Services For Education provides practitioner-led education safeguarding services that translate complex statutory guidance into confident, everyday school action. Developed by former Designated Safeguarding Leads who actively shape local and national policy, our courses ensure your entire setting is fully prepared to meet KCSIE standards.

From CPD-Accredited statutory DSL training and deep-dives into specific topics like SEND and restrictive interventions, to tailored solutions, consultancy and our extremely popular safeguarding audits, we deliver the precise expertise your team needs.

Our flexible face-to-face and online sessions focus on measurable impact: reducing risk, empowering staff, and fostering a vigilant culture where children thrive safely.

“They took the time to liaise with me about exactly what my delegates needed from the session and then presented a perfectly pitched session that was thought provoking, informative and engaging.  Given the poor quality of some training providers out there, it is fantastic to have the Services for Education team as highly trusted providers of training.”

Adam Cross – Principal and DSL – Mander, Portman, Woodward Independent College


Safeguarding

Safeguarding Audit

Price range: £1,550.00 through £2,500.00
This product has multiple variants. The options may be chosen on the product page
STATUTORY
NEW

Safeguarding

Safeguarding Pupils with SEND in Mainsteam Schools

Thursday 22nd Apr 2027
£328.00

Safeguarding

Safeguarding Audit

Price range: £1,550.00 through £2,500.00
This product has multiple variants. The options may be chosen on the product page
£9.99
This product has multiple variants. The options may be chosen on the product page

Jo Perrin - Head of School Support, Adviser, Services For Education

Jo Perrin is a seasoned Education Adviser with a strong background in safeguarding. She has held key roles as a Designated Safeguarding Lead, secondary school teacher and pastoral lead in the education sector. Facilitating training to enhance the knowledge and skills of professionals working directly with children and young people is her passion.

With a wealth of experience in teaching PSHE and expertise in childhood trauma from her time as a foster carer, Jo is dedicated to supporting organisations that work with children and vulnerable adults on safeguarding issues.

She is actively involved in professional safeguarding groups in the West Midlands and is currently collaborating on a research project with colleagues from the University of Birmingham focusing on FGM awareness within communities. Jo has worked as a West Midlands' Adviser for national PSHE resources, presented at the Sex Education Forum National Members' Event and authored an advertorial for PSM magazine, and articles for both SEND magazine and SecEd.

Jo's expertise extends to training on topics such as Safer Recruitment and Mental Health at Work. She is also a facilitator for the nationally recognised NPQSL and NPQ SENCO qualifications, supporting senior leaders in education. Her contributions to publications and development of resources for RSE provision have been well-received by schools nationally and internationally.

With her extensive experience and dedication to professional development, Jo Perrin is a highly respected figure in the field of education. Her guidance on safeguarding, mental health awareness, personal development, and relationships education is highly valued within the industry.

Read articles written by Jo Perrin here.

Lucie Welch – Adviser, Services For Education

Lucie Welch has worked in Primary Education for over 15 years, holding a range of leadership positions including Assistant Headteacher, Designated Safeguarding Lead, Attendance Lead and Designated Teacher for Looked After Children. Having worked across several local authorities and multi-academy trusts, Lucie has developed extensive expertise in safeguarding and supporting children and young people to thrive both academically and personally.

At Services For Education, Lucie is a member of the Safeguarding Team, working with schools, colleges, trusts and other educational settings across Birmingham and beyond. She delivers statutory safeguarding and training, supports organisations through safeguarding audits and reviews and works collaboratively with leaders to strengthen safeguarding culture and practice.

Alongside her safeguarding work, Lucie leads the impactful Health for Life programme across Birmingham, supporting schools to promote healthy lifestyles, wellbeing and positive outcomes for pupils, families and wider communities. Drawing on her extensive school leadership experience, she also contributes to teacher development through her previous work with the SCITT programme and as a facilitator of the Early Career Framework (ECF), supporting trainee and Early Career Teachers to build the knowledge, skills and confidence needed for successful careers in education.

Read articles written by Lucie Welch here.

Emma Mudge - Adviser, Services For Education

Emma has more than 20 years' experience in primary education and has worked in a variety of roles, including Assistant Head Teacher, Deputy Head Teacher and Acting Head Teacher - working at the forefront of school leadership and improvement for the majority of her career.

Emma now works as an Educational Adviser, sharing her experience and knowledge to continually promote and improve the standard of teaching and learning in English, develop and extend the safeguarding culture within schools and to support leaders with their school improvement implementation overall.

Supporting schools with the accuracy of their writing assessments is an important part of her role, using her expertise as the moderation and monitoring manager to inform, train and support teachers and school leaders.

Emma is also part of the team which delivers the Health For Life programme (improving the healthy opportunities for primary aged children) and has delivered the NPQSL for 3 years, where she proudly supports the development of our aspiring leaders in the city.

Read articles written by Emma Mudge here.

After training in DSL across three local authorities and different providers, this is by far the best training I’ve been to!

