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St Catherine's School
Safeguarding and Child Protection Policy

Reviewed by: Deputy Head Pastoral
Last Reviewed: September 2026
Next Review: September 2027

SCHOOL MISSION

We are inspired by St Catherine of Siena, who said ‘Be who God wants you to be, and you will set the world on fire’, to form young women of confidence and compassion, ready for service and leadership in the world. We fulfil our mission through these values:

 

Community: a place of cheerfulness, dignity and tolerance, where all are welcome
Faith: a Christ-centred school with time for reflection; a culture of gratitude and friendship
Courage: with self-knowledge, resilience and integrity, and a readiness for challenge
Scholarship: where gifts are developed through curiosity, imagination and ambition
Service: commitment to others, to stewardship, and to justice and hope for all

 

This policy is reviewed and updated at least annually and is available on the school’s website and will be made available in hard copy to parents on request. This policy is subject to change at short notice in response to new statutory guidance or changes to best practice. This policy is based upon the statutory and non-statutory guidance including:

The School monitors and evaluates its safeguarding policy and procedures through the following activities:

Contents

This policy is structured into the following sections:

Introduction and Policy Aims

Appendices


Introduction and policy aims

At St Catherine’s, ensuring the safety and welfare of our pupils is our highest priority. This includes how we protect children from harm and how we respond when we suspect or confirm that a child is being harmed. Children are at the centre of everything we do and our vision is to know and respect each individual in our community. We are unwavering in our commitment to provide our children with a sense of belonging and a learning environment that is secure, respectful, caring and nurturing, so that all our pupils can become confident, capable young women. We are committed to anti-discriminatory practice and recognise children’s diverse circumstances. Adults in our school know that keeping children safe is everybody’s responsibility.

We aim to:

We are keenly aware that no school is immune to safeguarding concerns; therefore, we embed a constant culture of vigilance guided by the principle of ‘it could happen here’. We are dedicated to creating a culture of listening to children. We understand that we must act in the best interests of each child in our care, seek to listen to their views and take these into account when making decisions. However, we also recognise that this may not always be possible if we are to ensure the best outcome for the child.

In all matters relating to child protection, the school will follow the procedures laid down by the Kingston and Richmond Safeguarding Partnership, or the relevant local safeguarding agencies if a child lives in a different borough. We are fully guided by the Department for Education (DfE) guidance contained in Working Together to Safeguard Children (2026) and Keeping Children Safe in Education (2026). This policy is applicable to the entire school community, including all staff, volunteers and governors.

All staff must therefore:

All staff should also be mindful of the difference in terminology used in KCSIE between ‘must’ (they are legally required to do something) and ‘should’ (the advice set out should be followed unless there is good reason not to).

This policy is written in relation to the specific context of St Catherine’s. Staff training takes into account our distinctiveness, including emphasising areas of potentially greater concern/vulnerability, while still referencing issues and incidents found less commonly here.

We recognise that the school plays a significant part in the prevention of harm to our pupils by providing good lines of communication with trusted adults, supported friends and an ethos of protection. Parents/guardians have an important role in supporting the school; we hope that parents and guardians and other members of the local community will always feel able to raise any issues or worries that they may have, especially those that may concern the safety or welfare of any pupil in our care. Allegations of child abuse or concerns about the welfare of any child will be dealt with sensitively, rigorously and consistently, in accordance with this policy.

If any individual reading this policy has questions arising in response, they should contact the Designated Safeguarding Lead detailed below, who will be happy to provide clarification and/or further guidance. The School's safeguarding policy will be reviewed and updated annually, or sooner if required, to reflect changes in legislation and guidance.


Definitions

Safeguarding means the process for protecting children from harm and abuse, whether that is within or outside the home or online. This includes:

Child protection means the processes carried out to protect children who have been identified as suffering, or being at risk of suffering significant harm. 

Staff refers to all those working for or on behalf of the school, full time or part time, temporary or permanent, and in either a paid or voluntary capacity. This includes, but is not limited to, employed staff, contractors, volunteers, governors, supply staff and self-employed staff. 

Safeguarding team is used here to refer to the designated safeguarding lead (DSL) and deputy DSL(s) as a whole. The DSL is the member of the senior leadership team who has the lead responsibility for safeguarding and child protection (including online safety).  

Child - the School does not distinguish between pupils on grounds of age, and therefore child protection responsibilities do not end once a pupil reaches the age of 18. Any reference to ‘child’ or ‘pupil’ in this policy includes any pupil aged 18 years or over.

Parent means birth parents or other adults who are in a parenting role, for example guardians, step-parents, foster carers and adoptive parents.

Statutory means that we have to follow what has been decided or is controlled by the law and government guidance. 

The local safeguarding children partnership has three safeguarding partners: 

  1. the chief officer of police for an area falling within the local authority (police)

  2. the local authority (children’s services), and 

  3. the Integrated Care Board for an area within the local authority (health) 

In Kingston and Richmond, the local safeguarding children partnership (KRSCP) considers education as the fourth safeguarding partner. Partners work together to identify the safeguarding needs of the local area and come up with a joint response to address them. Our safeguarding arrangements are guided by and align with the KRSCP's local arrangements and London Child Protection Procedures and Practice Guidance, sometimes referred to as local safeguarding arrangements in this policy.


Section 1: The leadership of safeguarding at St Catherine’s

1.1 Named Staff and Contact

Headmaster

Andrew McCleave
Contact details: head@stcatherineschool.co.uk 

Designated Safeguarding Lead (DSL) and Designated Teacher for Looked After Children

Lianne Aherne (Deputy Head Pastoral)
Contact details: 020 3958 7162     laherne@stcatherineschool.co.uk

Deputy Designated Safeguarding Leads (DDSLs)

Carolyn Sharps (Head of Prep)
Contact details: 020 3261 0134 csharps@stcatherineschool.co.uk

Christina Homer (Head of Lower School)
Contact details: 020 8891 2898* chomer@stcatherineschool.co.uk

Nikki Johnson (Head of Middle School)
Contact details: 020 8891 2898* njohnson@stcatherineschool.co.uk

Lana Eagers (Senior Deputy Head)
Contact details: 020 3261 133 leagers@stcatherineschool.co.uk

Ms Victoria Mast

Ms Mast can be contacted via Mr Jonny Hughes, Clerk to the Governors by telephone (020 3261 0137) or email (jhughes@stcatherineschool.co.uk).

*Does not have a permanent direct line, but is contactable via Main Reception.

The Safeguarding Team can also be contacted as a group via email: safeguarding@stcatherineschool.co.uk 

Local authority children’s services: Kingston and Richmond

Website: Single Point of Access (SPA)
Telephone: 020 8547 5008
Out of hours (emergency): 020 8770 5000

Kingston and Richmond’s local authority designated officer (LADO) service 

Email:LADO@achievingforchildren.org.uk
Telephone: 07774 332675
Online: LADO referral form

Kingston and Richmond Safeguarding Children’s Partnership (KRSCP)
Email: lscb-support@kingrichlscb.org.uk 


1.2 Roles and responsibilities

Everybody in our school has a responsibility for safeguarding, but some staff members have specific safeguarding roles. An overview is listed below, but it is not exhaustive. 

The Governing Board

KSCIE sets out the roles, responsibilities and legal duties for governing boards. The board is responsible for ensuring that: 

The safeguarding link governor 

The headteacher 

The designated safeguarding lead (DSL) 

Deputy designated safeguarding leads

All school staff 

IT provider

1.3 Governance 

All governors receive annual safeguarding training. A nominated governor with appropriate experience and qualifications is appointed with a specific brief for safeguarding and child protection and will liaise with the Head and DSL. The role is strategic rather than operational; they are not required to be involved in concerns about individual pupils. However, the school bears in mind that safeguarding duties remain the responsibility of the governing body as a whole. The governors carry out an annual review of the School's safeguarding policy and procedures with day-to-day issues being delegated to the Safeguarding Committee, which both the Head and the DSL attend. 

Although governors will not be notified of all individual referrals, they will be made aware whenever a referral meets the relevant agency’s threshold for Child Protection measures and/or where a child has suffered significant harm, or is believed to be at risk of significant harm. This approach includes ensuring governors understand and meet their responsibilities under the DfE's Data Protection guidance for schools, particularly regarding the handling of sensitive safeguarding information.

The nominated governor for safeguarding is Ms Victoria Mast. Ms Mast can be contacted via Jonny Hughes (Clerk to the Governors) by telephone (0203 261 0137) or email (jhughes@stcatherineschool.co.uk).

1.4 Training arrangements

The DSL and all the Deputy DSLs have completed the required training in line with the requirements of KCSIE, including undertaking refresher training every two years and updating their knowledge and skills at regular intervals (at least annually) and additional relevant training for their accompanying responsibilities. The DSL and DDSLs have an opportunity to review and discuss their practice with the Head, the Safeguarding Governor, and colleagues at other schools through the wider local and national networks of which the school is a member. These, along with e-bulletins from a range of organisations, keep their knowledge and understanding up to date.

In addition to the training undertaken by the DSL detailed above, the Head, governors and all staff receive annual child protection training, which is also extended to visiting staff, external contractors and volunteers at a level proportionate to their involvement with the pupils. New staff are given additional training as part of their induction, which takes into account the needs of those individuals who may not have worked in the education sector previously, and who therefore may be less familiar with safeguarding practice.

The induction and annual training provided to staff includes:

Staff receive further training throughout the year via email updates, notices in staff briefings and presentations at INSET. Staff knowledge and understanding of the safeguarding policy and procedures is tested via regular quizzes, with follow-up training as required. Online safety training is a key part of staff INSET as part of the overarching safeguarding approach and is regularly reviewed to ensure it is meeting current needs.

Pupils are taught about safeguarding at a level appropriate to their age through the PSHE programme and through specialist sessions focusing on what safeguarding is. The Sixth Form, as school leaders, are given enhanced training so that, should they observe a worrying behaviour or receive a disclosure from a younger girl, they know to refer it to a member of staff.

1.5 Record keeping


The DSL understands the need to keep detailed written records of any issues relating to safeguarding and child protection. Records include details of all concerns, discussions and decisions made, and the reasons for those discussions. The DSL should also include details of how a concern was followed up and resolved, and any actions taken, including the outcome. It should be noted that the UK GDPR and the Data Protection Act 2018 do not prevent the sharing of information where this is necessary to safeguard and promote the welfare of children (detailed in Section 5).

Records regarding pupils moving from the Prep School to the Senior School are discussed and forwarded in an annual meeting between the Head of Prep and DSL, and documents regarding pupils changing schools are forwarded. The school uses CPOMS to keep records electronically. The electronic access is restricted to the DSL team and Head. Paper records are kept separately from the pupil file and are located in a secure place in the Deputy Head Pastoral’s office. All existing paper records are kept alongside the electronic files. A copy of the safeguarding file for all pupils is kept until the term they turn 25 years old. These are stored in a locked archive cabinet that is accessible to the DSL and Head. All safeguarding records are managed in accordance with the School’s data protection policy and the principles of confidentiality and need-to-know, ensuring that information is shared appropriately and only for safeguarding purposes.

