Welcome to your safeguarding resource area. We will use this page to collate the updates, resources and courses that we share with you in the safeguarding newsletter. If you are a paid SFE Safeguarding Subscription Member, you can view premium content here.
*Blog for October 2026*
Unseen and Unsafe: Hidden Homelessness in the Classroom
Children experiencing homelessness may still attend school every day, making their circumstances difficult to recognise.
Education Adviser for Safeguarding, Nasra Hussain, discusses the warning signs, safeguarding risks and practical steps schools can take to support affected pupils.
Read the full blog here
REMINDER – BOOK YOUR STATUTORY TRAINING TODAY
STATUTORY
Safeguarding
Safeguarding and Child Protection for Designated Safeguarding Leads – Two Day Course (Centre-Based)
Multiple DatesNext: 05/11/2026
£589.00
STATUTORY
Safeguarding
Update for Existing DSLs on Safeguarding and Child Protection (Online)
Multiple DatesNext: 19/11/2026
£199.00
STATUTORY
Safeguarding
Safeguarding and Child Protection for Designated Safeguarding Leads – Two Day Course (Online)
Multiple DatesNext: 07/12/2026
£589.00
STATUTORY
Safeguarding
Update for Existing DSLs on Safeguarding and Child Protection (Centre-Based)
Multiple DatesNext: 22/06/2027
£199.00
KEY SAFEGUARDING NEWS AND UPDATES
AUGUST 2026 - KCSIE 2026: What Schools Need to Know
In July, the Department for Education published the final version of Keeping Children Safe in Education (KCSIE) 2026, which comes into force on the 1st September 2026.
This final guidance introduces some of the most significant safeguarding changes in recent years, many of which have been welcomed by DSLs and members of the education community.
Education Adviser, Lucie Welch, outlines the major changes from previous iterations of KCSIE, including changes made following the 2026 consultation earlier this year.
JULY 2026 - Allergy Awareness - Benedict's Law
From September 2026, Benedict’s Law comes into force and places responsibilities on all schools in England to ensure they are compliant with the Allergy Safety in Schools statutory guidance (July 2026).
Schools in the state sector will be expected to have become compliant with Benedict’s Law by the end of the Autumn Term 2026. Independent schools will also have the spring term in 2027 to be fully compliant.
But what exactly is the guidance, and why is it important? Education Adviser, Claire Steele, discusses…
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Jul
Jul
APRIL 2026 - Working Together to Safeguard Children 2026
The Department for Education recently reviewed its “Working Together to Safeguard Children” guidance for 2026.
It establishes a comprehensive statutory framework aimed at protecting and promoting the welfare of children.
Replacing the 2023 version, it reinforces the principle that safeguarding is a shared responsibility for all organisations and agencies that work with children, strengthening the expectations for accountability and inclusive practice.
Education Adviser at SFE, Nasra Hussain, discusses the Guidance and actions to consider…
MARCH 2026 - KCSIE 2026 Draft: What do Schools Need to Know?
The Department for Education has recently released the draft version of Keeping Children Safe in Education (KCSIE) 2026.
This update introduces some of the most significant safeguarding changes in recent years, many of which have been welcomed by DSLs and members of the education community.
Education Adviser, Lucie Welch, discusses the draft, including key updates and actions teachers can take now…
FEBRUARY 2026 - Government consultation on children’s social media use
The Government is launching a consultation on banning social media for under-16s in the UK, as part of a wider set of measures it says are intended to protect young people’s wellbeing. This follows the introduction of similar legislation in Australia.
Alongside this, Ofsted will be given the power to review school mobile phone policies, with ministers stating that schools are expected to be phone-free by default. While the focus on children’s wellbeing and online safety is welcome, it is important to explore the implications in more detail.
Read Education expert Claire Steele’s professional take on the consultation…
JANUARY 2026 - Restrictive interventions
The use of physical contact and restrictive interventions in schools has long been an area of uncertainty for many staff.
Questions about what is acceptable, how to provide reassurance safely and when reasonable force can be used are common.
