When I carry out audits for schools, I complete a desktop exercise followed by speaking to staff and students to get a full picture of safeguarding within the establishment. During my visits last year, I asked staff what they thought of their induction into the school safeguarding systems. This was met with confusion, as some staff asked, “what safeguarding induction?” They’d only received general training on safeguarding procedures at the start of the year. They hadn’t been told how to report concerns or who the Designated Safeguarding Lead (DSL)/Designated Safeguarding Person (DSP) was, but they did, thankfully, know what signs to look out for.
In another school, a member of staff mentioned that he had joined the school in January and had received a 3-hour session with the DSL. At the time, he wondered at what type of establishment he had accepted a job! Though, when speaking to him a year later, he shared that he felt fully prepared to deal with any concern he had for a child and was grateful for the thorough induction.
This is precisely the point of induction for new staff. From fire procedures to behaviour management systems, new staff at any school or institution must know how to do things the right way and what your school procedures are. As part of everyone’s role, a safeguarding induction should go through the importance of safeguarding and how to report any concerns as soon as possible, including concerns regarding staff (especially low-level ones).
How this is done will vary from school to school, whether through a paper or electronic system. Questions arise such as: who is the DSL/DSP and the deputy DSL/DSP? What do staff do if the child comes to them again with more concerns? What do they do if nobody is available, e.g., late on a Tuesday evening after a school sports fixture? What support is available to staff who have received a disclosure? What are the contact details for Children and Adult Services? Staff should be provided anonymised examples of cases that have occurred in the school and how they should be dealt with.
The more you support and equip your staff when they arrive at your school, the better. This then instills them with the confidence to deal with any concerns that unexpectedly arise.
So far, we’ve talked about staff induction, which should be the same for volunteers and supply staff as for permanent staff.
But, there are still some further questions to ask:
- How do you induct the pupils?
- How do you make them aware of the support available to them?
- How do you break down any barriers to disclosures?
- Do you ask pupils what makes them feel safe in school and, specifically, what makes them feel unsafe?
Only by asking these questions and equipping your pupils with knowledge concerning their safety and wellbeing, just like your staff, will they feel safe and happy to open up to staff.
* In England, schools have a Designated Safeguarding Lead, whilst in Wales, the term used is Designated Safeguarding Person.
Useful Links:
Safeguarding Procedures – Wales