealt with later by the teacher having sought guidance from the PSHE manager if appropriate. If abuse is suspected the teacher should follow the school’s child protection guidelines.


The school recognises that parents are key in:

  • Teaching their children about sex and relationships;
  • Maintaining the culture and ethos of the family;
  • Helping their children cope with the emotional and physical aspects of growing up; and
  • Preparing them for the challenges and responsibilities that sexual maturity brings.

However, the school is also aware the parents may need support in:

  • Helping their children learn the correct names of the body;
  • Talking to their children about feelings and relationships; and
  • Answering questions about growing up, having babies and relationships.

Additional Support:

We consider all the needs of our children and we may choose to provide children with additional support. This may include:

  • Additional aids to help explain lessons
  • Working with One to Ones, to form a team approach / lesson plan
  • Working with parents and careers to support and issues raised by them
  • Working with outside agencies to help deliver the curriculum

Relationships education focuses on teaching the fundamental building blocks and characteristics of positive relationships including:

  • Families and people who care for me
  • Caring friendships
  • Respectful relationships
  • Online relationships
  • Being safe
  • Preparing boys and girls for the changes that adolescence brings
  • How a baby is conceived and born

For more information about our RSE curriculum, see Appendices 1 and 2.

These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers).

7. Roles and responsibilities

7.1 The governing board

The governing board will approve the RSE policy, and hold the headteacher to account for its implementation.

7.2 The headteacher

 The headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from [non-statutory/non-science] components of RSE (see section 8).

7.3 Staff

Staff are responsible for:

  • Delivering RSE in a sensitive way
  • Modelling positive attitudes to RSE
  • Monitoring progress
  • Responding to the needs of individual pupils
  • Responding appropriately to pupils whose parents wish them to be withdrawn from the [non-statutory/non-science] components of RSE

Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the headteacher.

Although all staff are responsible for implementing RSE and this policy within the school. Mat Jones and Jo Tester are responsible managers for teaching RSE in your school.

7.4 Pupils

Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.

8. Parents’ right to withdraw

Parents do not have the right to withdraw their children from relationships education.

Parents have the right to withdraw their children from the [non-statutory/non-science] components of sex education within RSE.

  • Preparing boys and girls for the changes that adolescence brings
  • How a baby is conceived and born

Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the headteacher.

Alternative work will be given to pupils who are withdrawn from sex education.

9. Training

Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar.

The headteacher will also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.

10. Monitoring Arrangements

The delivery of RSE is monitored by GB, SLT and Mat Jones through:

  • Curriculum Overviews
  • Book Looks
  • Learning Walks
  • Parent and Children Questionnaires

Pupils’ development in RSE is monitored by class teachers as part of our internal assessment systems.

This policy will be reviewed by Mat Jones and Jo Tester. At every review, the policy will be approved by GB and Head Teacher

Supporting pupils with medical needs

Supporting Pupils with Medical Conditions


Section 100 of The Children and Families Act 2014 places a duty on the Governing Body of this school to make arrangements for supporting children at their premises with medical conditions.  The Department for Education have produced statutory guidance ‘Supporting Pupils with Medical Conditions’ and we will have regard to this guidance when meeting this requirement (this document is set for review in 2017).

At Warren Park Primary School the governing body and the Head Teacher is committed to ensuring children with medical conditions are supported so that they have full access to education, including school trips and physical education.  The aim is to ensure that all children will medical conditions, in terms of both their physical and mental health, are properly supported in school so that they can play a full and active role in school life, remain healthy and achieve their academic potential.

Roles and Responsibilities

It is our policy to ensure that all medical information will be treated confidentially by the Governing Body, Head Teacher and staff.  All administration of medicines is arranged and managed in accordance with this document.  All staff have a duty of care to follow and co-operate with the requirements of this policy. This policy will be available for all of the above to review and refer to on the teacher’s pool.

