Designated Safeguarding Lead Specialist: Virtual toolkit

I. The Children Act
II. Changes to Ofsted inspections 2019
III. Keeping children safe in education
IV. Working together to safeguard children
V. Reporting and acting on child abuse and neglect
VI. Mental health Green Paper
VII. School’s responsibilities for safeguarding

I. Staff responsibilities regarding safeguarding

II. Role of the of the DSL and DDSL

III. Role of the safeguarding governor

IV. Safer recruitment

V. The Single Central Record

VI. Staff conduct

VII. Implementing policies and procedures

I. Children at risk of abuse

II. The main signs of abuse to be alert to

III. Handling a child protection disclosure

IV. Raising concerns

V. Whistleblowing

VI. Reporting a safeguarding incident

VII. Allegations of abuse against a member of staff

VII. Death or serious injury of a child

I. Early help and the lead practitioner role

II. Accessing help and services

III. Awareness of local safeguarding policies and procedures

IV. Learning from serious case reviews

V. Information sharing and confidentiality

VI. Making a safeguarding referral

VII. Multi agency plans

VIII. Record keeping

IX. Working with safeguarding partners

I. Background and key documents

II. Keeping children safe in education

III. Ofsted framework

IV. Changes to the Ofsted framework

V. What else have Ofsted said

VI. Staff wellbeing

I. Whole-school approach to mental health

II. Role of the Designated Mental Health Lead

III. Risk and protective factors

IV. Emotional abuse

V. Self-harm

VI. Eating disorders

VII. Anxiety and depression

VIII. Suicide ideation

IX. Body dysmorphia and gender dysphoria

X. Bullying and mental health

XI. Bereavement

I. Children missing education

II. Fabricated or induced illness

III. FGM

IV. Forced marriage and honour-based violence

V. Young people as carers

VI. Supporting children with a family member in prison

VII. Domestic violence

VIII. Looked after children

IX. Traveller children

I. Contextual safeguarding

II. Alcohol and drug abuse

III. Sexual violence and sexual harassment

IV. Peer on peer abuse and bullying

V. Modern slavery, child sexual exploitation and trafficking

VI. Gang activity and youth violence

VII. The Prevent Duty

VIII. Reasonable force

I. Whole-school approach to online safety

II. Filtering and monitoring

III. The impact of new technology including Gaming, social media and vlogging

IV. The impact of new technology on sexual behaviour

V. Your role in protecting children from online grooming

VI. Consider your approach to cyber-bullying

VII. Involving parents in online safety

I. Training ALL new staff on safeguarding – statutory requirements

II. Keeping staff and governors up to date

III. Administering the training programme

IV. Evaluating the effectiveness of the training programme

V. Developing your training style

I. Sample training videos and handouts for staff including:

• Part 1 Staff responsibilities for safeguarding
• Part 2 Identifying safeguarding concerns
• Part 3 Children at risk
• Part 4 Safe use of technology

I.Why SEND children are at risk

II. Identifying abuse in SEND children

III. Communication difficulties

IV. SEND and absence and exclusions

V. Bullying of SEND children

VI. Mental health of SEND children

VII. Reasonable force

I. Introduction

II. Government guidance on safeguarding during and after the pandemic

III. Ofsted expectations and guidance on safeguarding during and after the pandemic

IV. Safeguarding concerns during remote and blended learning

V. Ensuring safeguarding compliance with outside providers of catchup learning

VI. Out of school services and holiday clubs safeguarding procedures

VII. Managing the impact of the pandemic on child mental health and wellbeing

VIII. Re-establishing school as a safe place to learn post pandemic