Keeping children safe in education 
2025 
Statutory guidance for schools and 
colleges.

Part one: Safeguarding information for all staff
What school and college staff should know and do
A child centred and co-ordinated approach to safeguarding

1. Schools and colleges and their staff are an important part of the wider 
safeguarding system for children. This system is described in the statutory 
guidance Working Together to Safeguard Children. 
2. Safeguarding and promoting the welfare of children is everyone’s 
responsibility. ‘Children’ includes everyone under the age of 18. Everyone who 
comes into contact with children and their families has a role to play. In order to fulfil 
this responsibility effectively, all practitioners should make sure their approach is 
child centred. This means that they should consider, at all times, what is in the best 
interests of the child.
3. No single practitioner can have a full picture of a child’s needs and 
circumstances. If children and families are to receive the right help at the right time, 
everyone who comes into contact with them has a role to play in identifying 
concerns, sharing information and taking prompt action. Safeguarding and 
promoting the welfare of children is defined for the purposes of this guidance as:
• Providing help and support to meet the needs of children as soon as problems 
emerge
• protecting children from maltreatment, whether that is within or outside the 
home, including online
• preventing the impairment of children’s mental and physical health or 
development
• ensuring that children grow up in circumstances consistent with the provision of 
safe and effective care
• taking action to enable all children to have the best outcomes 
The role of school and college staff
4. School and college staff are particularly important, as they are in a position 
to identify concerns early, provide help for children, promote children’s welfare and 
prevent concerns from escalating.
5. All staff have a responsibility to provide a safe environment in which children 
can learn.
6. All staff should be prepared to identify children who may benefit from early
help.1 Early help means providing support as soon as a problem emerges at any
point in a child’s life, from the foundation years through to the teenage years.
7. Any staff member who has any concerns about a child’s welfare should
follow the processes set out in paragraphs 49-55. Staff should expect to support
social workers and other agencies following any referral.
8. Every school and college should have a designated safeguarding lead who
will provide support to staff to carry out their safeguarding duties and who will liaise
closely with other services such as local authority children’s social care.
9. The designated safeguarding lead (and any deputies) are most likely to have
a complete safeguarding picture and be the most appropriate person to advise on
the response to safeguarding concerns.
10. The Teachers’ Standards 2012 state that teachers (which includes
headteachers) should safeguard children’s wellbeing and maintain public trust in
the teaching profession as part of their professional duties.2
What school and college staff need to know
11. All staff should be aware of systems within their school or college which
support safeguarding, and these should be explained to them as part of staff
induction. This should include the:
• child protection policy (which should amongst other things also include the
policy and procedures to deal with child-on-child abuse)
• behaviour policy (which should include measures to prevent bullying,
including cyberbullying, prejudice-based and discriminatory bullying).3
• staff behaviour policy (sometimes called a code of conduct) should amongst
other things, include low-level concerns, allegations against staff and
whistleblowing
1 Detailed information on early help can be found in Working Together to Safeguard Children.
2 The ‘Teachers' Standards apply to: trainees working towards QTS; all teachers completing their statutory 
induction period (newly qualified teachers [NQTs]); and teachers in maintained schools, including 
maintained special schools, who are subject to the Education (School Teachers’ Appraisal) (England) 
Regulations 2012.
3 All schools are required to have a behaviour policy (full details are here). If a college chooses to have a behaviour policy it should be provided to staff as described above.
• safeguarding response to children who are absent from education, 
particularly on repeat occasions and/or prolonged periods 
• role of the designated safeguarding lead (including the identity of the 
designated safeguarding lead and any deputies)
Copies of policies and a copy of Part one (or Annex A, if appropriate) of this document 
should be provided to all staff at induction.
12. All staff should receive appropriate safeguarding and child protection training 
(including online safety which, amongst other things, includes an understanding of 
the expectations, applicable roles and responsibilities in relation to filtering and 
monitoring – see paragraph 140 of KCSIE for further information) at induction. The 
training should be regularly updated. In addition, all staff should receive 
safeguarding and child protection (including online safety) updates (for example, 
via email, e-bulletins, and staff meetings), as required, and at least annually, to 
continue to provide them with relevant skills and knowledge to safeguard children 
effectively.
13. All staff should be aware of their local early help process and understand 
their role in it.
14. All staff should be aware of the process for making referrals to local authority 
children’s social care and for statutory assessments.
4 under the Children Act 1989, 
especially section 17 (children in need) and section 47 (a child suffering, or likely to 
suffer, significant harm) that may follow a referral, along with the role they might be 
expected to play in such assessments. 
15. All staff should know what to do if a child tells them they are being abused, 
exploited, or neglected. Staff should know how to manage the requirement to 
maintain an appropriate level of confidentiality. This means only involving those 
who need to be involved, such as the designated safeguarding lead (or a deputy) 
and local authority children’s social care. Staff should never promise a child that 
they will not tell anyone about a report of any form of abuse, as this may ultimately 
not be in the best interests of the child.
16. All staff should be able to reassure victims that they are being taken 
seriously and that they will be supported and kept safe. A victim should never be 
given the impression that they are creating a problem by reporting any form of 
Detailed information on statutory assessments can be found in Working Together to Safeguard Children abuse and/or neglect. Nor should a victim ever be made to feel ashamed for 
making a report. 
17. All 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, children may feel 
embarrassed, humiliated, or are being threatened. This could be due to their 
vulnerability, disability and/or sexual orientation or language barriers. This should 
not prevent staff from having a professional curiosity and speaking to the 
designated safeguarding lead if they have concerns about a child. It is also 
important that staff determine how best to build trusted relationships which facilitate 
communication with children and young people. 
What school and college staff should look out for
Early help
18. Any child may benefit from early help, but all school and college staff should 
be particularly alert to the potential need for early help for a child who:
• is disabled or has certain health conditions and has specific additional needs
• has special educational needs (whether or not they have a statutory 
Education, Health and Care plan)
• has a mental health need
• is a young carer
• is showing signs of being drawn in to anti-social or criminal behaviour, 
including gang involvement and association with organised crime groups or 
county lines
• is frequently missing/goes missing from education, home or care,
• has experienced multiple suspensions, is at risk of being permanently 
excluded from schools, colleges and in Alternative Provision or a Pupil 
Referral Unit.
• is at risk of modern slavery, trafficking, sexual and/or criminal exploitation
• is at risk of being radicalised or exploited
• has a parent or carer in custody, or is affected by parental offending
• is in a family circumstance presenting challenges for the child, such as drug 
and alcohol misuse, adult mental health issues and domestic abuse
• is misusing alcohol and other drugs themselves
• is at risk of so-called ‘honour’-based abuse such as Female Genital 
Mutilation or Forced Marriage
8 
• is a privately fostered child.
Abuse, neglect and exploitation
19. All staff should be aware of the indicators of abuse, neglect and exploitation 
(see below), understanding that children can be at risk of harm inside and outside 
of the school/college, inside and outside of home, and online. Exercising 
professional curiosity and knowing what to look for is vital for the early identification 
of abuse and neglect so that staff are able to identify cases of children who may be 
in need of help or protection.
20. All school and college staff should be aware that abuse, neglect, 
exploitation, and safeguarding issues are rarely standalone events and cannot be 
covered by one definition or one label alone. In most cases, multiple issues will 
overlap. 
21. All staff, but especially the designated safeguarding lead (and deputies) 
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 
abuse (including harassment and exploitation), domestic abuse in their own 
intimate relationships (teenage relationship abuse), criminal exploitation, serious 
youth violence, county lines and radicalisation.
22. All staff should be aware that technology is a significant component in many 
safeguarding and wellbeing issues. Children are at risk of abuse and other risks 
online as well as face to face. In many cases abuse and other risks will take place 
concurrently both online and offline. Children can also abuse other children online, 
this can take the form of abusive, harassing, and misogynistic/misandrist 
messages, the non-consensual sharing of indecent images, especially around chat 
groups, and the sharing of abusive images and pornography to those who do not 
want to receive such content.
23. In all cases, if staff are unsure, they should always speak to the 
designated safeguarding lead or a deputy. 
Indicators of abuse and neglect
24. Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a 
child by inflicting harm or by failing to act to prevent harm. Harm can include ill 
treatment that is not physical as well as the impact of witnessing ill treatment of 
others. This can be particularly relevant, for example, in relation to the impact on 
children of all forms of domestic abuse, including where they see, hear or 
experience its effects. 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.
9 
25. Physical abuse: a form of abuse which may involve hitting, shaking, 
throwing, poisoning, burning or scalding, drowning, suffocating or otherwise 
causing physical harm to a child. Physical harm may also be caused when a parent 
or carer fabricates the symptoms of, or deliberately induces, illness in a child.
26. Emotional abuse: the persistent emotional maltreatment of a child such as 
to cause severe and adverse effects on the child’s emotional development. It may 
involve conveying to a child that they are worthless or unloved, inadequate, or 
valued only insofar as they meet the needs of another person. It may include not 
giving the child opportunities to express their views, deliberately silencing them or 
‘making fun’ of what they say or how they communicate. It may feature age or 
developmentally inappropriate expectations being imposed on children. These may 
include interactions that are beyond a child’s developmental capability as well as 
overprotection and limitation of exploration and learning or preventing the child from 
participating in normal social interaction. It may involve seeing or hearing the illtreatment of another. It may involve serious bullying (including cyberbullying), 
causing children frequently to feel frightened or in danger, or the exploitation or 
corruption of children. Some level of emotional abuse is involved in all types of 
maltreatment of a child, although it may occur alone.
27. Sexual abuse: involves forcing or enticing a child or young person to take 
part in sexual activities, not necessarily involving violence, whether or not the child 
is aware of what is happening. The activities may involve physical contact, 
including assault by penetration (for example rape or oral sex) or non-penetrative 
acts such as masturbation, kissing, rubbing, and touching outside of clothing. They 
may also include non-contact activities, such as involving children in looking at, or 
in the production of, sexual images, watching sexual activities, encouraging 
children to behave in sexually inappropriate ways, or grooming a child in 
preparation for abuse. Sexual abuse can take place online, and technology can be 
used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult 
males. Women can also commit acts of sexual abuse, as can other children. The 
sexual abuse of children by other children is a specific safeguarding issue in 
education and all staff should be aware of it and of their school or college’s policy 
and procedures for dealing with it.
28. Neglect: the persistent failure to meet a child’s basic physical and/or 
psychological needs, likely to result in the serious impairment of the child’s health 
or development. Neglect may occur during pregnancy, for example, as a result of 
maternal substance abuse. Once a child is born, neglect may involve a parent or 
carer failing to: provide adequate food, clothing and shelter (including exclusion 
from home or abandonment); protect a child from physical and emotional harm or 
danger; ensure adequate supervision (including the use of inadequate caregivers); 
or ensure access to appropriate medical care or treatment. It may also include 
neglect of, or unresponsiveness to, a child’s basic emotional needs.