1.6 Staff obligations


Every member of staff, including part-timers, temporary, visiting, contract and volunteer staff working in School, is required to report instances of actual or suspected child abuse, exploitation or neglect to the DSL. All staff are encouraged to discuss any concern they have, however minor it may seem, with a DSL. This includes alleged abuse by one or more pupils against another pupil. Reference will be made to an external agency if there is a risk of significant harm.

Staff should not assume a colleague or another professional will take action and share information that might be critical in keeping children safe. They should be mindful that early information sharing is vital for effective identification, assessment, and allocation of appropriate service provision. Furthermore, staff should not allow concerns about data protection to prevent them from sharing information lawfully and appropriately where this is necessary to safeguard a child. Data protection legislation does not prevent the sharing of information for safeguarding purposes where there is a lawful basis to do so.”

All staff have the right to make a referral directly to children’s social care if there is an emergency or if they are concerned that appropriate action is not being taken. To do this, they should contact the Safeguarding Children’s Partnership for that pupil’s borough; there is a link at the end of this policy which staff can follow to find the relevant contact details. Any staff member may also make a referral to the police where they believe that a child is at immediate risk of harm.

Any staff member should speak if they have concerns that a pupil is at risk of, or has undergone, female genital mutilation. If a teacher discovers that an act of FGM has taken place, there is a specific legal duty which requires them to notify the police. For the purposes of this duty, a teacher is someone who undertakes teaching work as follows (including through distance learning or computer aided techniques):

These activities are not teaching work if the person carrying out the activity does so (other than for the purposes of induction) subject to the direction and supervision of a qualified teacher or other person nominated by the Head to provide such direction. The mandatory reporting duty will not therefore apply to supervised teaching assistants.

As a result of their knowledge, position and/or the authority invested in their role, all adults working with children and young people in education settings are in positions of trust in relation to the young people in their care. A relationship between a member of staff and a pupil cannot be a relationship between equals. There is potential for exploitation and harm of vulnerable young people, and all members of staff have a responsibility to ensure that an unequal balance of power is not used for personal advantage or gratification.

All staff and volunteers should raise concerns about perceived poor or unsafe practice and/or potential failures in the School’s safeguarding regime. Any concerns raised will be taken seriously by the Senior Leadership Team and, if appropriate, the governing body. If a member of staff feels that their concerns have not been addressed, they may also consult the Whistleblowing section in the Employment Policies and Procedures Handbook, call the NSPCC Whistleblowing hotline (which is detailed at the end of this policy) or contact Ofsted directly, for whom contact details are also at the end of this policy. Staff are reminded that it is their professional duty to raise any concerns they have, however insignificant they may seem.

1.7 The sharing of information

In general, we believe that parents should be informed about any safeguarding concerns regarding their children.  It is important that we are honest and open in our dealings with parents.  However, concerns of this nature must be referred to the DSL or the Head who will decide on the appropriate response. There may be circumstances where informing parents or carers would place a child at increased risk of harm or could compromise a police or statutory agency investigation. In a very few cases, it may not be right to inform them of our concerns immediately as that action could prejudice any investigation, or place the child at further risk.  In such cases, advice will be sought from the relevant Safeguarding Children Partnership.

Decisions on how much information to share with staff following the raising of a concern or the making of a referral will be based on a number of factors, with the privacy and dignity of those involved being of paramount importance, in line with the School’s vision and mission statement.  After that there will be consideration of which staff need what information, with the pupil’s views, and where appropriate, those of their parents, being taken into account wherever possible. However, it may be decided it is in the child’s best interests for the information to be shared more widely than they wish. In this situation, the matter will be explained to the child, and they will be told who will be informed, when, and by what means.

When a report has been made to the police, the School should consult the police and agree what information can be disclosed to staff and others, including any alleged perpetrator and their parents/carers. There will also be a discussion of how to protect the alleged victim and their anonymity.

If staff are aware a pupil is subject to safeguarding procedures, whether that is an Early Help assessment, Child in Need plan or Child Protection plan, they should be mindful of not visibly treating the child any differently to other pupils, unless notified otherwise by the relevant DSL or pastoral lead.  Staff should be mindful that, in these cases, School is often a source of much-needed ‘normality’ for the child, and that these children are frequently nervous of being singled out/treated differently.

Staff should also be mindful of these concerns when choosing how and with whom to share any information they may have received via a disclosure, or where they have observed an indicator of abuse.

Where staff have concerns about whether a safeguarding case is being processed appropriately, they are welcome to consult the relevant DSL, who will seek to share as much information as they can, notwithstanding the principles outlined above.

Where a safeguarding case may have an impact on other pupils, the School will look to provide appropriate pastoral care, while maintaining the confidentiality of the pupil and/or family involved.

1.8 Children leaving St Catherine’s

When a child leaves St Catherine’s, the DSL will ensure their safeguarding file is transferred promptly to the new school or college separately from their main file and within 5 days of receiving confirmation a pupil has been added to the roll of a new school. A confirmation of receipt will be kept. Where appropriate, the DSL will share additional information in advance of a child leaving, particularly where the information would support an assessment of risk to others as well as the individual pupil and help the setting put in place the right support. We will give particular consideration to where weapons or serious violence risks have been identified. If the creation of a risk assessment or safety plan is appropriate, then we will share this before or immediately upon transfer. 

When a child starts our school, we will review any safeguarding information provided making sure key staff are aware of the risk and need as soon as possible. If St Catherine’s  is the last school that the child attends, we will securely store their safeguarding file until their 25th birthday is reached, when it will be securely disposed of.

1.9 Use of St Catherine’s premises by outside organisations

Where the school hires out its facilities or premises to organisations providing services or activities for children, the school will seek assurance that appropriate safeguarding and child protection policies and procedures are in place, including suitable safer recruitment and vetting arrangements where required. Outside agencies are encouraged to liaise directly with the school over any safeguarding matters that might arise.


Section 2: Knowledge and understanding of safeguarding

2.1 Key definitions

Child abuse is defined as any form of maltreatment of a child. Someone may abuse or neglect a child by inflicting harm or by failing to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults, or by another child or children. More widely, abuse may be considered anything that impairs the normal development of a child. Finally, it should be noted that abuse, exploitation, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label, and it is likely that multiple issues will overlap with one another.

Child protection is the activity undertaken to protect a specific child or children who are suffering, or likely to suffer, significant harm.

Significant harm (S47 of the Children Act 1989) is the threshold that justifies compulsory intervention in family life in the best interests of children and gives LAs a duty to make enquiries to decide whether they should take action to safeguard or promote the welfare of a child.  There are no absolute criteria on which to rely when judging what constitutes significant harm. Consideration will include degree and extent, duration and frequency, extent of premeditation and the presence/degree of threat, coercion, sadism and bizarre or unusual elements.  Significant harm may refer to a single traumatic event, but more often it is a compilation of significant events.

2.2 Categories of abuse

There are four main categories of abuse, and these are detailed below. All staff should be aware that abuse, exploitation, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases, multiple issues will overlap with one another. If staff members are unsure they should always speak to the DSL.

Indicators of these categories of abuse are detailed in Appendix 1 of this policy. In addition, staff should be aware that children can be vulnerable to abuse, exploitation, and violence in a range of contexts, including in their own homes, in their peer groups, in the community and online. All staff, but especially the DSL (or deputy) should consider whether children are at risk of abuse or exploitation in situations outside their families. Extra-familial harms take a variety of different forms and children can be vulnerable to multiple harms including (but not limited to) sexual exploitation, criminal exploitation, and serious youth violence.

Furthermore, members of staff should be aware of the added vulnerability of children and young people who have been the victims of violent crime (for example mugging), including the risk that they may respond to this by abusing younger or weaker children.

Further categorisation and issues, such as forced marriage and child-on-child abuse, are detailed in Section 5 of this policy.

2.3 Vulnerable categories of pupil

The School is committed to upholding its legal responsibilities under the Equality Act 2010, ensuring that all pupils are protected from discrimination on the basis of protected characteristics. These include:

Staff should be aware that children may not feel ready or know how to tell someone that they are being abused, exploited or neglected, and/or they may not recognise their experiences as harmful. For example, a child may feel embarrassed, humiliated or threatened, or may be concerned about the consequences of reporting. This should not prevent staff from maintaining professional curiosity and speaking to the DSL or a DDSL  if they have concerns about a child.



Section 3: How we protect pupils 


3.1 Safer Recruitment


St Catherine’s School follows the Government's recommendations for the safer recruitment and employment of staff who work with children and acts at all times in compliance with the Independent School Standards Regulations. A range of staff, including the HR Manager, members of the SMT and a number of Heads of Department have received training in Safer Recruitment processes.

The School maintains a Single Central Record (SCR) of all pre-appointment checks in accordance with statutory requirements. The SCR is monitored regularly by the Head, DSL, HR team and Safeguarding Governor.

The School works with external agencies where appropriate including inter-agency working on the part of the DSL and attendance at strategy meetings.

As part of carrying out safe recruitment procedures under KCSIE, members of the teaching and non-teaching staff at the School, including part-time staff, temporary and supply staff, and visiting staff, such as musicians and sports coaches, are subject to the necessary statutory child protection checks before starting work, including verification of their identity and, for most appointments, an enhanced DBS check with 'barred list' information. The School obtains written confirmation from supply agencies and third-party organisations that all required safer recruitment checks, including enhanced DBS checks and barred list checks where appropriate, have been completed and that the individual is suitable to work with children.

A DBS certificate will be obtained from the candidate before or as soon as practicable after appointment. Alternatively, if the applicant has subscribed to it and gives permission, the School may undertake an online update check through the DBS Update Service.

Further to the DBS check, anyone appointed to carry out teaching work will require an additional check to ensure they are not prohibited from teaching by order of the Secretary of State. Those undertaking significant management posts, will be subject to prohibition from management of independent schools checks (section 128).

Individuals who have lived or worked outside the UK will undergo the same checks as all other staff in schools or colleges. In addition, the School will check for information about any teacher sanction or restriction that an EEA or other professional regulating authority has imposed. Although restrictions imposed by another EEA regulating authority do not prevent a person from taking up teaching positions in England, the School will consider the circumstances that led to the restriction or sanction being imposed when considering a candidate’s suitability for employment.

For those staff involved in childcare provision, the school will carry out the appropriate checks to ensure that they are not disqualified under the Childcare (Disqualification) Regulations 2018.

The School will conduct risk assessments for volunteers to determine whether they require an enhanced DBS check. All governors, volunteers and contractors working regularly during term-time (such as contract catering staff) are also subject to the statutory DBS checks. Confirmation is obtained that appropriate child protection checks and procedures apply to any staff employed by another organisation and working with the School's pupils at school or on another site.