In the absence of clear guidance, some professionals have felt compelled to avoid all physical contact to protect themselves from potential allegations, even where touch may be appropriate and in a child’s best interests.
Education Adviser, Claire Steele, explains the key implications for schools under the new Restrictive interventions, including use of reasonable force, in schools guidance, coming out in April 2026…
DECEMBER 2025 - The Recent Curriculum and Assessment Review
2025 brings a significant moment for education – ‘The Curriculum and Assessment Review: Building a World‑Class Curriculum for All’ lays out a refreshed vision for curriculum, assessment and qualifications across England.
As Designated Safeguarding Leads, it’s helpful to unpick what this means for safeguarding and the practical actions you can lead to be ahead of the curve in this ever-evolving area of education.
Education Adviser, Emma Mudge, discusses the key messages linked to safeguarding in The Curriculum and Assessment Review: Building a World‑Class Curriculum for All…
The Recent Curriculum and Assessment Review – A Safeguarding Perspective
Education Adviser, Emma Mudge, discusses the key messages linked to safeguarding in The Curriculum and...
05
Dec
Dec
SEPTEMBER 2025 - Updates to Safeguarding in the EYFS
From September 2025, the Early Years Foundation Stage (EYFS) framework will introduce new and welcomed safeguarding requirements.
These updates are designed to strengthen recruitment, reinforce staff confidence in raising concerns and ensure that safeguarding is part of daily practice in every setting.
In this blog, and accompanying free resource, Education Adviser, Lucie Welch, discusses the key updates to Safeguarding in the EYFS 2025, how they will impact your setting and what you need to do…
Updates to Safeguarding in the EYFS 2025 – What DSLs and Leaders need to know
Education Adviser, Lucie Welch, discusses the key updates to Safeguarding in the EYFS 2025, explaining...
19
Sep
Sep
SEPTEMBER 2025 - Understanding the Upcoming Changes In Early Help
Early help is moving centre stage in 2025’s safeguarding reforms.
Between updated statutory guidance, legislative changes and major investment in services, the landscape for Designated Safeguarding Leads (DSLs) is shifting.
Whether you work in a primary or secondary setting, understanding these changes will help you prepare, respond and make the most of the opportunities ahead.
Education Adviser, Emma Mudge, discusses the changes in early help, including what is proposed and how this will affect education…
Understanding the Upcoming Changes in Early Help
Education Adviser, Emma Mudge, discusses the Upcoming Changes in early help, including what is proposed...
12
Sep
Sep
JULY 2025 - KCSIE 2025: What's Changed?
SFE Education Adviser and Interim School Support Lead, Jo Perrin, discusses the updates detailed in the recently released KCSIE 2025 draft and points out key questions for you to ask yourself and your colleague.
KCSIE 2025 – What’s Changed?
Education Adviser, Jo Perrin, discusses the changes to the KCSIE 2025 draft and points out...
08
Jul
Jul
SEPTEMBER 2024 – KCSIE
The Department For Education has recently released the final version of Keeping Children Safe in Education 2024.
As we all know, KCSIE comprehensively explains the responsibilities of governors, headteachers, DSLs and all staff in terms of Safeguarding and Child Protection and there is a requirement that staff read Part 1 of the guidance.
One thing that has been consistent over recent years is that staff are expected not just to read the guidance, but to demonstrate they understand what is expected of them, and then to act upon the requirements.
It is a minimal update this year. Major structural and content changes have been saved for the next academic year and the Government ran a call for evidence on safeguarding in schools and colleges which closed in June 2024. This version of the statutory guidance contains only technical changes according to the DFE “with a view to providing a more substantively updated document, encompassing wider changes, to be delivered in 2025”.
In her recent blog, Safeguarding Advisor Jo Perrin has picked out many of the key changes and posed questions to help you assess the effectiveness of implementation in your setting each time.
Read the full blog here.
BOOK YOUR SAFEGUARDING TRAINING
Have you booked your safeguarding training for 2024/25 yet?
Services For Education provide a wide range of safeguarding training courses throughout the year.