Safeguarding issues
29. All staff should have an awareness of safeguarding issues that can put 
children at risk of harm. Behaviours linked to issues such as drug taking and/or 
alcohol misuse, unexplainable and/or persistent absences from education, serious 
violence (including that linked to county lines), radicalisation and consensual and 
non-consensual sharing of nude and semi-nude images and/or videos.
can be 
signs that children are at risk. Below are some safeguarding issues all staff should 
be aware of. 
Additional information on these safeguarding issues and information on other 
safeguarding issues is included in the Annex.
Child-on-child abuse 
30. All staff should be aware that children can abuse other children (often 
referred to as child-on-child abuse), and that it can happen both inside and outside 
of school or college and online. All staff should be clear as to the school or 
college’s policy and procedures with regard to child-on-child abuse and the 
important role they have to play in preventing it and responding where they believe 
a child may be at risk from it.
31. All staff should understand that even if there are no reports in their schools 
or colleges it does not mean it is not happening. It may be the case that abuse is 
not being reported. As such it is important that when staff have any concerns 
regarding child-on-child abuse they should speak to their designated safeguarding 
lead (or a deputy).
32. It is essential that all staff understand the importance of challenging 
inappropriate behaviours between children that are abusive in nature. Examples of 
which are listed below. Downplaying certain behaviours, for example dismissing 
sexual harassment as “just banter”, “just having a laugh”, “part of growing up” or 
“boys being boys” can lead to a culture of unacceptable behaviours, an unsafe 
environment for children and in worst case scenarios a culture that normalises 
abuse leading to children accepting it as normal and not coming forward to report it.
33. Child-on-child abuse is most likely to include, but may not be limited to:
• bullying (including cyberbullying, prejudice-based and discriminatory 
bullying)
Consensual image sharing, especially between older children of the same age, may require a different response. It might not be abusive – but children still need to know it is illegal- whilst non-consensual is illegal and abusive. UKCIS provides detailed advice about sharing of nudes and semi nude images and videos.
• abuse in intimate personal relationships between children (sometimes 
known as ‘teenage relationship abuse’)
• physical abuse such as hitting, kicking, shaking, biting, hair pulling, or 
otherwise causing physical harm (this may include an online element which 
facilitates, threatens and/or encourages physical abuse)
• sexual violence6 such as rape, assault by penetration and sexual assault; 
(this may include an online element which facilitates, threatens and/or 
encourages sexual violence)
• sexual harassment7 such as sexual comments, remarks, jokes and online 
sexual harassment, which may be standalone or part of a broader pattern of 
abuse
• causing someone to engage in sexual activity without consent, such as
forcing someone to strip, touch themselves sexually, or to engage in sexual 
activity with a third party
• consensual and non-consensual sharing of nude and semi-nude images 
and/or videos8 (also known as sexting or youth produced sexual imagery) 
• upskirting9 which typically involves taking a picture under a person’s clothing 
without their permission, with the intention of viewing their genitals or 
buttocks to obtain sexual gratification, or cause the victim humiliation, 
distress, or alarm, and
• initiation/hazing type violence and rituals (this could include activities 
involving harassment, abuse or humiliation used as a way of initiating a
person into a group and may also include an online element).
Child criminal exploitation (CCE) and child sexual exploitation (CSE) 
34. Both CCE and CSE are forms of abuse that occur where an individual or 
group takes advantage of an imbalance in power to coerce, manipulate or deceive 
a child into taking part in criminal or sexual activity. It may involve an exchange for 
something the victim needs or wants, and/or for the financial advantage or 
increased status of the perpetrator or facilitator and/or through violence or the 
threat of violence. CCE and CSE can affect children, both male and female and can 
include children who have been moved (commonly referred to as trafficking) for the 
purpose of exploitation.
6 For further information about sexual violence see Part 5 of KCSIE and the annex.
7 For further information about sexual harassment see Part 5 of KCSIE and the annex.
8 UKCIS guidance: Sharing nudes and semi-nudes advice for education settings 
9 For further information about ‘upskirting’ see annex.