The School takes the responsibility to safeguard children very seriously and any staff member who is aware of anything that may affect his/her suitability to work with children must notify the School immediately. This will include notification of any convictions, cautions, court orders, reprimands or warnings s/he may receive. 

Where staff work before all checks are completed, this will only occur in exceptional circumstances and after a written risk assessment has been completed and approved by the Head.

Should the School develop concerns about an existing staff member's suitability to work with children, it will carry out all relevant checks as if the individual were a new member of staff. 

3.2 Pupil knowledge, understanding and expectations

The School's curriculum and pastoral systems are designed to foster the spiritual, moral, social and cultural development of all our pupils.  All teaching staff play a vital role in this process, helping to ensure that all pupils relate well to one another and feel safe and comfortable within the School. We expect all staff to lead by example and to play a full part in promoting an awareness that is appropriate to their age amongst all our pupils on issues relating to health, safety and wellbeing. All staff, including all non-teaching staff, have an important role in insisting that pupils always adhere to the standards of behaviour set out in our behaviour policy and in enforcing our anti-bullying policy.

The School’s PSHE programme supports our safeguarding approach in a number of ways:

Assemblies are also used to promote tolerance and mutual respect and understanding, and a large number of subjects promote these through their curriculum content delivery (see Personal Development Policy).

All pupils know that there are adults to whom they can turn to if they are worried; the School promotes a culture of listening. Every pupil has a Form Tutor/Assistant Tutor and Pastoral Head (Head of Prep/Head of Lower School/Head of Middle School/Head of Sixth Form). Our support to pupils includes the following: 


Pupils are regularly reminded about the School’s expectations surrounding, and approach to, bullying and a clear Anti-bullying Policy is in place, which includes reference to cyber-bullying. Expectations regarding pupil conduct towards each other is also included in the pupil planners and as themes for assembly. We adopt a safeguarding-first approach to behaviour concerns, considering if the child is communicating an unmet need or whether they are experiencing harm. 

3.3 Policies on mobile devices and the use of images

Wherever possible, staff should avoid behaviour which might be misinterpreted by others, and report and record any incident with this potential. This is particularly important in relation to the use of mobile, other digital devices, and the use of images. Staff are reminded to be cautious regarding contact with pupils online and via email; they  are required to sign an ICT Acceptable Use Agreement which sets out guidance for, and expectations of, their conduct.  

Staff must not use personal devices to communicate with pupils or to take  images of pupils. 


3.4 Physical contact

There are occasional circumstances when it is appropriate for staff to use reasonable force to safeguard children and young people. Full details of the School’s policy in this respect are contained in the Force to Restrain Pupils Policy.

The adoption of a ‘no contact’ policy at a school or college can leave staff unable to fully support and protect their pupils. The decision on whether or not to use reasonable force to control or restrain a child is down to the professional judgement of the staff concerned and should always depend on individual circumstances. Furthermore, it may be appropriate and/or necessary for staff to have physical contact in certain contexts, including:

Any use of reasonable force will be recorded and parents will be informed, unless there is a lawful reason not to do so.

If a member of staff is unsure about whether physical contact is appropriate, they should err on the side of caution.  If they feel an incident of physical contact could have been misconstrued, they should inform the DSL. Staff are advised to avoid physical contact in any situation where they are alone with a pupil.  

3.5 Arrangements for 1:1 lessons

Pupils at St Catherine’s may be engaged in close one-to-one tuition or contact with staff, such as during specialist music or sports tuition, additional tutoring/support provided by staff, private pastoral/mentoring conversations (including with the Independent Listener) or lessons with low class sizes. Here the following safeguarding arrangements apply:

3.6 Online safety 

This section is a summary of the core aspects of St Catherine’s separate online safety policy that sets out our whole school approach, including the use of smart technology (e.g. mobile phones, smart glasses and smart watches). We understand  the significant and essential role that we have in making sure children are protected from potentially harmful and inappropriate online material. We consider online safety and the four main categories (4Cs) of online risk when making decisions for our school:

Content: exposure to illegal, inappropriate or harmful content, for example pornography, discrimination, self-harm, suicide, radicalisation, extremism, extreme sexual or physical violence, misinformation, disinformation (including fake news) and conspiracy theories. 

Contact: being subjected to harmful online interaction with other users or generative AI applications that simulate this, for example peer to peer pressure, and adults posing as children with the intention to groom or exploit children for sexual, criminal, financial or other purposes. 

Conduct: online behaviour that increases the likelihood of, or causes, harm, for example making, sending and receiving explicit images, including those generated using AI and online bullying. 

Commerce: risks such as online gambling, inappropriate advertising, phishing and/or financial scams.

We have online safety processes in place that aim to protect children and set clear expectations for the acceptable use of technologies and how we will respond to online safety incidents. We fulfil our aims by:

Technology and risks and harms associated with it evolve and change rapidly. We will carry out an annual review of the school’s approach to online safety, supported by an annual risk assessment that considers and reflects the risks our pupils may face. The school’s staff code of conduct and online safety policy details acceptable use of technologies. 

3.7 Mobile phones and smart technology (including smart devices)

Our school is a mobile phone-free environment meaning children will not have access to their mobile phone (or other smart technology with similar functions) throughout the school day, including during lessons, the time between lessons and breaktimes. We use Yondr pouches to manage this. There are special circumstances where there are exceptions to this rule, such as if a child requires their mobile phone to monitor a medical need. Sixth Form pupils are allowed to have their mobile phones in school but they can only use them in the designated Sixth Form area. 

Staff and visitors are expected to not use personal devices around children. 

3.8 Media recordings, including audio, images and videos

The School  will only take images, videos or recordings of children if we have the child’s and parent’s consent and with a school-managed device. We will make sure the child is appropriately dressed. All children are encouraged to tell us if they are worried about any media that has been taken of them. We make careful decisions about how and where we publish images, videos and recordings of children online, recognising the increasing risk that individuals can use artificial intelligence to manipulate the image to cause harm. 

Staff should not, under any circumstances, use their own personal devices to take photographs of pupils. 

The taking of photographs, filming or livestreaming are not permitted by parents at school events. 

3.9 Filtering and monitoring systems

Our school has strong and effective filtering and monitoring systems in place to help limit children’s exposure to online risks from our school’s IT systems. In line with the DfE’s Meeting digital and technology standards in schools and colleges guidance, we will make sure that, among other things,:

The School uses Smoothwall for its filtering and monitoring system. The School seeks to protect pupils from encountering harmful material online through the use of robust internet filtering, while remaining mindful of the need not to ‘over-block’ and thereby prevent pupils from accessing information which might be helpful to them. Additional reviews will be undertaken at any time throughout the year if required. Staff can request for specific websites to be ‘unblocked’ where they feel there is valid reason to do so, and that there is no risk to pupils. 

Pupil and staff behaviour online are monitored; anything relating to the following categories is flagged to the safeguarding team:

Should a pupil search be flagged as coming under one of these categories an auto-alert is generated and sent to the safeguarding team. The DSL decides the next steps, which will differ depending on the nature of the search. Next steps are likely to include a conversation with the pupil about the blocked site they were trying to access. It may be deemed appropriate to inform parents and/or make a referral for further support for the pupil.

3.10 Generative artificial intelligence

Generative artificial intelligence (Gen AI) refers to artificial intelligence that creates new content (e.g. text, code and images). Our school is aware that using Gen AI can be hugely beneficial, but also harmful if used inappropriately. We will use the Department for Education’s advice and guidance on using Gen AI in education to ensure we integrate Gen AI tools safely and with children’s best interests at the centre. Safeguarding concerns that arise through an individual’s use of artificial intelligence will be responded to in line with our safeguarding policies. 

The School has reviewed the DfE’s ‘Generative AI: Product Safety Expectations’ and understands how filtering and monitoring requirements apply to the use of generative AI in education. In line with this guidance, the School ensures that all AI tools accessed on-site or through school accounts operate within our established safeguarding systems. This includes ensuring that filtering and monitoring software can detect and, where necessary, block AI-generated content that may be harmful, inappropriate, or indicative of a safeguarding concern. Access to generative AI is controlled through authenticated accounts, with student permissions restricted and staff provided with clear guidance on safe and ethical use. 

3.11 Remote education 

We will stay in regular contact with the parent of a pupil being taught remotely, making sure they are aware of:

3.12 Information security and access management

We understand that cyber security is a safeguarding issue, particularly because we hold sensitive data about pupils and staff. We will take measures to help keep personal information safe, ensuring we have appropriate cyber security systems in place to help protect against cybercrime (i.e. when criminals seek to exploit human or security vulnerabilities online to steal passwords, data or money directly). We will follow the government’s Cyber security standards guidance. Our systems are reviewed regularly to keep up with the constant changes to cybercrime technologies.

Pupils are taught about online safety through their PSHE and ICT lessons, alongside presentations from specialist providers. Teaching about online safety focuses on four objectives:

A number of aspects of online safety are covered within the RSE curriculum (see school policies on Relationships and Sex Education)

Section 4: What we do when we have a concern about a pupil


4.1 Responding to concerns about a child’s welfare

Staff know the importance of identifying and sharing concerns as soon as a problem becomes visible so we can provide support to families to reduce the chance of a problem getting worse. We are aware any child may benefit from early help, but staff who work directly with children will be particularly alert to circumstances that potentially increase the need for early help.

Staff should always  follow this policy if they have a concern about a child, speaking to a member of the safeguarding team as soon as is practically possible. We clearly advertise the names of the DSL and deputy DSLs around the school. A member of the safeguarding team will always be available for staff to discuss safeguarding concerns and we will have cover arrangements in place if the DSL is unavailable due to illness, leave or other circumstances. Our confidential shared safeguarding inbox that is only accessible to the safeguarding team makes sure there is no delay in receiving, monitoring or acting upon safeguarding concerns. 

It is essential that children can tell us how they are feeling and know we will take their concerns seriously. We aim to create an environment full of ‘reachable moments’ that encourages children to feel safe enough to open up about their concerns. St Catherine’s has systems in place for children to confidently report abuse. Children are regularly reminded of these systems, including through the curriculum, assemblies and posters around the school site. 

We recognise that disclosing harm requires immense courage, making a positive first interaction with a safe adult crucial. Staff are trained to handle disclosures sensitively and non-judgementally. They will reassure the child that they have done the right thing, while explaining they cannot promise secrecy if it impacts their safety or wellbeing as information must be shared with those who can help. Staff know the importance of sharing any information that might help build a picture of what is happening for a child, no matter how small the concern may seem, only involving those who need to be involved.

Disclosures are only one method used to identify children who may be in need of support or protection. Staff are trained to stay alert to other indicators like shifts in behaviour, attendance, or physical and emotional wellbeing. 