It is excellent. The trainers are not regurgitating the legal documents. It’s hands on and practical with real on the ground “walk-through” advice of processes and forms.

Excellent. Absolutely excellent.

Beverley Walker-Gordon – Headteacher – The Orchards Primary Academy, Greenheart Learning Partnership

Services For Education recently carried out a safeguarding audit at Christ’s College Finchley and the experience was excellent from start to finish. The team were friendly, positive and compassionate, while also being diligent, thorough and highly professional.

They approached the process with great sensitivity, ensuring staff felt supported throughout. Importantly, they took the time to understand our school context, highlighted our strengths, and provided fair and honest findings.

The feedback was detailed and constructive, with excellent advice on how we can continue to strengthen safeguarding and improve the experiences of both students and staff. We are very grateful for their guidance and would not hesitate to recommend them.

 Ruth Hill – Headteacher – Christ’s College, Finchley

I’ve been a DSL for over 15 years, but only undertook the Services for Education DSL training for the first time in recent years.  When I attended, I couldn’t believe the difference in quality; the SFE course was detailed, comprehensive and met the exact needs for a DSL working in a school or college.  Looking back, I was shocked by how poor my previous DSL courses were in comparison and recommend the SFE DSL course to everyone I can.

When I was looking for a training session about Emotionally Based School Avoidance (EBSA) for a safeguarding conference, it felt that contacting SFE was the perfect starting point.   They took the time to liaise with me about exactly what my delegates needed from the session and then presented a perfectly pitched session that was thought provoking, informative and engaging.  Given the poor quality of some training providers out there, it is fantastic to have the Services for Education team as highly trusted providers of training.

ADAM CROSS – PRINCIPAL AND DSL – MANDER, PORTMAN, WOODWARD INDEPENDENT COLLEGE

SFE’s visit balanced rigour, professionalism and superb knowledge with kindness, understanding and clarity.

They interacted well with both pupils and staff, ensuring they got the best out of all their groups. Their willingness to create a bespoke plan for the audit was welcomed.

It was particularly good to work with people from elsewhere in the country who could provide a fresh perspective on our working practice.

 Julian Waterfield – Headteacher – St Anne’s Catholic School and Sixth Form, Southampton

Amazing course with excellent trainers. Gained knowledge and skills which I will now be able to put into action and reflect on in practice. The trainers were really engaging and gave examples which were really interesting and resulted in me understanding it better.

Maryam Hussain – Springfield Primary Academy

One of the best updates I have attended, the training will support the critical reflection of the DSLs in my school

Sukhbinder Gosal – World’s End Junior School

Course leader was absolutely fabulous. So nice to have someone relatable, not being out of the classroom long, delivering courses. Message of the course was received well due to the level of empathy and understanding of our role. Thank you very much!

Sophie O’Neill Class TEacher – St Bernards Catholic Primary School

Great opportunities for an honest discussion across schools and to see successes from other schools and to see and compare and share good practise tips.

Assistant head teacher

At Services For Education, the expertise of our safeguarding team allows us to a wide variety of specialist safeguarding courses to suit all job roles that involve both working directly with children and working in a child-based setting. Our courses cater from whole staff general safeguarding training, to courses required by statutory guidance such as DSL courses and Safer Recruitment, to focused information and guidance on specific safeguarding issues such as CSE, FGM, safer recruitment or sexual violence and sexual harassment. We offer a mix of online and face to face sessions to suit all needs. We also have a regularly updated online safeguarding subscription, containing training webinars, blogs and resources providing clear, concise and up-to-date guidance in the field of safeguarding.

To discover more information about safeguarding services we offer, click on the relevant tiles below, contact us here or call us on 0121 366 9950.

“By coming on these courses, you can rest assured that your staff will be trained to their jobs effectively, to do all that they can to keep your children safe from harm.”

Jo Perrin – Services For Education

Services For Education is an experienced provider of certificated education safeguarding training, working with over 1100 delegates each year. Our training is linked in to national and local policy and practice and we are experts by experience as all of our experienced advisors are former DSLs themselves. They are also members of several inter-agency strategic groups including SGIE (safeguarding and education sub group of Birmingham Safeguarding Children Partnership), BAFGM (Birmingham against female genital mutilation). Everyone attending our main courses has access to a copy of our comprehensive safeguarding handbook and additional resources.

Keeping Children Safe in Education 2025 is clear that all governors should receive safeguarding training on induction. This course covers how to develop a successful strategic oversight of safeguarding practices in your setting, looking at statutory requirements and also discusses best practice in creating a culture and ethos with safeguarding at its heart. Our DSL training is linked in to national and local policy and practice and we are experts by experience as all of our experienced advisors are former DSLs themselves.

SAFEGUARDING FREQUENTLY ASKED QUESTIONS

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.

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.

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.
 

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.

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.

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.

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.

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.

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.

SAFEGUARDING FREQUENTLY ASKED QUESTIONS

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.

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.

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.
 

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.

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.

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.

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.

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.

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.

Page Last Modified:  03/11/2026 08:38