Child criminal exploitation (CCE)
35. Some specific forms of CCE can include children being forced or 
manipulated into transporting drugs or money through county lines, working in 
cannabis factories, shoplifting or pickpocketing. They can also be forced or 
manipulated into committing vehicle crime or threatening/committing serious 
violence to others. 
36. Children can become trapped by this type of exploitation, as perpetrators 
can threaten victims (and their families) with violence or entrap and coerce them 
into debt. They may be coerced into carrying weapons such as knives or begin to 
carry a knife for a sense of protection from harm from others. As children involved 
in criminal exploitation often commit crimes themselves, their vulnerability as 
victims is not always recognised by adults and professionals, (particularly older 
children), and they are not treated as victims despite the harm they have 
experienced. They may still have been criminally exploited even if the activity 
appears to be something they have agreed or consented to. 
37. It is important to note that the experience of girls who are criminally exploited 
can be very different to that of boys. The indicators may not be the same, however 
professionals should be aware that girls are at risk of criminal exploitation too. It is 
also important to note that both boys and girls being criminally exploited may be at 
higher risk of sexual exploitation.
Child sexual exploitation (CSE)
38. CSE is a form of child sexual abuse. Sexual abuse may involve physical 
contact, including assault by penetration (for example, rape or oral sex) or nonpenetrative acts such as masturbation, kissing, rubbing, and touching outside 
clothing. It may include non-contact activities, such as involving children in the 
production of sexual images, forcing children to look at sexual images or watch 
sexual activities, encouraging children to behave in sexually inappropriate ways or 
grooming a child in preparation for abuse including via the internet.
39. CSE can occur over time or be a one-off occurrence and may happen 
without the child’s immediate knowledge for example through others sharing videos 
or images of them on social media.
40. CSE can affect any child who has been coerced into engaging in sexual 
activities. This includes 16- and 17-year-olds who can legally consent to have sex. 
See information on CCE definition on page 48 of Home Office's Serious Violence Strategy

Some children do not realise they are being exploited and may believe they are in a 
genuine romantic relationship. 
Domestic abuse
41. Domestic abuse can encompass a wide range of behaviours and may be a 
single incident or a pattern of incidents. That abuse can be, but is not limited to, 
psychological, physical, sexual, financial or emotional. Children can be victims of 
domestic abuse. They may see, hear, or experience the effects of abuse at home 
and/or suffer domestic abuse in their own intimate relationships (teenage 
relationship abuse). All of which can have a detrimental and long-term impact on 
their health, well-being, development, and ability to learn.
Female genital mutilation (FGM)
42. Whilst all staff should speak to the designated safeguarding lead (or a 
deputy) with regard to any concerns about female genital mutilation (FGM), there is 
a specific legal duty on teachers.
11 If a teacher, in the course of their work in the 
profession, discovers that an act of FGM appears to have been carried out on a girl 
under the age of 18, the teacher must report this to the police. See page 34 for 
further information.
Mental health
43. All staff should be aware that mental health problems can, in some cases, 
be an indicator that a child has suffered or is at risk of suffering abuse, neglect or 
exploitation.
44. Only appropriately trained professionals should attempt to make a diagnosis 
of a mental health problem. Education staff, however, are well placed to observe 
children day-to-day and identify those whose behaviour suggests that they may be 
experiencing a mental health problem or be at risk of developing one. Schools and 
colleges can access a range of advice to help them identify children in need of 
extra mental health support, this includes working with external agencies.
45. If staff have a mental health concern about a child that is also a safeguarding 
concern, immediate action should be taken to follow their school or college’s child 
protection policy and by speaking to the designated safeguarding lead or a deputy.

Serious violence
46. All staff should be aware of the indicators, which may signal children are at 
risk from, or are involved with, serious violent crime. These may include increased 
absence from school or college, a change in friendships or relationships with older 
individuals or groups, a significant decline in educational performance, signs of selfharm or a significant change in wellbeing, or signs of assault or unexplained 
injuries. Unexplained gifts or new possessions could also indicate that children 
have been approached by, or are involved with, individuals associated with criminal 
networks or gangs and may be at risk of criminal exploitation.
Additional information and support 
47. Departmental advice What to do if you're worried a child is being abused: advice 
for practitioners provides more information on understanding and identifying abuse and 
neglect. Examples of potential indicators of abuse and neglect are highlighted throughout 
that advice and will be particularly helpful for school and college staff. The NSPCC
website also provides useful additional information on abuse and neglect and what to 
look out for. 
48. The annex contains important additional information about specific 
forms of abuse, exploitation and safeguarding issues. School and college 
leaders and those staff who work directly with children should read the 
annex.
What school and college staff should do if they have concerns 
about a child
49. Staff working with children are advised to maintain an attitude of ‘it could 
happen here’ where safeguarding is concerned. When concerned about the 
welfare of a child, staff should always act in the best interests of the child.
50. If staff have any concerns about a child’s welfare, they should act on them 
immediately. See page 20 for a flow chart setting out the process for staff when 
they have concerns about a child.
51. If staff have a concern, they should follow their own organisation’s child 
protection policy and speak to the designated safeguarding lead (or a deputy).
52. Options will then include:
• managing any support for the child internally via the school or college’s own 
pastoral support processes undertaking an early help assessment or making a referral to statutory services, for example as the child could be in need, is in need or is suffering, or likely to suffer harm. 

53. The designated safeguarding lead (or a deputy) should always be available 
to discuss safeguarding concerns. If in exceptional circumstances, the designated 
safeguarding lead (or a deputy) is not available, this should not delay appropriate 
action being taken. Staff should consider speaking to a member of the senior 
leadership team and/or take advice from local authority children’s social care. In 
these circumstances, any action taken should be shared with the designated 
safeguarding lead (or a deputy) as soon as is practically possible.
54. 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 the effective identification, 
assessment, and allocation of appropriate service provision, whether this is when 
problems first emerge, or where a child is already known to local authority 
children’s social care (such as a child in need or a child with a protection plan). 
Information sharing: advice for practitioners providing safeguarding services to 
children, young people, parents and carers supports staff who have to make 
decisions about sharing information. This advice includes the seven golden rules 
for sharing information and considerations with regard to the Data Protection Act 
2018 (DPA) and UK General Data Protection Regulation (UK GDPR).
55. DPA and UK GDPR do not prevent the sharing of information for the 
purposes of keeping children safe and promoting their welfare. If in any doubt 
about sharing information, staff should speak to the designated safeguarding lead 
(or a deputy). Fears about sharing information must not be allowed to stand in the 
way of the need to safeguard and promote the welfare of children.
Early help assessment
56. If early help is appropriate, the designated safeguarding lead (or a deputy) 
will generally lead on liaising with other agencies and setting up an inter-agency 
12 Further information on early help assessments, provision of early help services and accessing services is in.
Working Together to Safeguard Children. 
Working Together to Safeguard Children sets out that the safeguarding partners should publish a 
threshold document that should include the criteria, including the level of need, for when a case should be referred to local authority children’s social care for assessment and for statutory services under section 17 and 47. Local authorities, with their partners, should develop and publish local protocols for assessment. A local protocol should set out clear arrangements for how cases will be managed once a child is referred into local authority children’s social care.assessment as appropriate. Staff may be required to support other agencies and professionals in an early help assessment, in some cases acting as the lead practitioner. Further guidance on effective assessment of the need for early help can be found in Working Together to Safeguard Children. Any such cases should be kept under constant review and consideration given to a referral to local authority children’s social care for assessment for statutory services if the child’s situation does not appear to be improving or is getting worse.Statutory children’s social care assessments and services.