If staff suspect or hear any allegation or complaint of abuse, exploitation or neglect from a child or third party, they must act immediately and follow the relevant procedures below. Staff must not assume that somebody else will take action and share information that might be critical in keeping children safe. 

Pupils are aware that they can approach any member of staff if they wish to talk about something that is troubling them. Therefore, all staff (including the School Counsellor) should understand the following procedure and be ready to follow it if a pupil makes a verbal disclosure that they, or someone they know, is at risk of harm:

In all disclosures it is essential that the victim is reassured that they are being taken seriously and that they will be supported and kept safe. They should never be given the impression that they are creating a problem by making a disclosure, or made to feel ashamed. This reassurance, along with consideration of the pupils’ confidentiality and anonymity, is particularly important in reports of sexual violence or harassment.

All concerns, discussions and decisions (including the rationale for these decisions) should be uploaded onto CPOMS where it will be stored securely. This record should include the date, time and place of the conversation and detail of what was said and done by whom and in whose presence. 

Pupils may also raise concerns anonymously using the form on our Intranet. This gets sent to the Safeguarding team who will then determine the appropriate follow up action. 

4.2 Observing an indicator of abuse, or that a pupil is at risk of abuse

All staff should be familiar with the indicators of abuse detailed in Appendix 1 of this policy, including child-on-child abuse. If staff have any concerns about a child’s welfare, they should follow the procedure below:

4.3 Making referrals

Staff will record a written account of their concern on CPOMS. The DSL will decide on the appropriate course of action based on locally-set thresholds and with guidance from the neglect toolkit where neglect is suspected. The options available to them include arranging community-based early help support, requesting targeted early help level support from the local authority’s Family Help service, or making a referral to statutory children’s services for child in need (CIN) or child protection support. The police will also be contacted if necessary. We have a duty to share information and work together with relevant external agencies to ensure a child’s safety and welfare.

The school may take the lead in organising non-school services to provide early help support for the family. Early help support will be kept under constant review. We will consider making a referral to children’s services if the child’s situation doesn’t appear to be improving or is worsening, however we will continue to provide support and contribute to assessments and plans organised by children’s services. 

If we believe that a family needs targeted early help to meet multiple and/or complex needs we will recommend to the family that they accept support from the local authority’s Family Help team where a qualified lead practitioner will put a plan in place to support the family. Early help services require the family’s consent to receive support and their services.

We will make an immediate referral to children’s services, and if appropriate the police, where we believe a child is suffering, or is likely to suffer from harm. The safeguarding team will seek advice from children’s services whenever they are unsure if the threshold for a referral has been met. If a referral is needed then a member of the safeguarding team should make it. Referrals to children’s services will be made through the relevant local authority’s procedures who will then make a decision about next steps and the type of response required. 

We will call the police on 999 if we believe an individual is in immediate danger. The school will also inform the police if we become aware that a crime has been committed. We are aware that children can be criminalised for actions they take whilst under coercion, such as actions they take while being exploited, abused or trafficked. We will treat these children as victims recognising that they are also vulnerable and experiencing abuse. Staff will report concerns about a child carrying or using a weapon (or expressing intent to do so) to the safeguarding team who will assess the risk, take appropriate action and, depending on the risk, put a safety and support plan in place. St Catherine’s will follow the local School Related Weapons or Potential Weapons Incidents Protocol.

If in exceptional circumstances the DSL is unavailable for staff to report a concern, staff will not delay taking appropriate action. Instead, they will inform another member of the senior leadership team (SLT) or themselves seek advice from children’s services. Anyone, including children, can make a referral. If for whatever reason a staff member thinks a referral to children’s services is appropriate but hasn’t been made, they will consult with them and make a referral themselves. In these circumstances, any action taken by that staff member will be shared with the safeguarding team as soon as is practically possible.

If after a referral, we are dissatisfied with the response from our safeguarding partners  and/or the child’s situation does not appear to be improving, the referrer will press for re-consideration to ensure their concerns have been addressed and, most importantly, the child receives the support they need. The safeguarding team will use the local resolving professional differences procedure where necessary. The safeguarding team meets regularly to monitor children who we are concerned about to make sure each child's situation is improving in good time and the right support is in place to meet their needs and address our concerns. 

We recognise the significant emotional impact being involved with or aware of  safeguarding incidents can have. We ask our staff to approach our safeguarding team if they need any support during or following a safeguarding incident. 

At all stages, written records should be kept, wherever possible using CPOMS, and should be passed to the  DSL. The DSL and DDSLs will keep detailed notes, including reasons for decisions made/actions taken, which will be held on the pupil’s safeguarding file. Whenever a referral or assessment is made, the whole ‘social sphere’ of that pupil will be taken into consideration.

Decisions to seek support for a child about whom we have concerns will normally be taken in consultation with the pupil and her parents. However, consent is not required for a referral if there are reasonable grounds to believe a pupil is at risk of immediate or significant harm, or if there are reasonable grounds to believe that consulting the pupil and/or her parents may put her at greater risk or hinder an investigation.

The wishes of the pupil should be taken into account when determining what action to take and what services to provide, especially in the context of sexual violence and sexual harassment (see further section below).  However, at all times staff should act in the best interests of the child, and in exceptional cases this may mean going against their expressed wishes. Appropriate pastoral support will be made available to the pupil and any other affected individuals. The DSL will be mindful that safeguarding disclosures can be emotionally demanding for staff, and will provide them with support where needed.

Where a referral has been made, or there are concerns regarding a pupil which are being managed internally, the DSL will ensure that pupil has a named member of staff they feel they can approach if they wish to express further views or give feedback.

If a parent wishes to make a complaint, Ofsted can be contacted on 0300 123 1231 or via the DfE on 0370 000 2288.  The Ofsted complaints procedure can be consulted, and complaints will be dealt with within 28 days:  https://www.gov.uk/government/organisations/ofsted/about/complaints-procedure 


4.4 Early Help assessment process

Early Help assessment means providing support as soon as a problem emerges from Foundation Stage to the teenage years. It is more effective in promoting the welfare of children at an early stage and can prevent more serious problems from arising later.  All staff are reminded of the importance of listening to any concerns pupils might have, and passing these on, so that Early Help assessments can be put into place if needed.  Pupils are regularly reminded of to whom they can turn for help in Form Time, assembly and via their pupil planners and posters in their Form Rooms. Early Help is part of a continuum of support and may sit alongside school-based pastoral interventions, external agency involvement, or statutory services depending on need. This, along with the provision of the Independent Listener (School Counsellor) helps promote our culture of listening to children.

Effective Early Help assessment relies on local agencies working together to:

Pupils who may benefit from an Early Help assessment and who may be in need of safeguarding support include:

If a member of staff feels a pupil may benefit from an Early Help assessment, they should consult the DSL, who will contact the relevant Safeguarding Children’s Partnership for that child.

Where a pupil is referred for Early Help or other support (for example, CAMHS), their welfare and wellbeing will be continually reviewed and, should the situation not seem to be improving, a referral to children’s social care will be made.

4.5 Allegations against members of staff

St Catherine’s remains vigilant beyond the recruitment and vetting process. We maintain an environment that deters and prevents abuse and challenges inappropriate staff behaviour. This includes creating a culture of openness and transparency so that staff feel comfortable to report staff behaviour that may impact on keeping children safe. The headteacher and chair or governors will receive training on how to manage allegations against adults working at our school. 

Our staff are trained to identify inappropriate or harmful staff behaviour and the procedures to follow if they have a safeguarding concern about an adult at our school. This includes information about appropriate and inappropriate physical contact between staff and pupils and the strict conditions under which it is appropriate to restrict a child’s movement, use reasonable force or seclude a child from others for safeguarding purposes in line with the restrictive interventions guidance. 

If the staff member feels unable to report to the headteacher or chair of governors, either because they are not available or because they believe that there is a conflict of interest, they will share their concerns with the local authority designated officer (LADO) whose details are at the start of this policy. The LADO is responsible for giving advice and organising the response to concerns that an adult who works with children may have caused them or could cause them harm. 

Allegations of abuse against teachers and other staff will be dealt with according to the statutory guidance set out in parts two and four of KCSIE, including differentiated action depending on whether the allegation meets the harms test., i.e. whether the individual has:

Where a staff member has a private matter that could fall into the above categories they should self-refer to the Head. 

4.6 Low Level Concerns

Allegations which do not meet the harms test may be considered ‘low level’ but are still subject to follow-up as outlined in KCSIE part four. Low level concerns are defined by KCSIE as when a member of staff or other adult working on behalf of the school may have:

Examples of low level concerns might include, but are not limited to:

Staff who have a low level concern regarding a colleague should refer it to the Head in the first instance, who will assess whether it should be escalated to be treated as a formal allegation (see procedures below), whether it can be addressed through the line management structure, with reference to the staff code of conduct and procedures laid out in KCSIE 2026, or whether no action is required. Where staff have recognised their own behaviour might meet or be interpreted to meet the threshold for a low level concern, staff should follow the procedure to self-refer.

All low level concerns will be recorded, reviewed and retained in accordance with safeguarding procedures, even where no further action is required.

Staff may use their professional judgement to decide whether a one-to-one conversation is appropriate, particularly to ensure there is a safe and supportive context in which pupils can share more sensitive concerns, such as a safeguarding disclosure or when visiting the Independent Listener. Staff are trained as to how to manage such scenarios in an appropriate fashion, for example, by letting a line manager or other colleague know when a one-to-one conversation has been or will be required, or by selecting a room where the door has a glass panel.

4.7 Allegation of Abuse

Where an allegation of abuse is made against a member of staff, it should be referred directly to the Head, or in his absence, the Senior Deputy Head. Should the allegation be against the Head, the member of staff should immediately inform the Chair of Governors (Ms Sylvia Hamilton), without the Head being informed first. The member of staff should not inform the DSL. The Chair of Governors can be contacted via the Bursar. All allegations will be reported to the LADO within one working day in line with statutory expectations where thresholds are met.

While the School is not the employer of any supply teacher, it will ensure that any safeguarding concern regarding a supply teacher is properly investigated, in line with the procedures below and the guidance detailed in KCSIE 2026, including liaising with the LADO. The School will ensure that supply agencies are notified of any safeguarding concerns where appropriate and that safeguarding information is shared securely and proportionately.

At all stages, the supply teacher's agency will be kept fully informed and involved.

In line with KCSIE 2026, the Head (or the Chair of Governors, if the allegation is about the Head) may decide, based on the information provided, and without investigation, whether an allegation meets the following threshold criteria:

If the Head or Chair of Governors feels the allegation does not meet the above criteria, they may choose how to resolve the case, which should be done without delay. All allegations that do not meet the above criteria will still be investigated internally and recorded in the low-level concern log with the outcome of the investigation.

Where there is any uncertainty, advice will always be sought from the LADO before decisions are finalised.