The Governing Body

  • They are responsible for making arrangements to support pupils with medical conditions in school, including making sure that a policy for supporting pupils with medical conditions in school is developed, implemented and regularly reviewed (yearly).
  • They will ensure that pupils with medical conditions are supported to enable the fullest participation possible in all aspects of school life.
  • They will ensure that sufficient staff have received suitable training and are competent before they take on responsibility to support children with medical conditions.
  • They will also ensure that any members of school staff who provide support to pupils with medical conditions are able to access information and other teaching support materials as needed (INSET training, staff meeting and teacher’s pool).

Head Teacher

  • They will ensure that their school’s policy is developed and effectively implemented with partners. This includes ensuring that all staff are aware of the policy for supporting pupils with medical conditions and understand their role in its implementation.
  • They will ensure that all staff who need to know are aware of the child’s condition. They will also ensure that sufficient trained numbers of staff are available to implement the policy and deliver against all individual healthcare plans, including in contingency and emergency situations. This may involve recruiting a member of staff for this purpose.
  • They have overall responsibility for the development of individual healthcare plans. They will also make sure that school staff are appropriately insured and are aware that they are insured to support pupils in this way.
  • They will contact the school nursing service in the case of any child who has a medical condition that may require support at school, but who has not yet been brought to the attention of the school nurse or appropriate medical agencies.
  • They will support the teachers and teaching staff by insuring the relevant training.

Teachers and Support Staff

  • They may be asked to provide support to pupils with medical conditions, including the administering of medicines, although they cannot be required to do so. Although administering medicines is not part of teachers’ professional duties, they will take into account the needs of pupils with medical conditions that they teach.
  • School staff will receive sufficient and suitable training and achieve the necessary level of competency before they take on responsibility to support children with medical conditions. Any member of school staff will know what to do and respond accordingly when they become aware that a pupil with a medical condition needs help.
  • They will be responsible for the recording of medicines given, using the schools ‘Administration of Medicines Policy’
  • They will work with external medical agencies to report back changes in conditions.
  • They will review children’s individual care plans for pupils in their care.

Year Group Leaders and Lynne Lofting

  • Lynne Lofting will ensure Care Plans are passed on to the new year groups; and that an opportunity the ask questions and plan in training, occurs during transition meetings in July
  • Year Group Leaders must ensure all staff are aware of the Care Plan and are comfortable with their responsibilities for the care of individuals.
  • Year Group Leaders must be aware of any changes and pass these on as above
  • Care plans are located in the medical room and on the CPOMS system. Michelle Copping puts them on the system at the beginning of the academic year.

School Nurses/ Medical Agencies

  • The school has access to school nursing services. They are responsible for notifying the school when a child has been identified as having a medical condition which will require support in school. Wherever possible, they should do this before the child starts at the school.
  • They would not usually have an extensive role in ensuring that schools are taking appropriate steps to support children with medical conditions, but may support staff on implementing a child’s individual healthcare plan and provide advice and liaison, for example on training.
  • School nurses can liaise with lead clinicians locally on appropriate support for the child and associated staff training needs – for example, there are good models of local specialist nursing teams offering training to local school staff, hosted by a local school.
  • Community nursing teams are also a valuable potential resource for a school seeking advice and support in relation to children with a medical condition.

Identifying Children with Health Conditions

It is a statutory requirement that the schools governing body and head teacher will ensure that this policy sets out the procedures to be followed whenever a school is notified that a pupil has a medical condition.

  • We will aim to identify children with medical needs on entry to the school by working in partnership with parents/ carers and following the process of induction with a ‘Medical Questionnaire’.
  • We will use the ‘Medical Questionnaire’ to obtain the information required for each child’s medical needs to ensure that we have appropriate arrangements in place prior to the child commencing at the school to support them accordingly.
  • Where a formal diagnosis is awaited or is unclear, we will plan to implement arrangements to support the child, based on the current evidence available for their condition.
  • We will ensure that every effort is made to involve some formal medical evidence and consultation with the parents.
  • From all of the above information we will ensure a care plan is produced for the individual child.