57. Where a child is suffering, or is likely to suffer from harm, it is 
important that a referral to local authority children’s social care and if 
appropriate the police, (see when to call the police: guidance for schools and 
colleges (npcc.police.uk)) is made immediately. Referrals should follow the local 
referral process.
58. Local authority children’s social care assessments should consider where 
children are being harmed in contexts outside of the home14, so it is important that 
schools and colleges provide as much information as possible as part of the referral 
process. This will allow any assessment to consider all the available evidence and 
enable a contextual approach to address such harm. Additional information is 
available here: Contextual Safeguarding.
59. The online tool Report child abuse to your local council directs to the 
relevant local authority children’s social care contact details.
Children in need
60. A child in need is defined under the Children Act 1989 as a child who is 
unlikely to achieve or maintain a reasonable level of health or development, or 
whose health and development is likely to be significantly or further impaired, 
without the provision of services; or a child who is disabled. Local authorities are 
required to provide services for children in need for the purposes of safeguarding 
and promoting their welfare. Children in need may be assessed under section 17 of 
the Children Act 1989. 
Children suffering or likely to suffer significant harm:
61. Local authorities, with the help of other organisations as appropriate, have a 
duty to make enquiries under section 47 of the Children Act 1989 if they have 
reasonable cause to suspect that a child is suffering, or is likely to suffer, significant 
harm. Such enquiries enable them to decide whether they should take any action to 
safeguard and promote the child’s welfare and must be initiated where there are 
concerns about maltreatment. This includes all forms of abuse, neglect and 
exploitation.

What will the local authority do?
62. Within one working day of a referral being made, a local authority social 
worker should acknowledge its receipt to the referrer and make a decision about 
the next steps and the type of response that is required. This will include 
determining whether:
• the child requires immediate protection and urgent action is required
• any services are required by the child and family and what type of services
• the child is in need and should be assessed under section 17 of the Children 
Act 1989. Working Together to Safeguard Children provides details of the 
assessment process
• there is reasonable cause to suspect the child is suffering or likely to suffer 
significant harm, and whether enquiries must be made, and the child assessed 
under section 47 of the Children Act 1989. Working Together to Safeguard 
Children provides details of the assessment process, and
• further specialist assessments are required to help the local authority to decide 
what further action to take.
63. The referrer should follow up if this information is not forthcoming.
64. If social workers decide to carry out a statutory assessment, staff should do 
everything they can to support that assessment (supported by the designated 
safeguarding lead (or a deputy) as required).
65. If, after a referral, the child’s situation does not appear to be improving, the 
referrer should consider following local escalation procedures to ensure their 
concerns have been addressed and, most importantly, that the child’s situation 
improves.

Record keeping 
66. All concerns, discussions and decisions made, and the reasons for those 
decisions, should be recorded in writing. This will also help if/when responding to 
any complaints about the way a case has been handled by the school or college. 
Information should be kept confidential and stored securely. It is good practice to 
keep concerns and referrals in a separate child protection file for each child.
Records should include:
• a clear and comprehensive summary of the concern
• details of how the concern was followed up and resolved, and
• a note of any action taken, decisions reached and the outcome.
67. If in doubt about recording requirements, staff should discuss with the 
designated safeguarding lead (or a deputy).

Why is all of this important?
68. It is important for children to receive the right help at the right time to address 
safeguarding risks, prevent issues escalating and to promote children’s welfare. 
Research and local child safeguarding practice reviews have repeatedly shown the 
dangers of failing to take effective action.15 Further information about local child 
safeguarding practice can be found in Working Together to Safeguard Children.
Examples of poor practice include:
• failing to act on and refer the early signs of abuse and neglect
• poor record keeping
• failing to listen to the views of the child
• failing to re-assess concerns when situations do not improve
• not sharing information with the right people within and between agencies
• sharing information too slowly, and
• a lack of challenge to those who appear not to be taking action

What school and college staff should do if they have a safeguarding 
concern or an allegation about another staff member
69. Schools and colleges should have processes and procedures in place to 
manage any safeguarding concern or allegation (no matter how small) about staff 
members (including supply staff, volunteers, and contractors).
70. If staff have a safeguarding concern or an allegation of harming or posing a 
risk of harm to children is made about another member of staff (including supply 
staff, volunteers, and contractors), then:
• this should be referred to the headteacher or principal
15An analysis of serious case reviews can be found at gov.uk/government/publications/serious-casereviews-analysis-lessons-and-challenges

• where there is a concern/allegation about the headteacher or principal, this 
should be referred to the chair of governors, chair of the management 
committee or proprietor of an independent school, and
• in the event of a concern/allegation about the headteacher, where the 
headteacher is also the sole proprietor of an independent school, or a 
situation where there is a conflict of interest in reporting the matter to the 
headteacher, this should be reported directly to the local authority 
designated officer(s) LADO(s). Details of your local LADO should be easily 
accessible on your local authority’s website.
71. If staff have a safeguarding concern or an allegation about another member 
of staff (including supply staff, volunteers or contractors) that does not meet the 
harm threshold, then this should be shared in accordance with the school or college 
low-level concerns policy. Further details can be found in Part four of the full 
version of KCSIE. 
What school or college staff should do if they have concerns about 
safeguarding practices within the school or college
72. All staff and volunteers should feel able to raise concerns about poor or 
unsafe practice and potential failures in the school or college’s safeguarding 
provision and know that such concerns will be taken seriously by the senior 
leadership team.
73. Appropriate whistleblowing procedures should be put in place for such 
concerns to be raised with the school or college’s senior leadership team.
74. Where a staff member feels unable to raise an issue with their employer, or 
feels that their genuine concerns are not being addressed, other whistleblowing 
channels are open to them:
• general advice on whistleblowing can be found at whistleblowing for 
employees 
• the NSPCC Whistleblowing Advice Line is available as an alternative route for 
staff who do not feel able to raise concerns regarding child protection failures 
internally, or have concerns about the way a concern is being handled by their 
school or college. Staff can call 0800 028 0285 – and the line is available from 
08:00 to 20:00 Monday to Friday , and 09:00 to 18:00 at weekends. The email 
address is help@nspcc.org.uk16.

In cases which also involve a concern or an allegation of abuse against a staff member, see Part four of the full version of KCSIE.

Early help means providing support as soon as a problem emerges at any point in a child’s life. Where a child would benefit from co-ordinated early help, an early help inter-agency assessment should be arranged. Working Together to Safeguard Children provides detailed guidance on the early help process.
Referrals should follow the process set out in the local threshold document and local protocol for 
assessment. See Working Together to Safeguard Children.

Under the Children Act 1989, local authorities are required to provide services for children in need for the purposes of safeguarding and promoting their welfare. Children in need may be assessed under section 17 
of the Children Act 1989. Under section 47 of the Children Act 1989, where a local authority has 
reasonable cause to suspect that a child is suffering or likely to suffer significant harm, it has a duty to 
make enquiries to decide whether to take action to safeguard or promote the child’s welfare. Full details are in Working Together to Safeguard Children.

This could include applying for an Emergency Protection Order (EPO).