Wherever the Head or Chair of Governors feels the allegation does meet the above criteria, they will refer it to the LADO immediately, or at least within one working day. Where the allegation is against the Head, she should not be informed of the allegation prior to contact with the LADO. Allegations concerning a teacher who is no longer teaching and/or historical allegations should be referred to the police. There may be cases where the case manager chooses to involve the police immediately, for example, if there is a risk that a criminal offence has been committed.

Borderline cases may be discussed with the LADO without identifying individuals in the first instance and, following discussions, the LADO will judge whether or not an allegation or concern meets the relevant threshold. The LADO and the Head/Chair of Governors will decide in the circumstances what further steps should be taken. The parents/guardians of the child or children involved should be informed as soon as possible, with the agreement of the LADO and following consultation with the police or children’s social care if applicable. Any such discussions should be recorded in writing.

The member of staff or volunteer named as the perpetrator in the allegation should normally be informed as soon as possible and given an explanation of the likely course of action. Advice will always be sought from the LADO first, however, and, where applicable, children’s social care and/or the police. The School will normally appoint a member of staff to keep the person informed of the likely course of action and the progress of the case and will consider what other support may be appropriate for the individual.

All allegations which meet the threshold for referral to the LADO will be investigated as a priority to avoid any delay. Any discussions with the individual will be recorded in writing, any communication agreed with the LADO. Careful consideration will be given as to whether the member of staff should be suspended during the investigation, or whether other arrangements should be put in place. If the member of staff is suspended, they should be notified at the point of suspension of who their named contact is within the school, and provided with their contact details.

The outcome of investigation of an allegation will record one of the following outcomes:

If it is established that the allegation is malicious, no details of the allegation will be retained on the individual's personnel records. In all other circumstances, a written record will be made of the decision and retained on the individual's personnel file indefinitely, in accordance with advice from the DfE and Charities Commission.

In any cases where the allegation is found to be malicious, any details of the investigation will be removed from that member of staff’s personnel files. In such cases, consideration will be given to whether disciplinary action should be taken against whoever made the allegation, including whether to involve the police. Where the allegation has been made by a pupil, it should be kept in mind that the pupil may have unmet needs that have prompted this behaviour, and appropriate pastoral support should be considered.

During the course of the investigation, the School, in consultation with the LADO, will decide what information should be given to parents, staff and other pupils, and how press enquiries are to be dealt with. In reaching their decision, due consideration will be given to the provisions in the Education Act 2011 and in KCSIE 2026 relating to reporting restrictions identifying teachers who are the subject of allegations from pupils. Above all, the School should be mindful of the dignity and privacy of all individuals involved, and guard against unwanted publicity during the course of an investigation.

At the close of the investigation the LADO will discuss with the case manager and Head whether the School should make a referral to the DBS and/or whether to refer the matter to the TRA, as per our legal obligations under DBS guidance and procedures and the Safeguarding Vulnerable Groups Act 2006 and the Safeguarding Vulnerable Groups Act (Prescribed Criteria and Miscellaneous Provisions) Regulations 2009. These require that schools have a legal duty to refer to the DBS anyone who has harmed, or poses a risk of harm, to a child, or if there is reason to believe the member of staff has committed one of a number of listed offences, and who has been removed from working (paid or unpaid) at the School, or would have been removed had they not left.

St Catherine’s School will make such a referral as soon as possible after the resignation or dismissal of any individual (whether employed, contracted, a volunteer or a pupil) whose services are no longer used because he or she is considered unsuitable to work with children. This includes dismissal, non-renewal of a fixed-term contract, no longer using the supply teacher engaged directly or supplied by an agency, terminating the placement of a trainee or volunteer, no longer using staff employed by a contractor and resignation and voluntary withdrawal from any of the above.

Furthermore, a prohibition order may be appropriate (because that teacher has displayed unacceptable professional conduct, conduct that may bring the profession into disrepute or a conviction at any time for a relevant offence). The School will make a serious incident report to the Charity Commission whenever the Commission's guidelines deem it appropriate to do so.

Where the School ceases to use the services of a teacher because of serious misconduct, or would have dismissed them had they not resigned, it will consider whether to refer the case to the Secretary of State, as required by sections 141D and 141E of the Education Act 2002. The Secretary of State may investigate the case, and if s/he finds there is a case to answer, must then decide whether to make a prohibition order in respect of the person.

In any case where an allegation has been found to be substantiated, the School will consult the LADO as to whether there are any lessons to be learned in terms of the School’s practice or procedures, in order to avoid similar events in the future. For all other allegations, a clear and comprehensive summary of the allegation, including how it was investigated and resolved, and any action taken/decisions reached, will be kept on the member of staff’s confidential personnel file. Copies of these records will be provided to the member of staff concerned. Any records containing information regarding allegations of sexual abuse will be kept for 10 years, or until the accused has reached pension age (whichever is longer). False, unsubstantiated or malicious cases should not be mentioned in employee references.

All outcomes will be recorded in line with statutory guidance and retained securely in personnel files where appropriate.

Throughout any allegation against a member of staff, any pupils involved will be provided with appropriate pastoral care.


Section 5: Key issues relating to safeguarding

5.1 Affluent neglect 

Affluent neglect refers to children from higher-income families who may not be receiving sufficient parental care and attention. This can also refer to pupils who are left unsupervised at any inappropriate age and/or time because of their parents’ other commitments. It may also include emotional neglect where material provision is high but emotional availability, supervision, or attachment needs are not met.

5.2 Attendance 

The School recognises the links between attendance and safeguarding and that children missing education can act as a vital warning sign of a range of safeguarding issues, including neglect, sexual abuse and child sexual and criminal exploitation. The School works together with parents and the Local Authority to proactively monitor and improve school attendance and makes absence returns to the Local Authority as required. Full details of the School’s approach and processes in this regard are contained in the Attendance Policy and Procedure.

The School will also consider patterns of persistent absence, lateness, or unusual attendance trends as potential safeguarding indicators and escalate concerns where appropriate.

5.3 Child Criminal Exploitation (CCE) 

CCE occurs when   an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into any criminal activity in exchange for either some kind of financial gain (or other advantage), for the gain of the perpetrator or facilitator, or through violence or the threat of violence. The activity can appear consensual, and it can occur both through physical contact and online. 

Indicators include:

Where staff have concerns about CCE they must follow safeguarding procedures outlined in Section 4 without delay.

5.4 Child Sexual Exploitation (CSE)

 Child sexual exploitation is a form of sexual abuse where children are sexually exploited for money, power or status. It can involve violent, humiliating and degrading sexual assaults, and can be conducted in person or using technology. In some cases, young people are persuaded or forced into exchanging sexual activity for money, drugs, gifts, affection or status. Exploitation may have occurred even if the sexual activity appears consensual. It should be noted that CSE can affect 16 and 17 year olds, even though they can legally consent to engage in sexual activity. Child sexual exploitation doesn't always involve physical contact and can happen online. A significant number of children who are victims of sexual exploitation go missing from home, care and education at some point. Children who are victims of sexual exploitation may also be victims of CCE. In addition to the CCE indicators above, some of the following signs may be indicators of CSE:

CSE and CCE may overlap and should always be considered together when assessing risk. Staff must refer concerns immediately via Section 4 procedures.

Children who are absent from education for prolonged periods and/or repeated occasions (formally Children missing from education)
The School will monitor all pupil absences from school and promptly address concerns about irregular attendance with the parent/carer. As standard, we seek to hold at least two emergency contact numbers for each pupil. Where deemed appropriate, and whenever a pupil is absent without leave for more than 10 school days (continuous), a referral regarding a pupil missing school will be made to the relevant Safeguarding Children Partnership or local Education Welfare services. For further details, please see the Missing Pupils Procedure document. The local authority will be kept updated regarding pupils leaving school, in line with the requirements laid out in the DfE guidance ‘Children missing education’, September 2016. The School will also consider repeated shorter absences, patterns of absence, and contextual safeguarding risks linked to non-attendance.

5.5 County Lines

 County lines is a term used to describe gangs and organised criminal networks involved in exporting illegal drugs into one or more areas of the UK, using dedicated mobile phone lines or another form of 'deal line'. Exploitation is an integral part of county lines, with children exploited to move drugs and/or money. Offenders will use coercion, intimidation, violence and weapons to ensure compliance of victims. Children are often recruited for county lines activity, and can easily become trapped in this type of exploitation. Indicators a child may be involved in county lines include missing episodes from school (and home). Children involved in county lines are victims of exploitation even when they appear to be participating willingly. If a member of staff fears a pupil may have become involved in county lines, he/she should refer the matter to the DSL, following the processes outlined in Section 4.

5.6 Cybercrime
Some children may be drawn into cybercrime (whether inadvertently or deliberately), which includes but is not limited to:

Where concerns arise, the DSL will consider safeguarding referrals and may involve external agencies such as the National Crime Agency Cyber Choices programme.

5.7 Discrimination

St Catherine’s fosters inclusivity and belonging, creating opportunities to celebrate diversity through our curriculum and activities. We recognise that discrimination can cause trauma and negatively impact a child's wellbeing, sense of belonging, and safety. Taking timely action helps prevent concerns from escalating into bullying and promotes an inclusive and supportive school environment. We have a duty to protect individuals and eliminate unlawful discrimination, harassment, and victimisation, giving this duty specific attention in policy-making and decisions we make about our school.

Some pupils face greater risks of harm or bullying from issues like sexual violence, homophobic, biphobic, transphobic, faith-, or race-based discrimination. Children may be targeted due to their perceived or actual LGBTQ+ identity. We prioritise fostering good relations between those who share protected characteristics and those who do not, ensuring equal opportunities for everyone.

We aim to provide a safe, open space for our community to share concerns. Discrimination is firmly addressed under our safeguarding procedures and behaviour policy, and may involve referrals to children's services and/or the police. We will communicate with parents in line with this policy. Support and check ins will be offered to the pupil who has been targeted. We challenge discriminatory attitudes, making it clear this behaviour is unacceptable. Pupils who discriminate against others have clear consequences and receive the support and education they need to reduce the risk of this behaviour happening again. We report all discrimination incidents, including those not involving children, to the local authority termly.

5.8 Domestic abuse 

The Domestic Abuse Act 2021 recognises the impact of domestic abuse on children in their own right, if they hear, see or are experiencing the effects of such abuse. Domestic abuse can be classified as any incident or pattern of incidents of controlling, coercive, 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. The abuse can include, but is not limited to:

5.9 Elective Home Education (EHE) 

Where a parent/guardian has expressed their intention to remove a child from school with a view to educating at home, the School will coordinate a meeting with parents/guardians where possible to ensure the parents/guardians have considered what is in the best interests of the pupil. The School will report to the Local Authority when a pupil is taken off roll and is moving to EHE. If the pupil has a safeguarding file, this will be kept by the School until the term they turn 25. If the pupil returns to an education establishment the safeguarding file is transferred in line with the policy. The School will seek to ensure safeguarding considerations are fully discussed before deregistration, where appropriate.

