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.

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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.

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Please look through now so if you are monitored around how you are administering the KS2 SATS this year, you can be certain you have done everything to avoid being accused of maladministration.

The STA YouTube link has all SATS based info videos

https://www.youtube.com/playlist?list=PLXjcCX3hH9LXHRFtcSAR5l9Mh-ldfX5O4

Test papers should have been delivered last week

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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.

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The consultation for OFSTED I am sure that you have been keeping up to date with the comments and views in the educational press regarding the OFSTED consultation. Sections in Bulletin have attempted to chunk what is being proposed. The CST has submitted their response, which focuses on six recommendations, as well as answers to some specific consultation questions,

1. Review the toolkits to address imprecise or unnecessary criteria
2. Simplify and clarify the grading scale approach to grading
3. Merge the developing teaching and curriculum evaluation areas
4. Make the inclusion evaluation area an aggregation rather than an additional set of criteria
5. Ensure the methodology that replaces deep dives can support consistent evaluations
6. Reduce the proposed volume of monitoring activity

There are mixed views across the sector, and CST have stated that their recommendations have tried to reflect that.  

You can read more about the CST response in an article written by Steve and published by TES yesterday. You may also be interested in an article written by Rory Gribbell, Director of Strategy and Engagement at Ofsted, which reflects on the changes Ofsted is likely to make and cites their response.

If you’re yet to respond to the consultation and would like to, there is still time; the consultation closes today

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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?

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Continuing our 'chunked' look at the OFSTED proposals - this week Behaviour and Attitudes.

Click on the link below for a summary.

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Many of us have had conversations about reviewing arrangements for RSE. Policies should be reviewed yearly, following the bullet points below. Ensure you have taken a look at your policy - is it compliant, do you need to do another consultation.Typical policies are likely to include sections covering:

• details of content/scheme of work and when each topic is taught, taking account of the age of pupils
• who delivers either Relationships Education or RSE
• how the policy has been produced, and how it will be kept under review, in both cases working with parents
• how delivery of the content will be made accessible to all pupils, including those with SEND (click here to find out more)
• explanation of the right to withdraw
• requirements on schools in law e.g. the Equality Act (please see The Equality Act 2010 and schools: Departmental advice)
• how often the policy is updated
• who approves the policy

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.

NB - At least 3 days before your meeting with Lucy, all yr 6 data MUST be on Insight - raw and scaled for reading and maths test plus a teacher assessment for writing.

25 March am Streatham Wells

28 March am DHJS

28 March pm Loughborough

31 March am Belham

2 April pm CDPS

25 March 4:45 - 5:45 DHJS (in person)

26 March 8:30 - 9:30 Loughborough

26 March 9:45 - 10:45 Lyndhurst

26 March 11:00 - 12:00 Streatham Wells

26 March 1:00 - 2:00 CDPS

31 March 8:30 - 9:30 Belham (in person)

3 April 8:30 - 9:30 Charter East

3 April 10:00 - 11:00 Charter Bermondsey

3 April 1:20 - 2:20 Charter North 

No More Marking - Spring 2

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Year 2

‍10 - 14 March judging window

21 March results released

‍Year 6

‍17 - 21 March judging window

28 March results released

Please put your results onto Insight - this is the judgement, score and age.

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Assessment data deadlines - Spring 2

‍28 March 2025 Phonics teacher assessment for Rec, yr 1 and yr 2

28 March 2025 NFER Spring tests in reading and maths yrs 1-5

28 March 2025 - all writing teacher assessments (yr 2 and 6 have NMM)

‍NB - At least 3 days before your meeting with Lucy, all yr 6 data MUST be on Insight - raw and scaled for reading and maths test plus a teacher assessment for writing.

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FYI:

KS2 SATS week this year is 12th May

• Monday, May 12: English grammar, punctuation, and spelling papers 1 and 2
• Tuesday, May 13: English reading
• Wednesday, May 14: Mathematics papers 1 and 2
• Thursday May 15: Mathematics paper 3

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Wed 26^th February from 9.30am-3pm

The LSCP has commissioned a trainer to deliver a session on intrafamilial child sexual abuse, including how to detect/respond, understanding how perpetrators operate, the non-abusing carers’ response and how to intervene and support these children.