Annex: Further information 
This annex contains important additional information about specific forms of abuse and 
safeguarding issues. School and college leaders and those staff who work directly with 
children should read this Annex.
As per Part one of KCSIE, if staff have any concerns about a child’s welfare, they should 
act on them immediately. They should follow their own organisation’s child protection 
policy and speak to the designated safeguarding lead (or a deputy).
Where a child is suffering, or is likely to suffer from harm, it is important that a 
referral to local authority children’s social care (and if appropriate the police) is 
made immediately

Child abduction and community safety incidents
Child abduction is the unauthorised removal or retention of a minor from a parent or 
anyone with legal responsibility for the child. Child abduction can be committed by 
parents or other family members; by people known but not related to the victim (such as
neighbours, friends and acquaintances); and by strangers.
Other community safety incidents in the vicinity of a school can raise concerns amongst 
children and parents, for example, people loitering nearby or unknown adults engaging 
children in conversation.
As children get older and are granted more independence (for example, as they start 
walking to school on their own) it is important they are given practical advice on how to 
keep themselves safe. Many schools provide outdoor-safety lessons run by teachers or 
by local police staff.
It is important that lessons focus on building children’s confidence and abilities rather 
than simply warning them about all strangers. Further information is available at: 
www.actionagainstabduction.org and www.clevernevergoes.org. 

Child criminal exploitation (CCE) and child sexual exploitation (CSE)
We know that different forms of harm often overlap, and that perpetrators may subject 
children and young people to multiple forms of abuse, such as criminal exploitation 
(including county lines) and sexual exploitation.
In some cases, the exploitation or abuse will be in exchange for something the victim 
needs or wants (for example, money, gifts or affection), and/or will be to the financial 
benefit or other advantage, such as increased status, of the perpetrator or facilitator.
Children can be exploited by adult males or females, as individuals or groups. They may 
also be exploited by other children, who themselves may be experiencing exploitation – 
where this is the case, it is important that the child perpetrator is also recognised as a 
victim.
Whilst the age of the child may be a contributing factor for an imbalance of power, there 
are a range of other factors that could make a child more vulnerable to exploitation, 
including, sexual identity, cognitive ability, learning difficulties, communication ability, 
physical strength, status, and access to economic or other resources.
Some of the following can be indicators of both child criminal and sexual exploitation 
where children: 
• appear with unexplained gifts, money or new possessions
• associate with other children involved in exploitation
• suffer from changes in emotional well-being 
• misuse alcohol and other drugs
• go missing for periods of time or regularly come home late, and
• regularly miss school or education or do not take part in education.
Children who have been exploited will need additional support to help keep them in 
education.
Child Sexual Exploitation (CSE) can be a one-off occurrence or a series of incidents over 
time and range from opportunistic to complex organised abuse. It can involve force 
and/or enticement-based methods of compliance and may, or may not, be accompanied 
by violence or threats of violence. 
Some additional specific indicators that may be present in CSE are children who: 
• have older boyfriends or girlfriends; and
• suffer from sexually transmitted infections, display sexual behaviours beyond 
expected sexual development or become pregnant. 
Further information on signs of a child’s involvement in sexual exploitation is available in 
Home Office guidance: Child sexual exploitation: guide for practitioners

County lines
County lines is a term used to describe gangs and organised criminal networks involved 
in exporting illegal drugs using dedicated mobile phone lines or other form of “deal line”. 
This activity can happen locally as well as across the UK - no specified distance of travel 
is required. Children and vulnerable adults are exploited to move, store and sell drugs 
and money. Offenders will often use coercion, intimidation, violence (including sexual 
violence) and weapons to ensure compliance of victims.
Children can be targeted and recruited into county lines in a number of locations 
including any type of schools (including special schools), further and higher educational 
institutions, pupil referral units, children’s homes and care homes.
Children are also increasingly being targeted and recruited online using social media. 
Children can easily become trapped by this type of exploitation as county lines gangs can 
manufacture drug debts which need to be worked off or threaten serious violence and 
kidnap towards victims (and their families) if they attempt to leave the county lines 
network.
A number of the indicators for CCE and CSE as detailed above may be applicable to 
where children are involved in county lines. Some additional specific indicators that may 
be present where a child is criminally exploited through involvement in county lines are 
children who:
• go missing (from school or home) and are subsequently found in areas away from 
their home
• have been the victim, perpetrator or alleged perpetrator of serious violence (e.g. 
knife crime)
• are involved in receiving requests for drugs via a phone line, moving drugs, 
handing over and collecting money for drugs
• are exposed to techniques such as ‘plugging’, where drugs are concealed 
internally to avoid detection
• are found in accommodation that they have no connection with, often called a ‘trap 
house or cuckooing’ or hotel room where there is drug activity
• owe a ‘debt bond’ to their exploiters
• have their bank accounts used to facilitate drug dealing.
Further information on the signs of a child’s involvement in county lines is available in 
guidance published by the Home Office and The Children's Society County Lines Toolkit 
For Professionals . 
Children and the court system
Children are sometimes required to give evidence in criminal courts, either for crimes 
committed against them or for crimes they have witnessed. There are two age 
appropriate guides to support children 5-11-year olds and 12-17 year olds. 
The guides explain each step of the process, support and special measures that are 
available. There are diagrams illustrating the courtroom structure and the use of video 
links is explained.
Making child arrangements via the family courts following separation can be stressful and 
entrench conflict in families. This can be stressful for children. The Ministry of Justice has 
launched an online child arrangements information tool with clear and concise 
information on the dispute resolution service. This may be useful for some parents and 
carers.
Children who are absent from education
All staff should be aware that children being absent from school or college, particularly 
repeatedly and/or for prolonged periods, and children missing education can act as a vital 
warning sign of a range of safeguarding possibilities. This may include abuse and neglect 
such as sexual abuse or exploitation and can also be a sign of child criminal exploitation 
including involvement in county lines. It may indicate mental health problems, risk of 
substance abuse, risk of travelling to conflict zones, risk of female genital mutilation, socalled ‘honour’-based abuse or risk of forced marriage. Early intervention is essential to 
identify the existence of any underlying safeguarding risk and to help prevent the risks of 
a child going missing in future. It is important that staff are aware of their school or 
college’s unauthorised absence procedures and children missing education procedures.
Children with family members in prison
Approximately 200,000 children in England and Wales have a parent sent to prison each 
year. These children are at risk of poor outcomes including poverty, stigma, isolation and 
poor mental health. The National Information Centre on Children of Offenders, NICCO
provides information designed to support professionals working with offenders and their 
children, to help mitigate negative consequences for those children.