5.10 Female Genital Mutilation (FGM)

Female genital mutilation (FGM) involves removal, part removal or injury to the female genital internal or external organs for non-medical reasons. It is sometimes known as ‘cutting' or female ‘circumcision’. FGM is illegal in England. As with other safeguarding concerns, staff will speak to the safeguarding team if they suspect that FGM has been carried out on a child or believe that the child is at risk of FGM. If a teacher (i.e. an individual who is employed or engaged to carry out teaching work in our school) comes to know in the course of their work that a child has experienced FGM they must directly report it to the police. Failure to do so will result in disciplinary sanctions. 

 Signs a pupil may be at risk of FGM include:

5.11 Forced Marriage

Forced Marriage is defined as a situation where one or both people do not (in the case of pupils with learning difficulties cannot) consent to a marriage and pressure or abuse is used. It is a form of child abuse and may include emotional, physical or psychological coercion. Threats can be physical, emotional or psychological. It is recognised as violence against women/men or domestic/child abuse, and is a serious abuse of human rights.

5.12 GDPR

St Catherine's has appropriate regard to data protection/GDPR requirements and all staff are made aware that these do not prevent the processing, storing and sharing of information, including special category personal data for the purpose of safeguarding children and individuals at risk. Furthermore, the School is conscious that it is permitted to withhold sharing data where the serious harm test is met, i.e. if they believe that by sharing the data the child may be put at risk of serious harm. More information and guidance on how GDPR applies to schools can be found in the DfE document Data protection: a toolkit for schools. Information sharing for safeguarding purposes is lawful and necessary under UK GDPR where there is risk of harm.

5.13 Health concerns – mental and physical

Both mental and physical health concerns can be considered a safeguarding issue as they may impair a pupil’s normal development. Furthermore, if a pupil is in need of medical help which the parent is failing to provide, this can be classified as neglect, while a mental health problem can be an indicator that a child has suffered, or is at risk of suffering, abuse, neglect or exploitation.

Only appropriately trained professionals should attempt to make a diagnosis of a mental health problem. However, staff are well placed to observe changes in a child’s day-to-day behaviour that may indicate that they are experiencing a mental health problem, or at risk of developing one.

Where children have suffered abuse, exploitation or neglect, or other potentially traumatic adverse childhood experiences, this can have a lasting effect through childhood, adolescence and into adulthood. Wherever provided by parents, information about childhood trauma will be shared with staff so that they are aware of how these experiences may affect their mental health, behaviour and education. Where necessary, adapted behaviour management strategies will be identified and used to support these pupils.

If staff are concerned that a child’s mental health is also a safeguarding concern, they will speak to a member of the safeguarding team as per this policy. We will consider whether support from the Child and Adolescent Mental Health Service (CAMHS) is necessary. If we feel that a child is in danger, we will call 999 or arrange for the child to be taken to A&E immediately by a parent or other suitable person. If a child needs help urgently for their mental health, but it's not an emergency, we will seek advice from NHS 111 online or call 111 and select the mental health option.

The DSL will decide how to respond based on the individual characteristics of the case, taking into account factors such as the severity of the harm or disorder, the age of the pupil and any knowledge regarding the pupil’s home life. The Independent Listener (School Counsellor) will also be consulted. The matter may be discussed with the pupil, and their wishes will be acknowledged; however, at all times the School is mindful of its responsibility to safeguard the pupil and, if necessary, their parents will be notified and/or a referral to children’s services may be made without their knowledge. If the pupil is in immediate danger, emergency medical help may be sought and/or the police may be contacted.

5.14 Honour-Based Abuse 

Honour-based abuse is a violent crime or incident which may have been committed to protect or defend the honour of the family or community, and includes FGM, forced marriage and breast ironing.

Such abuse is a safeguarding and criminal matter and must always be treated as high risk.

5.15 Multi-agency working

The safeguarding partners for our borough comprise: Richmond Council Department of Children’s Services; Kingston Council Department of Children’s Services; Director of Quality, Richmond and Kingston Clinical Commissioning Group; Head of Safeguarding, Metropolitan Police South West BCU.

The DSL engages with the Kingston and Richmond Safeguarding Children’s Partnership in a range of ways, including:

Any allegations against members of staff will be referred to the Kingston and Richmond LADO. Referrals regarding children we believe are suffering, or at risk of suffering harm will be made to the organisation for that child’s home borough. The School will engage in timely information sharing and multi-agency working in line with statutory guidance.

5.16 Parental health and substance misuse

A parent’s ability to care for and supervise their child safely and effectively may be affected by ill-health, whether that is mental and/or physical.

Parental substance misuse, whether that refers to alcohol or drugs, can present a safeguarding risk, as it may impair the ability of the parent to supervise children in their care in a safe and responsible fashion.

If a member of staff has concerns about the parent(s) of a child at the school, they should report this to the DSL using the procedures detailed in Section 4. The DSL will decide how to respond based on severity, duration, age of the child, their knowledge of the home life and extended family, and any observed impact on the child. It may be that a referral to children’s social care will be necessary to safeguard the child, or that an Early Help assessment will enable support to be put in place to help the family.

Concerns must be referred where there is risk of harm or neglect.

5.17 Child-on-child abuse (including sexual harassment and violence). 

We recognise that children can abuse other children, often referred to as child-on-child abuse. It can happen at school, outside of school or online. Staff are made aware of the important role we have to play in preventing child-on-child abuse and responding when we believe a child may be at risk. For some (but not all) forms of child-on-child abuse it is more likely that girls will be victims and boys’ the instigators, but we make it clear to pupils that all child-on-child abuse is unacceptable behaviour, we will take it seriously and how they can report to us that they have experienced or witnessed it. 

We do not downplay any form of child-on-child abuse. Staff are trained to challenge inappropriate behaviour between children that is abusive in nature. Our staff recognise that even if there are no reported cases of child-on-child abuse, such abuse may still be taking place and is simply not being reported. We all maintain an attitude of ‘it could happen here’. 

Examples of child-on-child abuse can include, but are not limited to:

Child-on-child abuse is preventable. St Catherine’s puts measures in place to minimise the risk of child-on-child abuse, including

Staff will report concerns or confirmed incidents of child-on-child abuse using the school’s safeguarding reporting and recording procedures described above. The DSL will determine the best course of action from the available options ranging from internal management of the concern to making a referral to children’s services and/or the police. We will inform the police if a criminal offence is committed. The police take a welfare approach to children under the criminal age of responsibility who are alleged to have caused harm. The DSL will work closely with the police to ensure the decisions the school makes to protect children and about discipline does not impact the criminal process. 

Records will be kept of all concerns, how they were investigated and any outcomes reached on the child’s safeguarding file. The DSL will contact the parents of children involved at the earliest opportunity so long as it is appropriate to do so. Where the DSL, children’s services and/or the police decide the concern should be handled by the school internally, we will thoroughly investigate the concern following our behaviour policy and safeguarding processes. 

If a safeguarding risk is established, the DSL will assess the necessity of a safety plan or risk assessment in consultation with the external agencies involved. Individual safety plans will be subject to regular monitoring and will include input from both the pupil concerned and their parents. The course of action taken by the school for each child will be discussed solely with that child’s parents.

Child-on-child abuse is a safeguarding issue for both children who display the behaviour and the children who are affected by it. Support will be extended to every child affected by the incident. 

The School seeks to minimise incidences of child-on-child abuse through both the promotion of appropriate conduct (Pupil Code of Conduct, Form Time discussions, assemblies) and clear strategies against bullying (Anti-bullying Policy, Rewards and Sanctions Policy). pupils are given a range of methods through which they can raise concerns. Pupils are supervised throughout the school day, with particular attention given to areas where child-on-child abuse may be more likely to arise (toilets, locker rooms). 

It is important that staff challenge inappropriate behaviours between peers, using the School’s Behaviour Policy and Anti-Bullying Policy. Staff should escalate promptly any behaviour that causes them particular concern, either to the relevant Pastoral Head or to a member of the DSL team. There should be a zero-tolerance approach to child-on-child abuse, and staff should be wary of passing off such behaviour as ‘banter’, ‘just having a laugh’, ‘part of growing up’ or ‘boys being boys’ as this can lead to a culture of unacceptable behaviour, misogyny and an unsafe environment for children. 

Sexual violence and harassment, and harmful sexual behaviour, which can all be forms of child-on-child abuse, are covered in a section below. Full details of child-on-child abuse and its characteristics are included in Appendix 1 of this policy. Where there is a concern involving self-generated intimate images and/or videos”, including those generated using AI, the School will follow the guidance outlined in the DfE guidance ‘Searching, screening and confiscation’ [January 2018] and the UK Council for Internet Safety. All staff should be aware that safeguarding issues can manifest themselves via child-on-child abuse, and therefore should be mindful that the alleged perpetrator of child-on-child abuse is likely to have considerable unmet needs as well as posing a significant risk of harm to other children and, as such, both they and the victim will be treated as being ‘at risk’. Evidence suggests that such children may have suffered considerable disruption in their lives, may have witnessed or been subjected to physical or sexual abuse, may have problems in their educational development and may have committed other offences. They may therefore be suffering, or at risk of suffering, significant harm and in need of protection. Any long-term plan to reduce the risk posed by the alleged perpetrator must address their needs.

Victims of child-on-child abuse will be supported by measures appropriate to the specific context, such as separating the two pupils for teaching purposes. In extreme cases, exclusion of the perpetrator will be considered.

All pupils involved in a case of child-on-child abuse will also be supported through the school’s normal pastoral structures, including the offer of a meeting with the Independent Listener.

Cases of child-on-child abuse, or cases where there are related concerns, will be subject to ongoing review by the relevant pastoral leads to ensure the well-being of all pupils involved.

5.18 Police involvement

As referenced within this policy, there are a range of scenarios under which the police should be contacted, or where taking advice from the police may be helpful.  The DSL and DDSLs will be mindful of when this is relevant, with reference to the NPCC guidance ‘When to call the police’ (2020).  This document is linked in Section 6 of this policy. If a pupil is subject to a police investigation the DSL and/or Head will ensure the pupil has an appropriate adult assigned to them. This is outlined in the PACE code (2019) and is linked in Section 6 of this policy. 


5.19 Preventing radicalisation (the Prevent Duty)

St Catherine’s complies with the Prevent duty, a legal requirement that obligates agencies including schools to prevent people from becoming terrorists or supporting terrorism. We recognise our role in protecting individuals from extremist ideologies and intervening early to prevent radicalisation. The school undertakes a Prevent duty risk assessment to assess the risk of children being drawn into terrorism, including online, which is informed by the local profile and context. 

Protecting children from extremism and being drawn into terrorism is treated the same as any other safeguarding harm. Staff will be alert to changes in a child’s behaviour which could indicate that a child may be in need of help or protection. They will report any concerns in line with the school’s safeguarding procedures detailed above. 