ONLINE SAFEGUARDING INSET FOR MATS
If you’re a MAT looking for a consistent safeguarding training for all your academies, look no further. Services For Education can provide an online inset for you to share amongst your schools and ensure everyone is up to date with the latest. Get in touch to find out more.
SAFEGUARDING SUBSCRIPTION
If you’re looking for value for money, our safeguarding subscription not only provides you with an online safeguarding inset, but also over 100 other webinars and resources about safeguarding. Updated every half term with new, up to date content, the safeguarding subscription will provide your school with everything it needs to fulfil it’s safeguarding requirements and ensure children are safe. Sign up here.
MAY 2024 - The New Draft RSHE Statutory Guidance
What are the likely implications for your school curriculum and pupils?
Whilst the new draft statutory guidance does have some interesting and welcomed features, there are also elements which seem to contradict much research and, perhaps crucially, go against what young people themselves have been saying for years about wanting more detail and earlier introduction to topics that have the potential to affect their lives.
The important thing to remember is that this is currently draft guidance only. These changes have not yet come into force, and anyone, including parents, carers and young people, can read the draft version and respond to the consultation available here: Review of the RSHE statutory guidance – Department for Education – Citizen Space. The more people who respond, the more force there is to shape the future curriculum to support children and schools, so we at SFE do urge you to have a look and ensure your thoughts and views are heard.
Safeguarding Advisers Lucie Welch and Jo Perrin discuss The New Draft RSHE Statutory Guidance in their recent blog.
The New Draft RSHE Statutory Guidance – What are the likely implications for your School Curriculum and Pupils?
Have you ever waited patiently for a Christmas or birthday gift, and despite the fact...
20
May
May
OCTOBER 2023 - Updates to Ofsted’s School Inspection Handbook
You may be aware that Ofsted have recently announced new changes to the School Inspections Handbook, detailing a number of updates.
Although the changes are minor, we’ve compiled a list of the updates and key changes for your setting to be aware of, from a safeguarding perspective.
Safeguarding Updates September 2023
In September 2023 the school inspection handbook made changes to reflect the changes they have made in how they inspect safeguarding.
They:
- Updated the monitoring policy to include early monitoring inspections and added new paragraphs on monitoring programmes for inadequate schools.
- They added a new section on monitoring programmes for schools judged inadequate solely due to ineffective safeguarding (early monitoring inspections).
- Added new paragraphs on deeming of monitoring inspections that are inadequate with serious weakness due to ineffective safeguarding and they stated that final feedback meeting for inadequate schools with serious weakness solely due to ineffective safeguarding.
Safeguarding Updates October 2023
Building on from September’s updates, in October 2023 the school inspection handbook provided more detail on what evidence inspectors will ask schools to provide in relation to safeguarding, to prevent unnecessary workload for schools, they clarified that:
- Inspectors will want schools to provide details about adults living on school sites.
- They clarified that inspectors will look at attendance when carrying out ungraded inspections of schools.
- Minor changes to take account of the new Department for Education’s exclusions and suspensions guidance.
All of these updates relate to safeguarding in its widest sense.
Read more about the key changes and access the School Inspections Handbook here.
If Safeguarding is important to you and your school, you can keep up with the latest news and advice via our SFE Safeguarding Newsletter.
FEBRUARY 2023 - FGM Project
You may remember a project that we shared with you at the start of last year.
FGM and language – how the way in which we communicate about safeguarding issues and the choices we make when doing so affect the understanding and buy-in of the entire school community
The project, conducted by The University of Birmingham in conjunction with Services For Education and BAFGM (Birmingham Against Female Genital Mutilation), has commenced and we have already identified themes that occur or that are missing in many of the commonly used FGM educational resources.
We also led a working group with colleagues from the children’s workforce to discuss our findings and to talk through school staff’s lived experience of delivering these materials.
This month, we are sharing our initial findings with you in our latest blog:
Female Genital Mutilation (FGM), Language, Disconnect and Safeguarding Culture
Our funded research is now looking towards the next phase of the project, which will involve focus groups of young people within schools, followed by reports of feedback which we will share with materials developers.