Cybercrime
Cybercrime is criminal activity committed using computers and/or the internet. It is 
broadly categorised as either ‘cyber-enabled’ (crimes that can happen off-line but are 
enabled at scale and at speed on-line) or ‘cyber dependent’ (crimes that can be 
committed only by using a computer). Cyber-dependent crimes include: 
• unauthorised access to computers (illegal ‘hacking’), for example accessing a 
school’s computer network to look for test paper answers or change grades 
awarded
• ‘Denial of Service’ (Dos or DDoS) attacks or ‘booting’. These are attempts to make 
a computer, network or website unavailable by overwhelming it with internet traffic 
from multiple sources, and,
• making, supplying or obtaining malware (malicious software) such as viruses, 
spyware, ransomware, botnets and Remote Access Trojans with the intent to 
commit further offence, including those above.
Children with particular skills and interest in computing and technology may inadvertently 
or deliberately stray into cyber-dependent crime.
If there are concerns about a child in this area, the designated safeguarding lead (or a 
deputy), should consider referring into the Cyber Choices programme. This is a 
nationwide police programme supported by the Home Office and led by the National 
Crime Agency, working with regional and local policing. It aims to intervene where young 
people are at risk of committing, or being drawn into, low-level cyber-dependent offences 
and divert them to a more positive use of their skills and interests.
Note that Cyber Choices does not currently cover ‘cyber-enabled’ crime such as fraud, 
purchasing of illegal drugs on-line and child sexual abuse and exploitation, nor other 
areas of concern such as on-line bullying or general on-line safety.
Additional advice can be found at: Cyber Choices, ‘NPCC- When to call the Police’ and 
National Cyber Security Centre - NCSC.GOV.UK.
Domestic abuse
The Domestic Abuse Act 2021 received Royal Assent on 29 April 2021. The Act 
introduced the first ever statutory definition of domestic abuse and recognises the impact 
of domestic abuse on children, as victims in their own right, if they see, hear or 
experience the effects of abuse. The statutory definition of domestic abuse, based on the 
previous cross-government definition, ensures that different types of relationships are 
captured, including ex-partners and family members. The definition captures a range of 
different abusive behaviours, including physical, emotional and economic abuse and 
coercive and controlling behaviour. Under the statutory definition, both the person who is 
carrying out the behaviour and the person to whom the behaviour is directed towards 
must be aged 16 or over and they must be “personally connected” (as defined in section 
2 of the 2021 Act).
Types of domestic abuse include intimate partner violence, abuse by family members, 
teenage relationship abuse and child to parent abuse. Anyone can be a victim of 
domestic abuse, regardless of sexual identity, age, ethnicity, socio-economic status, 
sexuality or background and domestic abuse can take place inside or outside of the 
home. The government has issued statutory guidance to provide further information for 
those working with domestic abuse victims and perpetrators, including the impact on 
children.
All children can witness and be adversely affected by domestic abuse in the context of 
their home life where domestic abuse occurs between family members. Experiencing 
domestic abuse can have a serious, long lasting emotional and psychological impact on 
children. In some cases, a child may blame themselves for the abuse or may have had to 
leave the family home as a result.
Young people can also experience domestic abuse within their own intimate 
relationships. This form of child-on-child abuse is sometimes referred to as ‘teenage 
relationship abuse’. Depending on the age of the young people, this may not be 
recognised in law under the statutory definition of ‘domestic abuse’ (if one or both parties 
are under 16). However, as with any child under 18, where there are concerns about 
safety or welfare, child safeguarding procedures should be followed and both young 
victims and young perpetrators should be offered support. 
Operation Encompass
Operation Encompass operates in all police forces across England. It helps police and 
schools work together to provide emotional and practical help to children. The system 
ensures that when the police are called to an incident of domestic abuse, where there are 
children in the household who have experienced the domestic incident, the police will 
inform the key adult (usually the designated safeguarding lead (or a deputy)) in school 
before the child or children arrive at school the following day. This ensures that the 
school has up to date relevant information about the child’s circumstances and can 
enable immediate support to be put in place, according to the child’s needs. Operation 
Encompass does not replace statutory safeguarding procedures. Where appropriate, the 
police and/or schools should make a referral to local authority children’s social care if 
they are concerned about a child’s welfare. More information about the scheme and how 
schools can become involved is available on the Operation Encompass website.
Operation Encompass provides an advice and helpline service for all staff members from 
educational settings who may be concerned about children who have experienced 
domestic abuse. The helpline is available 8:00 to 13:00, Monday to Friday on 0204 513 
9990 (charged at local rate).
National Domestic Abuse Helpline

Refuge runs the National Domestic Abuse Helpline, which can be called free of charge 
and in confidence, 24 hours a day on 0808 2000 247. Its website provides guidance and 
support for potential victims, as well as those who are worried about friends and loved 
ones. It also has a form through which a safe time from the team for a call can be 
booked.
Additional advice on identifying children who are affected by domestic abuse and how 
they can be helped is available at:
• NSPCC- UK domestic-abuse Signs Symptoms Effects
• Refuge what is domestic violence/effects of domestic violence on children
• Safe Young Lives: Young people and domestic abuse | Safelives
• Domestic abuse: specialist sources of support (includes information for adult 
victims, young people facing abuse in their own relationships and parents 
experiencing child to parent violence/abuse)
• Home : Operation Encompass (includes information for schools on the impact of 
domestic abuse on children)
Homelessness
Being homeless or being at risk of becoming homeless presents a real risk to a child’s 
welfare. The designated safeguarding lead (and any deputies) should be aware of 
contact details and referral routes into the Local Housing Authority so they can 
raise/progress concerns at the earliest opportunity. Indicators that a family may be at risk 
of homelessness include household debt, rent arrears, domestic abuse and anti-social 
behaviour, as well as the family being asked to leave a property. Whilst referrals and/or 
discussion with the Local Housing Authority should be progressed as appropriate, and in 
accordance with local procedures, this does not, and should not, replace a referral into 
local authority children’s social care where a child has been harmed or is at risk of harm.

The Homelessness Reduction Act 2017 places a new legal duty on English councils so 
that everyone who is homeless or at risk of homelessness will have access to meaningful 
help including an assessment of their needs and circumstances, the development of a 
personalised housing plan, and work to help them retain their accommodation or find a 
new place to live. The following factsheets usefully summarise the new duties: Homeless 
Reduction Act Factsheets. The new duties shift the focus to early intervention and 
encourages those at risk to seek support as soon as possible, before they are facing a 
homelessness crisis.
In most cases school and college staff will be considering homelessness in the context of 
children who live with their families, and intervention will be on that basis. However, it 
should also be recognised in some cases 16- and 17-year-olds could be living 
independently from their parents or guardians, for example through their exclusion from 
the family home, and will require a different level of intervention and support. Local 
authority children’s social care will be the lead agency for these children and the 
designated safeguarding lead (or a deputy) should ensure appropriate referrals are made 
based on the child’s circumstances. The Department for Levelling Up, Housing and 
Communities have published joint statutory guidance on the provision of accommodation 
for 16- and 17-year-olds who may be homeless and/or require accommodation: here.

Mental health

Where children have suffered abuse and neglect, or other potentially traumatic adverse childhood experiences, this can have a lasting impact throughout childhood, adolescence and into adulthood. It is key that staff are aware of how these children’s experiences, can impact on their mental health, behaviour, attendance and progress at school.