Individual health care plans

It is a statutory requirement that the schools governing body and head teacher will ensure that this policy covers the role of individual healthcare plans, and who is responsible for their development in supporting children at school with medical conditions.

We recognise that Individual Care Plans are recommended in particular where conditions fluctuate or where there is a high risk that emergency intervention will be needed. That Care Plans are likely to be helpful in the majority of other cases, especially where medical conditions are long term and complex, however not all children will require one.  The school, healthcare professional and parent will agree based on evidence when a healthcare plan would be inappropriate or disproportionate. Where children require an individual healthcare plan Michelle Copping will work with parents and relevant healthcare professionals to write the plan.

A healthcare plan (and its review) may be initiated in consultation with the parent/carer, by a member of school staff or by a healthcare professional involved in providing care to the child.  Michelle Copping, and where appropriate Lynne Lofting, will work in partnership with the parents/carer, and a relevant healthcare professional e.g. school, specialist or children’s community nurse, who can best advise on the particular needs of the child to draw up and/or review the plan.  Where a child has a special educational need identified in a statement or Educational Health Care (EHC) plan, the individual healthcare plan will be linked to or become part of that statement or EHC plan.

If a child is returning following a period of hospital education or alternative provision (including home tuition), that we will work with Hampshire County Council and education provider to ensure that the individual healthcare plan identifies the support the child will need to reintegrate effectively.

Each plan will be reviewed annually unless a child’s arrangements or condition changes, in which case the plan will be reviewed accordingly.

Statutory Requirement of Care Plans

The governing body and the head teacher should ensure that all plans are reviewed at least annually or earlier if evidence is presented that the child’s needs have changed. This will be monitored through spot checks from the Governing Body. Plans should be developed with the child’s best interests in mind and ensure that the school assesses and manages the risks to the child’s education, health and social well-being and minimise disruption.

Care Plans Will Include Consideration of the Following:

  • the medical condition, its triggers, signs, symptoms and treatments;
  • the pupil’s resulting needs, including medication (dose, side effects and storage) and other treatments, time, facilities, equipment, testing, access to food and drink where this is used to manage their condition, dietary requirements and environmental issues e.g. crowded corridors, travel time between lessons;
  • specific support for the pupil’s educational, social and emotional needs – for example, how absences will be managed, requirements for extra time to complete exams, use of rest periods or additional support in catching up with lessons, counselling sessions;
  • the level of support needed (some children will be able to take responsibility for their own health needs) including in emergencies. If a child is self-managing their medication, this should be clearly stated with appropriate arrangements for monitoring;
  • who will provide this support, their training needs, expectations of their role and confirmation of proficiency to provide support for the child’s medical condition from a healthcare professional; and cover arrangements for when they are unavailable;
  • who in the school needs to be aware of the child’s condition and the support required;
  • arrangements for written permission from parents and the Headteacher for medication to be administered by a member of staff, or self-administered by the pupil during school hours;
  • separate arrangements or procedures required for school trips or other school activities outside of the normal school timetable that will ensure the child can participate, e.g. risk assessments;
  • where confidentiality issues are raised by the parent/child, the designated individuals to be entrusted with information about the child’s condition; and
  • what to do in an emergency, including whom to contact, and contingency arrangements. Some children may have an emergency healthcare plan prepared by their lead clinician that could be used to inform development of their individual healthcare plan.

Staff Training

It is a statutory requirement that the schools governing body and head teacher will ensure that this policy sets out how staff will be supported in carrying out their role to support children with medical conditions, and how this will be reviewed.  It should specify how training needs will be assessed and by whom training will be commissioned and provided.  Any member of school staff, at Warren Park Primary School, providing support to a child with medical needs should have received suitable training. Staff must not administer prescription medicines or undertake any health care procedures without the appropriate training (updated to reflect any individual healthcare plans)