Long-term we want to drill down on what impact the language used in educational resources has on understanding, and what language connects with young people and their families.
Our end goal is to identify resources that have more sensitivity and clarity and potentially long-term to develop specific resources, but we can’t do that until we have done this vital piece of in-depth work.
Find out more about the project here. If you would like to get involved, please feel free to email us at safeguarding@servicesforeducation.co.uk
PREVIOUS RESOURCES
INCELS, MISOGYNY & THE MANOSPHERE
DOWNLOAD HERE
Following the release of Adolescence, which sparked widespread discussion, our safeguarding experts created an infographic for schools and parents. This resource helps recognise language and symbols linked to incel culture and the manosphere.
HOW TO REQUEST INFORMATION FROM A GP TO BEST SAFEGUARD A CHILD
Created in collaboration with NHS Birmingham & Solihull, we’ve created a step-by-step guide to how to approach this inter-agency aspect of work in order to achieve the best result to keep a child safe.
To support education settings in knowing exactly how to contact Primary Care (GPs) to ask for a conversation about safeguarding relating to a child, please use the free flow-chart which can be downloaded here.
access the free flowchart here
CHILD EXPLOITATION
Due to the number of situations that can be termed as child exploitation, we have produced the following visual poster as a reminder for your staff.
FGM, FORCED MARRIAGE AND HONOUR BASED ABUSE
This webinar, created by former SFE adviser Liz Bates, was created for all staff training purposes and raises awareness of some key safeguarding topics, including FGM. It delves into definitions, the law, origins and traditions, myths and facts, and what to do if you are worried about any of these areas within your school community.
This webinar was originally created for our Safeguarding Subscription for schools.
To join, and get access to over 40 webinars, plus safeguarding resources and blogs, sign up today.
PODCAST FOR DSLS
*Please note, these podcasts were accurate at the time of recording.
SAFEGUARDING BLOGS
14
Jul
Jul
Poverty vs Neglect – Understanding the Signs
SFE Safeguarding Education Adviser, Lucie Welch, has created a free resource for schools discussing the...
24
Jun
Jun
18
May
May
28
Apr
Apr
08
Mar
Mar
Eating Disorder Awareness Week 2026 – Fostering Awareness, Support and Community in Schools and Education Settings
Lucie Welch explores the link between eating disorders and mental health, sharing advice for fostering supportive school communities...
23
Feb
Feb
23
Jan
Jan
Adolescent Neglect: What is it and why does it often go unnoticed?
Education Adviser, Lucie Welch, explains what Adolescent Neglect is, why it often goes unnoticed and...
19
Jan
Jan
SAFEGUARDING FREQUENTLY ASKED QUESTIONS
As a DSL, what are my responsibilities?
The Designated Safeguarding Lead (DSL) plays a crucial role in creating a culture where safeguarding is everyone's responsibility and where children feel safe, heard and supported.
While the DSL is the school's safeguarding expert, effective safeguarding is never the responsibility of one person alone. The role is about leading, influencing and embedding safeguarding across every aspect of school life.
Key responsibilities include:
Leading safeguarding practice
• Acting as the school's lead professional for safeguarding and child protection.
• Responding to concerns about children quickly and appropriately.
• Supporting staff to identify and respond to safeguarding concerns early.
• Ensuring the child's voice is heard, understood and considered in decision-making.
Managing policies and procedures
• Ensuring safeguarding, child protection and other related policies are compliant, up to date and understood by all staff.
• Reviewing procedures regularly to reflect changes in legislation, guidance and local safeguarding arrangements.
• Monitoring safeguarding practice to ensure policies are consistently implemented.
Training and developing staff
• Ensuring all staff receive safeguarding and child protection training appropriate to their role.
• Providing regular updates throughout the year on emerging risks, local and contextual issues and changes to guidance.
• Creating a culture where staff feel confident to challenge, report concerns and seek advice.
Working with families and external agencies
• Building strong relationships with parents, carers and safeguarding partners.
• Making referrals where necessary and advocating for children who need additional support.
