How do we make sure that everyone, including part-time, supply, agency staff and volunteers, knows what to do if they have a safeguarding concern? How do we ensure that all permanent staff take shared responsibility for helping make that happen?

Possible answer

Model Answer:

We ensure that everyone — including part-time, supply, agency staff and volunteers — knows what to do if they have a safeguarding concern by providing a clear, accessible safeguarding induction for all adults working on site. This includes:

• A printed safeguarding quick guide or lanyard card showing who the Designated Safeguarding Lead (DSL) and deputies are, with names and photos.
• A one-minute briefing given on arrival by a designated staff member, often the receptionist or duty DSL, covering how to report concerns and the expectation to act immediately if something doesn’t feel right.
• For longer-term temporary or agency staff, we ensure they receive a safeguarding summary sheet with key information and reporting flowcharts.

We also foster a culture where safeguarding is seen as everyone’s job — not just the DSL’s. Permanent staff are reminded that they play a key role in helping new or visiting colleagues feel confident to raise concerns. For example:

• All staff are encouraged to introduce themselves to visiting adults and check whether they know who the DSL is.
• If a colleague seems uncertain or unfamiliar, staff are expected to offer a reminder or point them towards the safeguarding information on display.
• During staff briefings, we occasionally pose questions or run short scenarios to reinforce this shared responsibility and keep it part of our everyday conversations.

By embedding this into our culture — not just our procedures — we reduce the risk that someone misses something because they were new, part-time, or unsure

‍

As pupils spend more time out and about in the local community during the summer, what emerging contextual risks should we be aware of and how can we help young people stay safer in less supervised environments?

Possible Answer:

To answer this question, encourage staff to think about:

• Local hotspots or recent incidents (e.g. anti-social behaviour, child-on-child harm, exploitation risks, trying out drugs, dares)
• Protective factors (e.g. trusted adults, safer routes, peer influences)
• Practical ways staff can raise awareness before the summer break

‍

If a child starts making concerning comments in their creative writing or artwork, how should you respond?

Possible Answer

If something in a child’s writing or artwork concerns you, don’t ignore it. Note down what you’ve seen or heard exactly as it is. You might have a gentle chat with the child if it feels natural, but don’t press them. Let your Designated Safeguarding Lead know straight away, children often use their creative work to tell us when something isn’t right.​​​​​​​​​​​​​​​​

‍

Question: If a colleague was consistently dismissing low-level safeguarding concerns, how would you handle it?

Suggested answer:

• You could start with a quiet, respectful conversation to understand their thinking. If they’re new or inexperienced, they might not yet realise how important low-level concerns can be — a kind, clear explanation might help them learn.
• You could remind them that what looks minor on its own might contribute to a much bigger picture when concerns are joined up, especially in the chronology.
• If the person is more experienced and should know better, it’s still worth starting with a respectful conversation — but you might be more direct in highlighting their professional responsibility and safeguarding duties.
• Either way, you should also speak directly to the DSL — don’t wait to see if the person improves their response. It’s vital to make sure that concerns are not being missed.
• It’s also important to check whether any previously unreported concerns are missing, so the chronology can be updated to ensure it is accurate.
• If it felt like part of a wider issue — for example, if others are unsure too — you could also share your wider observations with the DSL, so they can be addressed in training.
• Remember, this isn’t about blame. It’s about protecting children and supporting a strong safeguarding culture.

‍

Q: What is one safeguarding concern that staff sometimes overlook because it feels ‘too small’ to report?

One Answer:

Staff sometimes overlook small but repeated changes in a child’s appearance, behaviour or moodbecause they don’t seem serious enough to report on their own. For example, a child coming in without a coat on cold days, appearing unusually tired, or becoming quiet when they were previously talkative. These signs can be brushed off as “just a one-off” or “not worth bothering the DSL with.”

But safeguarding is often about patterns – and unless someone shares that small observation, the bigger picture may never emerge. It’s not about overreacting; it’s about passing the baton so the DSL can decide whether it fits into something more concerning.

Other examples of small things often missed:

• A pupil who suddenly stops bringing packed lunch or seems hungrier than usual
• A child flinching slightly when touched or startled
• Subtle but repeated changes in hygiene or clothing
• Drawings, writing, or play that contain worrying themes
• Whispered conversations about things that “mustn’t be told”
• Unexplained anxiety about going home or about a particular adult

Message to staff:

No concern is too small. If you’re wondering whether to tell someone – that’s usually a sign that you should.

‍

Question of the Week: A parent tells you their child is ‘making things up’ about home life. How do you respond?

Answer: If a parent tells you their child is ‘making things up’ about home life, remain calm and professional. Do not ask what the child has said or agree with the parent. Acknowledge their concern and explain that you are required to pass on any comments that might relate to a child’s wellbeing. Do not explore further. Record the conversation factually and alert the Designated Safeguarding Lead (DSL) without delay.

Stay calm and professional
Avoid reacting emotionally. Keep a neutral tone and body language.

Do not ask what the child has said
You are not investigating. Do not try to clarify or explore the details.