More information can be found in the Mental health and behaviour in schools guidance, 
colleges may also wish to follow this guidance as best practice. Public Health England.
has produced a range of resources to support secondary school teachers to promote 
positive health, wellbeing and resilience among children. See Every Mind Matters for 
links to all materials and lesson plans.
Modern slavery and the National Referral Mechanism
Modern slavery encompasses human trafficking and slavery, servitude and forced or 
compulsory labour. Exploitation can take many forms, including sexual exploitation, 
forced labour, slavery, servitude, forced criminality and the removal of organs.
Public Health England: has now been replaced by the UK Health Security Agency and the Office for 
Health Improvement and Disparities (OHID), which is part of the Department of Health and Social Care, and by the UK Health Security Agency. However, the branding remains unchanged.
Further information on the signs that someone may be a victim of modern slavery, the 
support available to victims and how to refer them to the NRM is available in Statutory 
Guidance. Modern slavery: how to identify and support victims - GOV.UK
Preventing radicalisation
Children may be susceptible to radicalisation into terrorism. Similar to protecting children 
from other forms of harms and abuse, protecting children from this risk should be a part 
of a schools or colleges safeguarding approach.
Extremism is the vocal or active opposition to our fundamental values, including 
democracy, the rule of law, individual liberty and the mutual respect and tolerance of 
different faiths and beliefs. This also includes calling for the death of members of the 
armed forces. 
Radicalisation is the process of a person legitimising support for, or use of, terrorist 
violence. 
Terrorism is an action that endangers or causes serious violence to a person/people; 
causes serious damage to property; or seriously interferes or disrupts an electronic 
system. The use or threat must be designed to influence the government or to intimidate 
the public and is made for the purpose of advancing a political, religious or ideological 
cause.
Although there is no single way of identifying whether a child is likely to be susceptible to 
radicalisation into terrorism, there are factors that may indicate concern. 
It is possible to protect people from extremist ideology and intervene to prevent those at 
risk of radicalisation being drawn to terrorism. As with other safeguarding risks, staff 
should be alert to changes in children’s behaviour, which could indicate that they may be 
in need of help or protection. Staff should use their judgement in identifying children who 
might be at risk of radicalisation and act proportionately which may include the 
designated safeguarding lead (or a deputy) making a Prevent referral. 
The Prevent duty
All schools and colleges are subject to a duty under section 26 of the Counter- Terrorism 
and Security Act 2015, in the exercise of their functions, to have “due regard20 to the 
18 As defined in the Government’s Prevent Duty Guidance for England and Wales. 
19 As defined in the Terrorism Act 2000 (TACT 2000) http://www.legislation.gov.uk/ukpga/2000/11/contents
20 Counter-Terrorism and Security Act 2015 (legislation.gov.uk)
need to prevent people from becoming terrorists or supporting terrorism”.21 This duty is 
known as the Prevent duty.
The Prevent duty should be seen as part of schools’ and colleges’ wider safeguarding 
obligations. Designated safeguarding leads (and deputies) and other senior leaders in 
education settings should familiarise themselves with the revised Prevent duty guidance: 
for England and Wales, especially paragraphs 141-210, which are specifically concerned 
with education (and also covers childcare). The guidance is set out in terms of three 
general themes: leadership and partnership, capabilities and reducing permissive 
environments.
The school or college’s designated safeguarding lead (and any deputies) should be 
aware of local procedures for making a Prevent referral.
Channel
Channel is a voluntary, confidential support programme which focuses on providing 
support at an early stage to people who are identified as being susceptible to being 
drawn into terrorism. Prevent referrals are assessed and may be passed to a multiagency Channel panel, which will discuss the individual referred to determine whether 
they are at risk of being drawn into terrorism and consider the appropriate support 
required. A representative from the school or college may be asked to attend the 
Channel panel to help with this assessment. An individual will be required to provide their 
consent before any support delivered through the programme is provided. 
The designated safeguarding lead (or a deputy) should consider if it would be appropriate 
to share any information with the new school or college in advance of a child leaving. For 
example, information that would allow the new school or college to continue supporting 
victims of abuse or those who are currently receiving support through the ‘Channel’ 
programme and have that support in place for when the child arrives.
Statutory guidance on Channel is available at: Channel guidance and Channel training 
from the Home Office.

Additional support
The Department has published further advice for those working in education settings with 
safeguarding responsibilities on the Prevent duty. The advice is intended to complement 
the Prevent guidance and signposts to other sources of advice and support.
21 “Terrorism” for these purposes has the same meaning as for the Terrorism Act 2000 (section 1(1) to (4) 
of that Act).
The Home Office has developed three e-learning modules:
• Prevent awareness e-learning offers an introduction to the Prevent duty.
• Prevent referrals e-learning supports staff to make Prevent referrals that are 
robust, informed and with good intention. 
• Channel awareness e-learning is aimed at staff who may be asked to contribute to 
or sit on a multi-agency Channel panel.
Educate Against Hate, is a government website designed to support school and college 
teachers and leaders to help them safeguard their students from radicalisation and 
extremism. The platform provides free information and resources to help staff identify and 
address the risks, as well as build resilience to radicalisation.
For advice specific to further education, the Education and Training Foundation (ETF) 
hosts the Prevent for FE and Training. This hosts a range of free, sector specific 
resources to support further education settings to comply with the Prevent duty. This 
includes the Prevent Awareness e-learning, which offers an introduction to the duty, and 
the Prevent Referral e-learning, which is designed to support staff to make robust, 
informed and proportionate referrals.
The Safeguarding and Prevent - The Education and Training Foundation (etfoundation.co.uk) provides online training modules for practitioners, leaders and 
managers, to support staff and governors/Board members in outlining their roles and 
responsibilities under the duty.
London Grid for Learning has also produced useful resources on Prevent (Online Safety 
Resource Centre - London Grid for Learning (lgfl.net).
Sexual violence and sexual harassment between children in schools 
and colleges
Sexual violence and sexual harassment can occur between two children of any age and 
sex from primary to secondary stage and into colleges. It can also occur online. It can 
also occur through a group of children sexually assaulting or sexually harassing a single 
child or group of children.
Children who are victims of sexual violence and sexual harassment will likely find the 
experience stressful and distressing. This will, in all likelihood, adversely affect their 
educational attainment and will be exacerbated if the alleged perpetrator(s) attends the 
same school or college. Sexual violence and sexual harassment exist on a continuum 
and may overlap, they can occur online and face to face (both physically and verbally) 
and are never acceptable.
It is essential that all victims are reassured that they are being taken seriously and that 
they will be supported and kept safe. A victim should never be given the impression that 
they are creating a problem by reporting sexual violence or sexual harassment. Nor 
should a victim ever be made to feel ashamed for making a report. Detailed advice is 
available in Part five of the full version of KCSIE. 
Serious violence
There are a number of indicators, which may signal children are at risk from, or are 
involved with, serious violent crime. These may include:
• increased absence from school
• a change in friendships or relationships with older individuals or groups
• a significant decline in performance
• signs of self-harm or a significant change in wellbeing, or signs of assault or 
unexplained injuries
• unexplained gifts or new possessions could also indicate that children have been 
approached by, or are involved with, individuals associated with criminal networks 
or gangs and may be at risk of criminal exploitation.
The likelihood of involvement in serious violence may be increased by factors such as:
• being male
• having been frequently absent or permanently excluded from school
• having experienced child maltreatment and having been involved in offending, 
such as theft or robbery.
A fuller list of risk factors can be found in the Home Office’s Serious Violence Strategy. 
Professionals should also be aware that violence can often peak in the hours just before 
or just after school, when pupils are travelling to and from school. These times can be 
particularly risky for young people involved in serious violence.
Advice for schools and colleges is provided in the Home Office’s Criminal exploitation of 
children and vulnerable adults: county lines guidance. The Youth Endowment Fund 
(YEF) Toolkit sets out the evidence for what works in preventing young people from 
becoming involved in violence.
Home Office funded Violence Reduction Units (VRU) operate in the 20 police force areas 
across England and Wales that have the highest volumes of serious violence, as 
measured by hospital admissions for injury with a sharp object. A list of these locations 
can be found here. As the strategic co-ordinators for local violence prevention, each VRU 
is mandated to include at least one local education representative within their Core 
Membership group, which is responsible for setting the direction for VRU activity. Schools 
and educational partners within these areas are encouraged to reach out to their local 
VRU, either directly or via their education Core Member, to better ingrain partnership 
working to tackle serious violence across local areas and ensure a joined up approach to 
young people across the risk spectrum.
Police, Crime, Sentencing and Courts Act 2022 introduced a new duty on a range of 
specified authorities, such as the police, local government, youth offending teams, health 
and probation services, to work collaboratively, share data and information, and put in 
place plans to prevent and reduce serious violence within their local communities. 
Educational authorities and prisons/youth custody authorities will be under a separate 
duty to co-operate with core duty holders when asked, and there will be a requirement for 
the partnership to consult with all such institutions in their area.
The Duty is not intended to replace or duplicate existing safeguarding duties. Local 
partners may choose to meet the requirements of the Duty through existing multi-agency 
structures, such as multi-agency safeguarding arrangements, providing the correct set of 
partners are involved.
So-called ‘honour’-based abuse (including female genital mutilation 
and forced marriage)
So-called ‘honour’-based abuse (HBA) encompasses incidents or crimes which have 
been committed to protect or defend the honour of the family and/or the community, 
including female genital mutilation (FGM), forced marriage, and practices such as breast 
ironing. Abuse committed in the context of preserving ‘honour’ often involves a wider 
network of family or community pressure and can include multiple perpetrators. It is 
important to be aware of this dynamic and additional risk factors when deciding what 
form of safeguarding action to take. All forms of HBA are abuse (regardless of the 
motivation) and should be handled and escalated as such. Professionals in all agencies, 
and individuals and groups in relevant communities, need to be alert to the possibility of a 
child being at risk of HBA, or already having suffered HBA.
Actions
If staff have a concern regarding a child who might be at risk of HBA or who has suffered 
from HBA, they should speak to the designated safeguarding lead (or a deputy). As 
appropriate, the designated safeguarding lead (or a deputy) will activate local 
safeguarding procedures, using existing national and local protocols for multi-agency 
liaison with the police and local authority children’s social care. Where FGM has taken 
place, since 31 October 2015 there has been a mandatory reporting duty placed on 
teachers22 that requires a different approach (see below).