  • All new staff will be inducted on the policy when they join the school through the school induction procedures. Records of this training will be stored in the Health and Safety training folder.
  • All nominated staff will be provided awareness training on the school’s policy for supporting children with medical conditions which will include what their role is in implementing the policy. This training will be carried out following each review of the policy.    
  • The awareness training will be provided to staff at a staff meeting. We will retain evidence that staff have been provided the relevant awareness training on the policy by the use of signature sheets.
  • Where required we will work with the relevant healthcare professionals to identify and agree the type and level of training required and identify where the training can be obtained from. This will include ensuring that the training is sufficient to ensure staff are competent and confidence in their ability to support children with medical conditions. The training will include preventative and emergency measures so that staff can recognise and act quickly when a problem occurs and therefore allow them to fulfil the requirements set out in the individual healthcare plan.
  • Any training undertaken will form part of the overall training plan for the school and refresher awareness training will be scheduled at appropriate intervals agreed with the relevant healthcare professional delivering the training.
  • A ‘Staff training record’ is kept by Anna Evans which records any awareness training undertaken, the date of training and the competent professional providing the training.

The Child’s Role

Where possible and in discussion with parents, children that are competent will be encouraged to take responsibility for managing their own medicines and procedures.  This will be recorded in their individual healthcare plan.  The healthcare plan will reference what will happen should a child who self-administers refuse to take their medication (this will normally be informing the parent/carer at the earliest opportunity).

Where possible we will endeavour to ensure that children have easy access to allow for quick self-medication.  We will agree with relevant healthcare professionals/parent the appropriate level of supervision required and document this in their healthcare plan.

Managing medicines on School Premises

The administration of medicines is the overall responsibility of the parents/carers.  Where clinically possible we will encourage parents to ask for medicines to be prescribed in dose frequencies which enable them to be taken outside of school hours.  However, the Head Teacher is responsible for ensuring children are supported with their medical needs whilst on site, which may include managing medicines where it would be detrimental to a child’s health or school attendance not to do so.

We will not give prescription or non-prescription medicines to a child under 16 without their parent’s/carers written consent (a ‘parental agreement for setting to administer medicines’ form will be used to record this), except in exceptional circumstances where the medicine has been prescribed to the child without the knowledge of the parents. In such cases, we will make every effort to encourage the child or young person to involve their parents while respecting their right to confidentiality.

  • A documented tracking system to record all medicines received in and out of the premises is in place.
  • The name of the child, dose, expiry and shelf life dates will be checked before medicines are administered.
  • If a child refuses to take their medication the parents will be informed at the earliest available opportunity.
  • We will only accept prescribed medicines that are in date, labelled, provided in the original container as dispensed by the pharmacist and include instructions for administration, their dosage and storage. Insulin is the exception, which must still be in date but will generally be available to schools inside an insulin pen or a pump, rather than its original container.
  • Children who are able to use their own inhalers themselves are encouraged to do so. If the child is too young or immature to take personal responsibility for their inhaler, staff should help.
  • All inhalers are stored in a safe but readily accessible place (usually in the pods in classes, the OC have a shared inhaler in their first aid kit), and clearly marked with the child’s name.
  • Controlled drugs will be securely stored in a non-portable container which only named staff will have access to. We will ensure that the drugs are easily accessible in an emergency situation.  A record will be kept of any doses used and the amount of the controlled drug held in school.  There may be instances where it is deemed appropriate for a child to administer their own controlled medication. This would normally be at the advice of a medical practitioner. Where an individual child is competent to do so and following a risk assessment, we may allow them to have prescribed controlled drugs on them with monitoring arrangements in place.
  • We will only administer non-prescribed medicines on request from the parent if they are in clearly identifiable packaging and only on a short term basis (Where the school have concerns they will seek further guidance from their link School Nurse).
  • We may administer age appropriate school Calpol, at parent’s request, after a phone call explaining symptoms. This will be recorded following school procedures and parents will be informed.
  • All other pain relief medicine will not be administered without first checking maximum dosages and when previously taken. We will always inform parents.
  • Any homeopathic remedies to be administered will require a letter of consent from the child’s doctor and will be administered at the discretion of the Head Teacher.
  • Emergency medicines will be stored in a safe location but not locked away to ensure they are easily accessible in the case of an emergency.