Avoid agreeing, disagreeing, or reassuring
Phrases like “I’m sure it’s nothing” or “Children do that sometimes” must be avoided.

Acknowledge without judgement
Say: “Thank you for letting me know. I’m going to pass this on to our Designated Safeguarding Lead, as we are required to share any comments that might relate to a child’s wellbeing.”

Record factually and promptly
Use direct quotes where possible. Stick to what was said — not what you think it might mean.

Alert the DSL immediately
Log the concern. Do not delay.

‍

What’s the most powerful thing an adult in school can say to a child to help them feel safe and supported?

‍

The aim of this questions is to:

• Shift focus from policy to daily practice
• Encourage empathy and child-centred thinking
• Promote consistent, safe messaging across staff
• Spark practical reflection and real-world application
• Reinforce that every adult plays a safeguarding role

‍

This week's question is about responding to incidences of harmful sexual behaviour between pupils

How should staff respond if they witness or are made aware of harmful sexual behaviour between pupils, even if the pupils involved say it was just a joke?

Even when pupils describe inappropriate sexualised comments, gestures, or physical actions as “banter” or “a joke,” staff must not dismiss or downplay the behaviour.
These incidents could be signs of harmful sexual behaviour (HSB), and must be treated seriously, following school safeguarding procedures.
Staff should:

• Respond calmly and sensitively.
• Reassure the child that they were right to speak up.
• Record factually what was said or observed (no interpretation).
• Report to the Designated Safeguarding Lead (DSL) immediately.

It’s essential that schools create a culture where children understand boundaries and that all inappropriate behaviour is challenged consistently.

‍

As we start the new and final term of the academic year:

What is one thing we could change as a school this term to strengthen our safeguarding culture; and what might that look like?

For example, one practical starting point could be:

Introduce regular safeguarding-focused reflective prompts into team meetings, briefings, and staff communications.
For example:

• “What’s one thing you’ve noticed this week that made you pause, even slightly, about a child’s wellbeing?”
• “Is there a student or situation you’re holding in mind at the moment?”
• “How are we modelling safe, trusted adult behaviours today?”

Other examples might include:

Refresh the displays of safeguarding information around school so that it stands out and doesn’t just become ‘wallpaper’

Be ready to ask a ‘professionally-curious’ question like:

• I’ve noticed you’ve seemed a bit different lately — is there anything going on that you want to talk about?
• Who do you talk to when things feel tough — is there someone in or out of school?

‍

If a child tells you something concerning about another pupil but asks you to ‘promise not to tell,’ how should you handle it?

Answer: Even if the child is sharing a concern about someone else, you should never promise to keep it a secret. The fact that the concern is about another child does slightly shift the emphasis, but not the core principles. You might say: “Thank you for telling me. I can’t promise to keep it a secret, because I might need to share it with someone who can help. But I’ll only tell the people who need to know.”

Key points:

• Reassure the child that they’ve done the right thing by speaking up.
• Avoid pressing for more information or asking leading questions.
• Be clear that your role is to help keep everyone safe—not to keep secrets.
• Record what was said accurately (which will include noting the exact words the young person used) and report it to your Designated Safeguarding Lead (DSL) - don't wait!
• Whether the concern is about themselves or another pupil, your role is always to listen, reassure, and report.

‍

This comes from an article authored by The Council of International Schools (1 May 2024)

What are Deep Fakes?

A deepfake is an image, video, audio file, or GIF that has been manipulated by a computer to use someone’s face, body or voice artificially. This could be done with or without the subject’s consent.

• Research from UNICEF in 2021 found that one in five girls and one in thirteen boys globally have been sexually exploited or abused by the age of 18, with technology featuring in almost all cases.
  
  
• Recent years have seen a rapid increase in the number of “deep fake” images on the web, growing from roughly 14,000 to 145,000 from 2019 to 2021.
  
  
• According to a Sentinel report, the majority of “deep fake” (96%) non-consensual pornographic images, 90% of which were targeted at women.

Recent (2023) international examples of how AI generated deep fakes are a safeguarding issue:

1. El Pais reported a story from Spain where dozens of girls reported their deep-faked AI-generated nude photos being circulated in their community.
2. Teenage boys at a high school in New Jersey targeted their female peers in the same way,
3. A school in Rio de Janeiro, reported students creating and sharing deepfake pornographic images of around 20 of their classmates.
4. A teacher in Texas was targeted by a student who digitally created fake revealing photos of her, then shared the explicit images online.
5. High school students in New York City made a deepfake video of their Principal shouting racist slurs and threatening students of color.

‍

This week's question is in the theme of Generative AI - it is designed to be a talking point in a briefing or staff meeting‍What do these terms means in the context of AI, and why might each of these ideas pose a risk to children and young people?

‍

1. Deep fake (see page 8 of the report)
2. Hallucination (see page 7 blue box)
3. Anthropomorphism (see page 13 of the report)

‍

These words have been taken from the NSPCC report 'Viewing generative AI and children's safety in the round' (January 2025)

‍