The DSL will follow the local Prevent referral pathway where they become aware of a Prevent concern. They may first seek advice from the local council’s Prevent lead and children's services. If appropriate, they will make a referral to the police Prevent team who will consider with other agencies whether the child would best be supported under the Channel programme. The DSL will report knowledge of online material promoting terrorism or extremism via the Government’s service, Kingston Prevent referral pathway OR Richmond Prevent referral pathway

Pupils will be provided with a safe space to discuss controversial issues and the skills they need to challenge extremist views. We are responsible for the content and messaging delivered to our pupils. We will ensure that any external speakers, resource materials, or learning tools do not undermine core British values, which include democracy, individual liberty, the rule of law, and mutual respect and tolerance for those with different faiths and beliefs. Promoting these values helps us defend children against extremist ideologies while building a more united and harmonious community.

Staff will be alert to the signs of vulnerability and/or susceptibility to any extremist indoctrination, and are aware of the risk posed by other pupils and adults who may have been radicalised and the impact of radicalisation via social media. 

Staff acknowledge the need for a culture of vigilance to be present in the School to support safeguarding.  This includes awareness and sensitivity to attitudinal changes of pupils which may indicate they are at risk of radicalisation.

Staff will consider the level of risk to identify the most appropriate referral, which could include reference to Channel or Children's Social Care. Contact details for support and advice on the Prevent Duty can be found below, including a link to the Kingston Prevent Roadmap.

All staff are required to complete relevant online training regarding the Prevent Duty and the use of Channel, and are asked to repeat this training every three years to ensure their knowledge is kept up-to-date.

5.19 Self-harm, including eating disorders

Issues of self-harm, including eating disorders, will be managed as per a mental health concern (see section above).

5.20 Serious Violent Crime

Staff should be alert to the signs that a child is, or is at risk of, becoming involved in serious violent crime and/or involved in County Lines activity. These signs include absence from school, changes in friendships, relationships with older individuals or groups, decline in performance, signs of assault or other unexplained injuries, and unexplained gifts or possessions. Further risk factors that increase the likelihood of being involved in serious violence include frequent absence or previous exclusion from school, having experienced maltreatment, having been involved in offending, and/or being male. While these are factors that apply less frequently to pupils at St. Catherine’s, staff should remain mindful of them, as they may apply to pupils’ social circles outside of school. If staff have a concern regarding a child in relation to this issue, they should raise it with the DSL.


5.21 Upskirting

Upskirting is where someone takes an image under a person's clothing without their permission or knowledge.  It is a criminal offence under the Voyeurism (Offences) Act [2019].  If a member of staff believes a pupil has been a victim of upskirting, they should refer the matter to the relevant DSL, using the procedures outlined in Section 4.  If a member of staff believes a pupil has committed an act of upskirting, this should also be referred to the DSL, both in order to protect the target and to identify reasons for the perpetrator's behaviour, which could in and of themselves indicate a safeguarding issue.


5.22 Harmful sexual behaviour, including harassment and/or sexual violence

Harmful sexual behaviour exists on a continuum (see diagram below). Our safeguarding team will have a good understanding of harmful sexual behaviour to inform how they respond to concerns, support staff training and work with the PSHE/RSE lead to plan the aspects of the curriculum aimed at preventing harmful sexual behaviour. We will always consider harmful sexual behaviour in a safeguarding context. Staff are made aware of the importance of addressing the early signs of inappropriate sexual behaviour, including misogyny, to prevent it escalating into sexual violence and/or sexual harassment. 

Hackett continuum of sexual behaviour tool

Normal 

Inappropriate

Problematic

Abusive

Violent

Developmentally expected


Socially acceptable 


Consensual, mutual, reciprocal


Shared decision making

Single instances of inappropriate sexual behaviour 


Socially acceptable behaviour within peer group


Context for behaviour may be inappropriate


Generally consensual and reciprocal

Problematic and concerning behaviours


Developmentally unusual and socially unexpected 


No overt elements of victimisation 


Consent issues may be unclear


May lack reciprocity or equal power


May include levels of compulsivity

Victimising intent or outcome 


Includes misuse of power 


Coercion and force to ensure victim compliance


Intrusive 


Informed consent lacking, or not able to be freely given by victim


May include elements of expressive violence

Physically violent sexual abuse


Highly intrusive


Instrumental violence which is physiologically and/ or sexually arousing to the perpetrator


Sadism

St Catherine’s knows that sexual violence and sexual harassment can happen between two children of any age or sex, online or in person. It can occur also through a group of children to a single child or towards another group of children. We will not dismiss sexual harassment as “banter”, “just having a laugh”, “part of growing up” or “boys being boys”, because this can lead to a culture of unacceptable behaviour, misogyny, an unsafe environment for children and in the worst case scenario normalise abuse and stop children from coming forward to report it. 

When responding to harmful sexual behaviour, including sexual harassment and sexual violence, St Catherine’s follows the guidance set out in Part Five of KCSIE. We treat incidents that occur online or outside the school setting with the same gravity as in-school incidents. All incidents are responded to using the thresholds set out in the Hackett tool, drawing upon the DSL’s professional judgement and following local safeguarding procedures:

Hackett Inappropriate: Manage internally using the behaviour policy and pastoral support.

Hackett Problematic: Early help response used for non-violent harmful sexual behaviour to prevent escalation.

Hackett Abusive: Refer to children's services when a child has been harmed, is at risk of harm or in immediate danger.

Hackett Violent: Report to the police if a crime has been committed, such as rape, assault by penetration or sexual assault, following the When to call the police guidance. 

Handling cases of harmful sexual behaviour is highly complex. Where appropriate, the DSL will seek the advice of the police and/or children’s services to decide next steps and what information can be disclosed to others, in particular the child alleged to have caused harm, their parents and staff. The DSL will also consider which specialist services are best placed to support the children involved. 

When assessing incidents of harmful sexual behaviour, we will take into account the ages and developmental stages of the children involved. Any power imbalance between children, such as differences in age, maturity, social status and if any of the children have a disability or learning difficulty, will be taken into account. We will consider whether immediate measures need to be put in place to support and protect the children impacted by harmful sexual behaviour, including witnesses and the child who displayed harmful sexual behaviour. 

An immediate risk and needs assessment will be carried out and recorded following a report of sexual violence and on a case by case basis for reports of sexual harassment. The DSL will regularly review the assessment, using it to inform ongoing safeguarding decisions. At all times, we will be actively considering the risks posed to all pupils and staff, and put adequate measures in place to protect them and keep them safe. Our risk assessment will support and be informed by risk assessments carried out by other professionals involved. 

Our staff know to reassure any child who reports they have been a victim of sexual violence or sexual harassment that they will be taken seriously, supported and kept safe. We will further reassure those affected that the law exists to protect children, not criminalise them. Experiencing sexual violence and sexual harassment will, in all likelihood, negatively affect a child’s educational attainment and be worsened if the child who caused the abuse attends the same school. We will work hard to minimise the impact on their educational outcomes. Wherever possible, the child, if they wish, will be able to continue in their normal routine. Our priority will be to make the child’s daily experience as normal as possible, so that our school is a safe space for them. 

We recognise  that children who display harmful sexual behaviour may have experienced their own abuse and trauma. At the same time as considering disciplinary action, we will provide the child with, or find, the right support to stop them from re-offending and address any underlying trauma that may be causing their behaviour. In all scenarios, decisions and actions are regularly reviewed and relevant policies are updated to reflect lessons learnt. 

Balancing confidentiality requests with safeguarding duties

The DSL will give the child affected by harmful sexual behaviour as much control as reasonably possible regarding how an investigation will be progressed and what support they are offered. If the child asks for confidentiality and opposes a referral being made to external services, the DSL will assess the situation case-by-case, balancing their wishes against the school’s duty to protect them and others. A referral should be made to children's services if a child has suffered harm, faces a risk of harm, or is in immediate danger. Additionally, reports involving crimes such as rape, sexual assault, or assault by penetration should be reported to the police. Decisions to refer against the child’s wishes will be handled with care. 

If an allegation of sexual harassment or sexual violence enters the criminal justice system, the DSL will have a general understanding of the criminal process, witness support, and the importance of anonymity requirements. Every reasonable effort will be made to safeguard the anonymity of all children involved in a report. This includes evaluating what information staff members need to know and establishing appropriate support. The school will also consider the role of social media in spreading rumours and potentially exposing a child's identity.

Unsubstantiated, unfounded, false or malicious reports

If a report is found to be unsubstantiated, unfounded, false or malicious, the DSL will consider whether the child and/or the person making the allegation needs support or may have been abused by someone else, and this was a cry for help. If so, a referral to local authority children’s services may be appropriate. If a report is proven to be deliberately false or malicious, we will consider taking action against the individual in line with our behaviour policy.

Concerns about the sharing or making of nudes or semi-nudes 

For the purposes of this policy, ‘sharing or making nudes and semi-nudes’ refers to the creation, sending or posting of nude or semi-nude images by young people under the age of 18. The term ‘images’ includes all visual content, such as photographs, videos and livestreams. Images may be taken by the child themselves or taken or created by another person. Images may be digitally altered or wholly generated using artificial intelligence, usually referred to as ‘deepfakes’. 

Our staff will be trained to carefully handle and manage reports of these incidents. Staff reserve the right to confiscate a device in the possession of a child if they have concerns that the device is involved in the sharing or making of nudes or semi-nudes. This is consistent with the Searching, screening and confiscation: advice for schools guidance. Staff will not view, download, forward or delete illegal images of a child. Staff will be aware of what to do when viewing an image is unavoidable.

Incidents will require a proportionate safeguarding response, regardless of whether they are consensual or not, that considers any elements of coercion, exploitation or vulnerability. The DSL will first hold an urgent meeting to establish, among other things, the level of risk to the children involved, if a referral is needed in line with our safeguarding procedures, whether there is a need to view the image to safeguard the child and whether action should be taken to delete or remove the image. The review meeting will likely include the staff member(s) who heard the disclosure and the wider safeguarding team. 

The decision to view and delete imagery will be based on the professional judgement of the safeguarding team, guidance from the police (where necessary) and in line with the government’s Sharing nudes and semi-nudes: advice for education settings working with children and young people guidance. 

The DSL will make an immediate referral to the police and children’s services if:

It will not always be necessary to involve the police or children’s services. In these cases, the DSL will be confident that they have enough information to assess the risk to any child involved and that the risks can be managed within our school’s pastoral support, behaviour procedures and, if appropriate, the local network of support. We may escalate the concern to safeguarding agencies later on as a result of becoming aware of further information or wider concerns. 


Section 6: Specific safeguarding considerations

Certain children are at a higher risk of experiencing abuse, whether online or offline, and may face further obstacles in identifying or reporting it. For this reason, there are some circumstances we give a specific safeguarding focus to. 