Types of emergency medicines include:

  • Injections of adrenaline for acute allergic reactions
  • Inhalers for asthmatics
  • Injections of Glucagon for diabetic hypoglycaemia
  • Other emergency medication i.e. Rectal diazepam or Buccal Midazolam for major seizures will be stored in accordance with the normal prescribed medicines procedures (see storage section).


  • All medication other than emergency medication will be stored safely in the school office where it cannot be easily tampered with and cannot be easily removed from the premise.
  • Where medicines need to be refrigerated, they will be stored in a refrigerator in the medical room, clearly labelled. There must be restricted access to a refrigerator holding medicines.
  • Children will not be allowed to access medicines for themselves but will report to the school office when medication is due.
  • Medicines such as asthma inhalers, blood glucose testing meters and adrenaline pens will always be readily available to children and not locked away. We will also ensure that they are readily available when outside of the school premises or on school trips.
  • Storage of medication whilst off site will be maintained at steady temperature and secure. There will be appropriately trained staff present to administer day to day and emergency medication and copies of individual health care plans will be taken off site to ensure appropriate procedures are followed.


It is the responsibility of the parents/carers to dispose of their child’s medicines.  It is our policy to return any medicines that are no longer required including those where the date has expired to the parents/carers.  Parents/carers will be informed of this when the initial agreements are made to administer medicines.  Medication returned to parent/ carers will be documented on the tracking medication form.

When necessary, sharps boxes will be in place for the disposal of needles.  Collection and disposal of these will be arranged locally through the School Nursing Team.

Medical Accommodation

The Medical Room will be used for all medical administration/treatment purposes.  The location/room will be made available when required. For security the medical room has lock with PIN code to open which ensures children seek the help of an adult before entering the door.

Record Keeping

A record of what has been administered including how much, when and by whom, will be recorded. The form will be kept on file.  Any possible side effects of the medication will also be noted and reported to the parent/carers.

Emergency Procedures

Where a child has an individual healthcare plan, this will clearly define what constitutes an emergency and provide a process to follow.  All relevant staff will be made aware of the emergency symptoms and procedures.  We will ensure other children in the school know what to do in the event of an emergency i.e. informing a teacher immediately if they are concerned about the health of another child.

Where a child is required to be taken to hospital, a member of staff will stay with the child until their parent(s) arrive, this includes accompanying them to hospital by ambulance if necessary (taking any relevant medical information, care plans etc. that the school holds).

Trips and Residential

Before arranging a trip/residential teachers will review Care Plans and ensure that are aware of how a child’s medical condition will impact on their participation in any off site activity or day trip, we will ensure that there is enough flexibility for all children to participate according to their own abilities within reasonable adjustments.

Teachers will consider what reasonable adjustments we might make to enable children with medical needs to participate fully and safely on visits.

We will carry out a risk assessment so that planning arrangements take account of any steps needed to ensure that pupils with medical conditions are included. We will consult with parents and pupils and advice from the relevant healthcare professional to ensure that pupils can participate safely.

Teachers should provide a risk assessment that plans in arrangements and takes account of any steps needed to ensure that pupils with medical conditions are included. We will consult with parents and pupils and advice from the relevant healthcare professional to ensure that pupils can participate safely.

Unacceptable Practice

Staff are expected to use their discretion and judge each child’s individual healthcare plan on its merits, it is not generally acceptable practice to:

  • prevent children from easily accessing their inhalers and medication and administering their medication when and where necessary
  • assume that every child with the same condition requires the same treatment
  • ignore the views of the child or their parents; or ignore medical evidence or opinion (although this may be challenged)
  • send children with medical conditions home frequently or prevent them from staying for normal school activities, including lunch, unless this is specified in their individual healthcare plans
  • if the child becomes ill, send them to the school office or medical room unaccompanied or with someone unsuitable
  • penalise children for their attendance record if their absences are related to their medical condition, e.g. hospital appointments
  • prevent pupils from drinking, eating or taking toilet or other breaks whenever they need to in order to manage their medical condition effectively
  • require parents, or otherwise make them feel obliged, to attend school to administer medication or provide medical support to their child, including with toileting issues. No parent should have to give up working because the school is failing to support their child’s medical needs
  • prevent children from participating, or create unnecessary barriers to children participating in any aspect of school life, including school trips e.g. by requiring parents to accompany the child.