• Working effectively with social care, the police, health professionals and other agencies to achieve the best possible outcomes for children.
Strategic leadership and quality assurance
• Monitoring safeguarding trends, patterns and themes within the school.
• Identifying strengths and areas for development through audits, reviews and case-file sampling.
• Reporting to governors or trustees so they can fulfil their safeguarding responsibilities.
• Driving continuous improvement to ensure safeguarding remains effective.
A highly effective DSL doesn't just respond to concerns; they create an environment where concerns are identified early, addressed effectively and used to strengthen practice across the whole school.
Why is Safeguarding so important in schools?
Safeguarding is fundamental to everything a school does, and it can truly be a matter of life and death. Children cannot learn effectively if they do not feel safe, secure and supported.
Schools are uniquely placed to identify concerns because staff see children regularly and are often the first professionals to notice changes in behaviour, attendance, appearance or wellbeing.
For a DSL and their team, creating and overseeing effective safeguarding:
• Protects children from abuse, neglect, exploitation and harm.
• Promotes children's welfare, wellbeing and mental health.
• Helps identify concerns at the earliest possible stage.
• Supports children and families to access help before problems escalate.
• Creates a safe environment where children can thrive academically, socially and emotionally.
• Builds trust between children, families and professionals.
Put simply, safeguarding underpins every aspect of school life. When safeguarding is effective, children are better able to learn, develop and achieve their potential.
How often do staff need safeguarding training and refresher updates?
Safeguarding training should never be viewed as a one-off event, but as a cycle that keeps all staff informed- not matter their role in the setting.
Risks facing children evolve constantly, and staff need regular opportunities to refresh and develop their knowledge, as well as apply this to the children they work with every day.
All staff
All staff should receive:
• Safeguarding and child protection training as part of their induction.
• Regular safeguarding and child protection training that is updated at least annually.
• Ongoing safeguarding updates throughout the year, for example through staff briefings, newsletters, bulletins, supervision, case studies or training sessions.
• Regular safeguarding and child protection training that is updated at least annually.
• Ongoing safeguarding updates throughout the year, for example through staff briefings, newsletters, bulletins, supervision, case studies or training sessions.
DSLs and Deputy DSLs
DSLs and Deputy DSLs must:
• Complete training that equips them with the knowledge and skills required to carry out the role effectively.
• Update this training at least every two years.
• Continuously update their knowledge and skills throughout the year by attending briefings, reading guidance, engaging in professional networks and responding to emerging safeguarding issues.
Where can I keep up to date with the latest safeguarding news, guidance and advice?
Safeguarding is one of the fastest-changing areas of education. Effective DSLs need to ensure that self-guided professional development is a regular part of their role rather than waiting for formal guidance updates.
To stay informed, DSLs should consider:
National guidance
• Keeping Children Safe in Education (KCSIE).
• Working Together to Safeguard Children.
• Department for Education updates.
• NSPCC safeguarding resources and research.
Local safeguarding information
• Your local safeguarding partnership updates.
• Local authority briefings.
• Local authority thresholds and referral documents.
• Regional safeguarding forums and networks.
Professional development
• DSL networks and peer support groups.
• Conferences, webinars and specialist training events.
• Learning from safeguarding practice reviews and local case reviews.
Services For Education's Safeguarding Newsletter
Subscribe to our monthly safeguarding newsletter to receive:
• Updates and information on significant safeguarding developments.
• Practical guidance for DSLs and safeguarding teams.
• Information on emerging risks and national themes.
• A free safeguarding resource, tool or blog each month.
• Updates on safeguarding training and CPD opportunities.
The strongest safeguarding leaders are not those who know everything, but those who remain professionally curious, informed and committed to continuous improvement.
How can DSLs demonstrate the impact of their safeguarding work?
Safeguarding impact is about much more than counting referrals or recording concerns.
Effective DSLs focus on how their actions have improved outcomes for children and strengthened safeguarding practice across the school.
Some ways to demonstrate impact include:
• Showing how concerns were identified early and addressed before they escalated.