6.1 Children who need a social worker

St Catherine’s l recognises that a child’s difficult experiences and trauma can leave them vulnerable to further harm and face additional barriers to attendance, learning, mental health and behaviour. Children may need a social worker to help the family address safeguarding risks or welfare needs. Children’s services will tell the school if a pupil has a social worker. This helps us to make decisions in the child’s best interest, such as how we adjust our response to unauthorised absence or the child missing education. We will work with the social worker, the child, and their family when deciding on the extra help we can provide in school to support the child’s welfare.

Children looked after and previously looked after

Staff will have the skills and knowledge to keep children looked after and previously looked after safe. We will give appropriate staff the information they need in relation to a looked after child, for example their legal status, who has parental responsibility, who is not permitted to have contact, who is not permitted to know where the child is being educated and the level of decision-making power the local authority has given the carer. 

The school’s designated teacher for children looked after, Lianne Aherne,  has the training and experience to understand the unique needs of these children and how they can best be supported to have the same opportunities as their peers. This will include the designated teacher working closely with AfC’s Virtual School accessing the training and forums on offer. The designated teacher will also work closely with the children’s services and Virtual School involved to put funding to best use to improve the child’s educational outcomes. The designated governor for children looked after is insert name.

Kinship carers are family or friends who step up, often during an unexpected crisis, to care for a child when their parents aren’t able to. We encourage kinship carers of pupils to make the school aware of their caring arrangement so we can establish whether there is any support we can offer or seek advice for.              

Private fostering occurs when a child under 16 (or 18 if disabled) is cared for by someone other than a parent or close relative for 28+ days. By law, those arranging this care must notify children’s services as soon as possible. If they haven't, the school has a duty to inform children’s services, though we also encourage parents to report it.

6.2 Young carers

St Catherine’s is alert to the needs of young carers, recognising that caring responsibilities can impact on their attendance, academic achievements, behaviour and wellbeing. We aim to identify young carers early so we make sure young carers receive the right support at the right time by the right services. This may include additional support from safeguarding partners, including the local authority and health services.

6.3 Children requiring mental health support

We have an important role to play in supporting the mental health and wellbeing of our pupils. Supporting mental wellbeing is a high priority for our school. Schools may want to list some measures in place to boost and support pupil wellbeing. With the support of the Mental Health Support Team (MHST), our school’s mental health lead, Lianne Aherne, has developed a whole school approach to mental health and wellbeing, that aims to build resilience among pupils and get children the right support and advice. 

Our staff are aware that mental health problems can develop into safeguarding concerns and can also be an indicator that a child is experiencing or at risk of experiencing harm. Staff are well placed to observe children day-to-day and identify early those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one. Staff are aware that only appropriately trained professionals should attempt to diagnose a mental health problem. 

6.4 Children with special educational needs, disabilities and health issues

Our SENCO and DSL work closely together to safeguard children who have special educational needs and disabilities (SEND), particularly when there is a report of abuse. We make sure that staff are aware that children with SEND or certain medical or physical health conditions can face additional safeguarding challenges, both online and offline, such as:

We will consider additional pastoral support for these children and ensure we put appropriate measures in place to best support communication. We will make a referral to children’s services where an incident highlights that a child might be at increased risk of harm because of their medical condition, for example if the child is repeatedly sent to school without essential medication. Usually, we expect a child’s reported medical needs to be verified by UK medical professionals. 

6.5 Children who are absent from education 

St Catherine’s recognises issues with attendance can be a warning sign to a range of safeguarding issues and/or worsen existing safeguarding concerns. The school’s attendance procedures assist the safeguarding team with identifying and responding to children persistently absent or missing from education, acting early to prevent absent children from becoming a child missing education in the future.

Where a parent expresses their intention to educate their child at home (also known as elected home education), we will work together with the parent and other professionals to ensure that this decision has been made in the best interests of the child. We recognise that this is particularly important for children who have SEND, a social worker and/or other vulnerabilities. 

6.6 Children who are gender questioning 

This section applies where a child or their parent has requested that the school make changes or put support in place in order to facilitate the child presenting as the opposite biological sex (“social transition”). The KCSIE guidance states what our responsibilities are in this area and what we should consider when making decisions about a request, particularly in relation to single-sex sport and spaces and residential accommodation. We will keep a clear record of our decision-making.

St Catherine’s will balance the impact of agreeing the child’s request against the impact of refusing their request, taking into account all the relevant factors. We will use our judgment about whether supporting social transition is in the child’s best interests and the best interests of other children. We will do this by working together with the child and the child's parents (unless the latter is unsafe to do so), considering clinical evidence or advice and involving the DSL. The DSL will also be involved in cases where a child has socially transitioned but staff and school friends are unaware. We will offer in-school support and signpost to community-based organisations where appropriate or requested. 

Section 7: Local contacts and other sources of information

The School's points of contact for children who are the focus of concern are as follows: 

Kingston & Richmond Safeguarding Children Partnership


https://kingstonandrichmondsafeguardingchildrenpartnership.org.uk/


Single Point of Access Team
Tel: 020 8547 5008


Full details of the Kingston Prevent strategy can be found at:


https://www.kingston.gov.uk/safety-crime-and-emergencies/prevent-0

Out of Hours Emergency Duty Team
Tel: 020 8770 5000

Local Area Designated Officer (LADO or DO)


Jacqueline Alsop

Services for Children and Families

42 York Street

Twickenham

TW1 3BW

Tel: 0208 891 7370

Email: LADO@achievingforchildren.org.uk 

A full list of safeguarding partnership contact details for other London Boroughs can be found at:


https://www.londonscb.gov.uk/london-scb-contacts/

Police


Emergency – 999

Non-emergency – 101

Additional guidance on when to call the police can be found here

Guidance about an appropriate adult for pupils subject to a police investigation can be found in paragraph 1.7

Whistleblowing

 

OFSTED Safeguarding Children

08456 404046 (Monday to Friday from 8am to 6pm)
Whistleblowing@ofsted.gov.uk 

NSPCC Whistleblowing Advice Line

0800 028 0285

help@nspcc.org.uk 

Further guidance can be found in the Staff Employment Handbook.

Extremism

 

Any concerns regarding radicalisation should be referred to the Kingston & Richmond Safeguarding Children Partnership Single Point of Access telephone number, detailed above.

In addition, the DfE provides the following dedicated helpline for staff and governors, and an email point of contact:

020 7340 7264

counter-extremism@education.gsi.gov.uk  

Disclosure and Barring Service


PO Box 181, Darlington, DL1 9FA
Tel: 01325 953795 


Appendix 1: Indicators of abuse

Typical signs of neglect are:

Typical behaviour indicators of neglect are:

The pupil: 

Typical signs of physical abuse are as follows:

(P.E. staff are often in the best position to notice injuries and should have a system of recording and 

reporting marks/bruises and repeated absence from games lessons.)

Staff in the Preparatory Department have a blank body map which they use to record visible injuries.

Typical behaviour indicators of physical abuse:

Typical behaviour indicators of sexual abuse or other family difficulty:

Although the following may now be considered grey areas for the reasons outlined, staff should nevertheless remain alert to them as possible behavioural indicators of sexual abuse:

Typical behaviour indicators of emotional abuse:

Appendix 2: What all staff should know

All staff should know the following:

  1. the DSL is responsible for safeguarding and their role;

  2. the School’s Safeguarding Policy;

  3. what they should do if they suspect, or have disclosed to them, that a child may need protection from abuse;

  4. the possible signs and symptoms of abuse;

  5. the procedure in the event of an allegation of abuse being made by a pupil against a teacher;

  6. Part 1 of the most recent statutory guidance (KCSIE 2026);

  7. the role of the DSL.

The Head and DSL need to ensure that:

  1. the School’s policy is in line with local procedures;

  2. they have knowledge of local procedures;

  3. they know who to contact in the event of a suspected case of abuse;

  4. all new staff are informed about the necessary procedures as part of their induction training;

  5. pupils receive education on abuse.




Appendix 3: Notes on Child Protection Records

  1. Since January 2022 the School has used CPOMS to keep Child Protection Records.

  2. If manual records are kept they should ‘be kept securely locked.’ (Coroner’s Section 6, p. 128, February 2003).

  3. All records, whether kept on computer or paper, are exempt from the disclosure provisions of the Data Protection Act 2018.

  4. Parents are not entitled to see any records pertaining to abuse (Education Regulations 1989).

  5. If an alleged case of abuse goes to court, the court may require the school to provide the Child Protection Records (Croner’s Section 6, p. 128, February 2003).

All safeguarding records are filed separately to the pupil’s record file and kept securely.  The Head and 

Designated Safeguarding Leads have sole access to these records.

Appendix 4: Job descriptions of the Designated Safeguarding Leads and Nominated Safeguarding Governor

Designated Safeguarding Lead role

The DSL is a senior member of staff, who undertakes lead responsibility for safeguarding and child protection within the School.  Details of the DSL and their deputies are available on the School’s website and on noticeboards around the School.  Whilst the activities of the DSL can be delegated to appropriately trained deputies, the ultimate lead responsibility for safeguarding and child protection remains with the DSL.

The broad areas of responsibility for the DSL are to liaise with local authority and agencies along with the duties detailed below.


The full description of the role of the DSL can be found in Annex B of Keeping Children Safe in Education (2026). The DDSLs are trained to the same level as the DSL and are coordinated in their work to support the DSL.

Safeguarding Governor(s) role

Responsibility for safeguarding is shared by all governors. Their responsibility is to provide strategic challenges to test and assure themselves that the safeguarding policies and procedures in place are effective and support the delivery of a whole-school approach to safeguarding. The Safeguarding Governor visits the school at least once per term, chairs the termly Safeguarding committee meeting and provides a report for the Full Governors Meeting. This includes the following elements:




Appendix 5:  How to add a safeguarding concern to CPOMS


All members of teaching and support staff are provided a login and training to use CPOMS. An incident can be added using both the basic login and the two-factor authentication login. Safeguarding incidents are only visible to the DSL team and the Head.

CPOMS can be accessed via the School’s intranet pager or on any web browser using the following link:

https://stcatherinesschool.cpoms.net/ 

The following steps should be taken to add a safeguarding concern:

  1. Log in to CPOMS

  2. Select ‘Add incident’ at the top right hand side of the browser

  3. Type the pupil’s name into the top box

  4. Record all details in the incident box (there is an opportunity to upload supporting files later)

  5. Select ‘Prep safeguarding’ or ‘Senior safeguarding’ as the only category

  6. Do not add any other pupils to the concern (a separate incident should be recorded if more than one pupil is involved)

  7. Use the body map to identify any physical injuries if appropriate

  8. Do not assign to any members of staff (Safeguarding team are automatically alerted)

  9. Attach any relevant files (for example emails or scanned in notes)

  10. Add any agencies that are involved if relevant/known, e.g. police, GP, CAMHS

  11. Press submit incident