Liability and Indemnity

Staff at the school are indemnified under the County Council self-insurance arrangements.

The County Council’s is self-insured and have extended this self-insurance to indemnify school staff who have agreed to administer medication or undertake a medical procedure to children.  To meet the requirements of the indemnification, we will ensure that staff at the school have parents’ permission for administering medicines and members of staff will have had training on the administration of the medication or medical procedure.


Should parents or children be dissatisfied with the support provided they can discuss their concerns directly with the Head Teacher.  If for whatever reason this does not resolve the issue, they may make a formal compliant via the school’s complaints procedure.

Whistle Blowing Policy

Procedure for Protected Disclosures (“Whistle blowing”)

1 – Introduction

This procedure is intended to operate in accordance with the provisions of the Public Interest Disclosure Act 1998 (as amended) (hereafter known as ‘the Act’). The Act gives protection to staff and workers who report colleagues they believe are doing something wrong or illegal, or who are neglecting their duties. The matters that come within scope of the Act and this procedure are set out in Step 2 of the procedure below.

The ‘Whistleblowing’ procedure has been developed for use in maintained schools and can also be adopted by, and used in, Academy schools. It is intended to enable staff to report wrongdoing in the school where it would be in the public interest to do so. The wrongdoing has to be such as to potentially affect the general public, rather than simply being a complaint of an individual nature, such as a personal grievance*, which is not normally covered under whistleblowing law. [*An individual personal grievance will normally need to be dealt with via other internal school procedures.]

The ‘Whistleblowing’ procedure provides for matters to be referred externally where necessary, ultimately to a ‘prescribed person’ (see Step 5.2 of the procedure below). However, the procedure encourages staff to raise their concerns initially within the school as a first priority, rather than to make a disclosure outside of the school. In the vast majority of cases this will enable matters to be dealt with much more efficiently and speedily.

The Act applies to all workers as well as staff and this procedure applies to all teaching and other staff, whether employed by the County Council or employed directly by the school, external contractors providing services on behalf of the school or the County Council, teacher trainees and other trainees, volunteers and other individuals who work for or provide services on behalf of the school. These individuals are collectively referred to in this procedure as staff or staff members.

2 – Principles

The Governing Body of the school will treat all disclosures made under the procedure very seriously and allegations about such matters will be dealt with quickly and with appropriate confidentiality at all times.

The procedure gives protection from victimisation, discrimination or disadvantage to staff who make such a disclosure in the public interest. This protection applies in respect of such a detriment arising from an act, or a failure to act, either by the employer or by a fellow worker, whether the latter be with or without the employer’s knowledge. The procedure also ensures that the person making the disclosure receives an appropriate response to their disclosure and is made aware of how they may pursue the matter outside of the school if the response given is not satisfactory.

This “Whistleblowing” Procedure should not be confused with others, such as individual or collective grievance procedures that exist to enable staff to raise concerns about their own employment. It is designed to deal with issues that fall outside of the scope of those procedures and therefore excludes all matters that are more appropriately covered by them.

3 – Time limits

There are no time limits on raising concerns under this procedure, but they should be raised at the earliest opportunity. Where time limits are included within this procedure, they exist to ensure that disclosures are dealt with as quickly as possible, and to ensure a prompt initial response from management. The investigation that takes place after a disclosure is made is not time limited, but will be conducted as quickly as possible within the circumstances of the disclosure.

4 – Representation

Staff are entitled to representation by a professional association/trade union representative/work colleague at any meeting or interview held in relation to the disclosure made. Staff should specify that they are making a disclosure under this procedure.