• Evidencing improved outcomes for children and families through timely intervention and multi-agency working.
• Identifying safeguarding trends and using this information to inform staff training, curriculum planning and policy development.
• Monitoring attendance, behaviour, wellbeing and engagement data to evaluate whether safeguarding interventions are making a difference.
• Gathering feedback from pupils, parents and staff to understand whether individuals feel safe, supported and listened to.
• Demonstrating improvements following safeguarding audits, reviews or inspections.
• Providing governors or trustees with regular reports that focus on themes, actions taken and outcomes achieved, rather than simply reporting numbers.
Most importantly, DSLs should be able to answer the question: "How are children safer today because of the actions we've taken?" Strong safeguarding leaders use evidence, reflection and professional curiosity to continually improve their provision.
How can we create a strong safeguarding culture rather than simply being compliant?
Compliance is about meeting minimum requirements. A strong safeguarding culture goes much further, creating an environment where safeguarding is woven into everyday practice and everyone understands their role in keeping children safe.
Schools can strengthen their safeguarding culture by:
• Ensuring safeguarding is a standing agenda item in meetings, training and school improvement planning.
• Encouraging all staff to share concerns, no matter how small they may seem.
• Promoting professional curiosity and respectful challenge.
• Ensuring pupils know who they can talk to and feel confident that concerns will be taken seriously.
• Embedding safeguarding themes throughout the curriculum.
• Regularly reviewing safeguarding practice through audits, case-file reviews and learning walks.
• Celebrating good safeguarding practice and sharing learning from safeguarding concerns.
• Ensuring leaders consistently model safe, professional and child-centred behaviour.
If you would like support with developing your safeguarding culture, making it more effective and robust- book a safeguarding audit here.
What are governors and trustees responsible for in relation to safeguarding?
Governors and trustees play a vital strategic role in ensuring safeguarding arrangements are effective. While they are not involved in day-to-day safeguarding decisions, they are responsible for providing oversight, challenge and accountability.
Governors should have strategic oversight for Safeguarding and therefore should play the role of the critical friend- providing challenge, asking questions and holding the DSL and other Safeguarding staff to account.
Their key responsibilities include:
• Ensuring the school has effective safeguarding policies and procedures that comply with statutory guidance.
• Making sure safeguarding remains a priority within the school's leadership, governance and decision-making.
• Ensuring suitable safeguarding training is provided for staff, governors and trustees.
• Receiving regular safeguarding reports that enable them to monitor safeguarding effectiveness.
• Ensuring safer recruitment procedures are robust and compliant.
• Understanding safeguarding risks within their setting and seeking assurance that these are being appropriately managed.
• Appointing a safeguarding governor or trustee to provide additional oversight and challenge.
• Ensuring appropriate filtering and monitoring systems are in place to support online safety.
• Supporting the DSL while also holding leaders to account for safeguarding performance.
How can safeguarding be embedded across the curriculum?
Safeguarding is most effective when it is not confined to assemblies, awareness days or specific lessons. Instead, it should be threaded throughout the curriculum from Early Years up to Key Stage 5. This inter-woven, spiral curriculum can help pupils develop the knowledge, skills and confidence to keep themselves safe throughout their lives.
Schools and education settings can embed safeguarding by:
• Teaching age-appropriate online safety across a range of subjects.
• Exploring healthy relationships, consent, respect and boundaries through Relationships, Sex and Health Education (RSHE).
• Developing pupils' understanding of mental health, wellbeing and resilience.
• Teaching children how to recognise unsafe situations and seek help when needed.
• Creating opportunities to discuss issues such as bullying, exploitation, discrimination, misinformation and peer pressure.
• Promoting protective behaviours and trusted adult networks.
• Using current events, literature, case studies and real-life scenarios to support meaningful discussion.
Embedding safeguarding across the curriculum helps pupils not only recognise risks but also develop the confidence, critical thinking and resilience needed to navigate an increasingly complex world.
The most successful schools view safeguarding as everyone's responsibility and every lesson as an opportunity to help children stay safe, healthy and prepared for life beyond the classroom.