5 – Unfounded or improperly made allegations

  • If an allegation is unfounded or unsubstantiated (i.e. there is no factual basis or evidence to support the allegation) but the staff member has made the allegation honestly and in the reasonable belief that it was in the public interest, no action will be taken against them.
  • If an allegation is deemed to have been made falsely, maliciously, frivolously or for personal gain, then the person making the allegation may face disciplinary action. Care should be taken in dealing with such allegations as some facts may not be wholly untrue. Some parts of an allegation may have been fabricated or exaggerated but elements may be based on truth.

Model Procedure

Step 1 – Raising a concern

Concerns under this procedure should initially be raised with the staff member’s immediate line manager. If the staff member believes their manager is involved in the malpractice, they may raise their concerns with a more senior member of staff, including the Headteacher. If the staff member believes it is not appropriate to raise the matter with the Headteacher, he/she may approach the Chair of Governors. (In the event that the matter cannot be raised within the school, the staff member may raise their concerns in accordance with Step 5). The relevant manager is encouraged to take advice from Education Personnel Services who may involve other departments of Hampshire County Council or other relevant external organisations where appropriate.

Within ten working days of a concern being raised, the person receiving it will write to the staff member acknowledging receipt and indicating what initial steps will be taken to deal with it. Where possible an estimate will be given of the time it will take to provide a final response.

Concerns may be raised orally or, preferably, in writing. These disclosures should provide as much information as possible about the matter, including dates, individuals involved, other possible sources of information, etc. Staff must be able to demonstrate to the person hearing the disclosure that there are reasonable grounds for making the allegations.

Staff may wish to make anonymous disclosures although it may be important for the investigating manager to know the source of information to enable a full investigation. The manager would also need to take into account the nature and credibility of an allegation before deciding to proceed with an investigation. However, staff should be re-assured that all disclosures will be treated in confidence and every effort will be made to preserve anonymity. The Act provides protection against victimisation to anyone who makes a protected disclosure in good faith.

Step 2 – Determine whether the concern raised is a Protected Disclosure

Qualifying disclosures are disclosures of information where the staff member reasonably believes (and it is in the public interest) that one or more of the following matters is either happening, has taken place, or is likely to happen in the future:

  • a criminal offence (e.g. fraud, corruption, sexual or physical abuse of pupils/students or others);
  • a failure by a person to comply with any legal obligation to which he/she is subject;
  • a miscarriage of justice;
  • a danger to the health or safety of any individual;
  • damage to the environment, or
  • a deliberate attempt to conceal any of the above

Following disclosure of one of the above matters, the person receiving the disclosure must determine whether it is a ‘qualifying disclosure’ under the Act, by considering the following:

  • whether any factual information was actually disclosed, as opposed to opinion only, to the employer (or relevant person);
  • whether the individual making the disclosure believed that the information tended to show that one of the matters above has occurred, is occurring or is likely to occur; and
  • whether that belief was

If the above criteria are met, the disclosure will qualify as a protected disclosure, and the remainder of this procedure will apply. If the criteria are not all met but the staff member’s disclosure was made in good faith, investigations should still take place into the allegations and the staff member should not be discriminated against because they have raised such an allegation. If it is found that the disclosure was made for malicious purposes or for personal gain, the school should deal with this under the disciplinary procedure, where relevant (guidance on disciplinary issues can be found in the Manual of Personnel Practice).

Step 3 – Investigation

A preliminary investigation will need to be undertaken to establish whether the alleged act or omission could actually have occurred, be occurring or be likely to occur in the future. The investigation is not, at this stage, to determine whether the alleged act or omission has actually occurred, but to determine the facts of the case (e.g. was the alleged individual actually where they were purported to be, what does the evidence show). More about investigations can be found in the Manual of Personnel Practice:.

Allegations that have some foundation to them should be followed up with a full internal investigation, which may result in one or more of the following:

  • no case to answer;
  • disciplinary action taken against the alleged individual;
  • referral to Social Services or the Police, or other relevant organisation;
  • referral to Internal Audit or other County Council departments (for County Council maintained schools).

If the allegations are unfounded (no evidence or proper basis that supports the allegation), or unsubstantiated (can neither be proven nor disproven), no action need be taken by the school, although it would be pertinent to determine why the staff member felt the need to raise the allegation in the first place, e.g. is there a training need within the school?

If it is found that the allegation was made for malicious purposes or for personal gain, the school should deal with this under the disciplinary procedure (guidance on disciplinary issues can be found in the Manual of Personnel Practice).

Step 4 – Communication

Subject to legal constraints and the need to protect the rights of individuals, the staff member raising the concern will be informed of the outcome of any investigation at the earliest practicable opportunity. Such information will not include confidential details about formal action taken against another staff member.

For reasons of sensitivity and confidentiality, all communications with a staff member who takes action under this procedure will be sent to their home address, unless an alternative arrangement has been mutually agreed.

Step 5 – Taking the matter further

In the event that a staff member feels that their concerns have not been resolved through the above process, they may write to the Chair of the Governing Body, if he/she has not already been involved, outlining their concern, the action taken to date and the reasons for their dissatisfaction.

Within 10 working days of a concern being raised, a member of authority will be delegated to respond in writing to the staff member to acknowledge that the concern has been received and indicate what further steps will be taken, as well as providing an estimate of the time it will take to provide a final response. The Chair of Governors may decide to set up a small group of governors, where appropriate, to investigate the concerns. The Chair of Governors will then inform the staff member of the outcome of this process on the same basis as required of the manager above. Where appropriate, the Chair of Governors should also involve the relevant Diocese at an early opportunity.

In the event that the matter cannot be satisfactorily resolved within the school, the staff member may escalate their concerns further. How they do this will depend on the status of the school, as follows:

5.1 – Hampshire County Council maintained schools

Staff should raise their concerns, in writing, with the following officers of the County Council, and in the following order:

  1. Area Director for the relevant school
  2. Director of Children’s Services
  3. Chief Executive of Hampshire County Council

These officers will follow the same basic procedure outlined above in the same timescales and will feed back the outcome to the staff member. The address for all of the above is: Children’s Services Department, Hampshire County Council, Elizabeth II Court West, The Castle, Winchester, SO23 8UG or

If a staff member is dissatisfied with the response of the Governing Body and the County Council, and subject to the concern being a protected disclosure (see step 2 above), they can raise the matter, as appropriate, with any of the following:

  • an elected Member of the County Council;
  • the Local Government Ombudsman;
  • others as set out

5.2 – Hampshire County Council Maintained and Academy and Independent schools

Staff in Hampshire County Council maintained schools who are dissatisfied after having raised concerns under 5.1 above, and staff in Academy and Independent schools, can also raise their concerns, as appropriate, with any of the following, subject to the concern being a protected disclosure (see step 2 above):

  • a local Member of Parliament;
  • a relevant professional body or inspectorate (e.g. Ofsted or Health & Safety Executive);
  • A ‘prescribed person’ as designated by the Act, a full list of whom can be found on the uk website under “Whistleblowing: list of prescribed people and bodies”.

Staff can only make a disclosure to a prescribed person if they:

  • make the disclosure in good faith;
  • reasonably believe the information is substantially true;
  • reasonably believe they are disclosing the issue to the appropriate person or body (e.g. Health and Safety issues to the HSE).

In taking their concern outside of the school, staff must ensure that, as far as possible, the matter is raised without personal information relating to other staff, or confidential information about unrelated matters, being disclosed. A staff member who approaches an accredited legal advice centre, e.g. Public Concern at Work (0207 404 6609 or or Citizens Advice Bureau, must not breach the duty of confidence in this procedure to the Governing Body.

6 – Failure to follow this procedure

Any staff member who unreasonably and without justification raises such issues on a wider basis, such as with the press, without following the steps and advice in this procedure may be liable to disciplinary action.