FGM
FGM comprises all procedures involving partial or total removal of the external female 
genitalia or other injury to the female genital organs. It is illegal in the UK and a form of 
child abuse with long-lasting harmful consequences.
FGM mandatory reporting duty for teachers
Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the 
Serious Crime Act 2015) places a statutory duty upon teachers, along with regulated 
health and social care professionals in England and Wales, to report to the police where 
they discover (either through disclosure by the victim or visual evidence) that FGM 
appears to have been carried out on a girl under 18. Those failing to report such cases 
may face disciplinary sanctions. It will be rare for teachers to see visual evidence, and 
they should not be examining pupils or students, but the same definition of what is meant 
by “to discover that an act of FGM appears to have been carried out” is used for all 
professionals to whom this mandatory reporting duty applies. Information on when and 
how to make a report can be found at: Mandatory reporting of female genital mutilation 
procedural information.
Teachers must personally report to the police cases where they discover that an act of 
FGM appears to have been carried out.23 Unless the teacher has good reason not to, 
they should still consider and discuss any such case with the school or college’s 
designated safeguarding lead (or a deputy) and involve local authority children’s social 
care as appropriate. The duty does not apply in relation to at risk or suspected cases (i.e. 
where the teacher does not discover that an act of FGM appears to have been carried 
out, either through disclosure by the victim or visual evidence) or in cases where the 
woman is 18 or over. In these cases, teachers should follow local safeguarding 
procedures. The following is a useful summary of the FGM mandatory reporting duty: 
FGM Fact Sheet.
Further information can be found in the Multi-agency statutory guidance on female genital 
mutilation and the FGM resource pack particularly section 13.
Forced marriage
Forcing a person into a marriage is a crime in England and Wales. A forced marriage is 
one entered into without the full and free consent of one or both parties and where 
violence, threats or any other form of coercion is used to cause a person to enter into a 
marriage. Threats can be physical or emotional and psychological. A lack of full and free 
consent can be where a person does not consent or where they cannot consent (if they 
23 Section 5B(6) of the Female Genital Mutilation Act 2003 states teachers need not report a case to the police if they have reason to believe that another teacher has already reported the case.
have learning disabilities, for example). Nevertheless, some perpetrators use perceived 
cultural practices to coerce a person into marriage. Schools and colleges can play an 
important role in safeguarding children from forced marriage.
The Forced Marriage Unit (FMU) has created: Multi-agency practice guidelines: handling 
cases of forced marriage (chapter 8 provides guidance on the role of schools and 
colleges) and, Multi-agency statutory guidance for dealing with forced marriage, which 
can both be found at The right to choose: government guidance on forced marriage - 
GOV.UK (www.gov.uk) School and college staff can contact the Forced Marriage Unit if 
they need advice or information: Contact: 020 7008 0151 or email fmu@fcdo.gov.uk. 
In addition, since February 2023 it has also been a crime to carry out any conduct whose 
purpose is to cause a child to marry before their eighteenth birthday, even if violence, 
threats or another form of coercion are not used. As with the existing forced marriage 
law, this applies to non-binding, unofficial ‘marriages’ as well as legal marriages.
Additional advice and support
There is a wealth of information available to support schools and colleges. The following 
list is not exhaustive but should provide a useful starting point:
Abuse
Supporting practice in tackling child sexual abuse – CSA Centre of Expertise on Child 
Sexual Abuse has free evidence-based practice resources to help professionals working 
with children and young people to identify and respond appropriately to concerns of child 
sexual abuse.

Annex C: Role of the designated safeguarding lead
Governing bodies and proprietors should ensure an appropriate senior member of staff, 
from the school or college leadership team, is appointed to the role of designated 
safeguarding lead. The designated safeguarding lead should take lead responsibility for 
safeguarding and child protection (including online safety and understanding the filtering 
and monitoring systems and processes in place). This should be explicit in the role 
holder’s job description. 
The designated safeguarding lead should have the appropriate status and authority 
within the school or college to carry out the duties of the post. The role of the designated 
safeguarding lead carries a significant level of responsibility, and they should be given 
the additional time, funding, training, resources and support they need to carry out the 
role effectively. Their additional responsibilities include providing advice and support to 
other staff on child welfare, safeguarding and child protection matters, taking part in 
strategy discussions and inter-agency meetings, and/or supporting other staff to do so, 
and contributing to the assessment of children.
Deputy designated safeguarding leads
It is a matter for individual schools and colleges as to whether they choose to have one 
or more deputy designated safeguarding leads. Any deputies should be trained to the 
same standard as the designated safeguarding lead and the role should be explicit in 
their job description. Whilst the activities of the designated safeguarding lead can be 
delegated to appropriately trained deputies, the ultimate lead responsibility for child 
protection, as set out above, remains with the designated safeguarding lead, this lead 
responsibility should not be delegated.
Availability
During term time the designated safeguarding lead (or a deputy) should always be 
available (during school or college hours) for staff in the school or college to discuss any 
safeguarding concerns. Whilst generally speaking the designated safeguarding lead (or a 
deputy) would be expected to be available in person, it is a matter for individual schools 
and colleges, working with the designated safeguarding lead, to define what “available” 
means and whether in exceptional circumstances availability via phone and or Skype or 
other such media is acceptable. It is a matter for individual schools and colleges and the 
designated safeguarding lead to arrange adequate and appropriate cover arrangements 
for any out of hours/out of term activities.
Manage referrals
The designated safeguarding lead is expected to refer cases: 
• of suspected abuse and neglect to the local authority children’s social care as 
required and support staff who make referrals to local authority children’s social care
• to the Channel programme where there is a radicalisation concern as required and 
support staff who make referrals to the Channel programme
• where a person is dismissed or left due to risk/harm to a child to the Disclosure 
and Barring Service as required, and
• where a crime may have been committed to the Police as required. NPCC - When 
to call the police should help understand when to consider calling the police and 
what to expect when working with the police
Working with others
The designated safeguarding lead is expected to: 
• act as a source of support, advice and expertise for all staff
• act as a point of contact with the safeguarding partners
• liaise with the headteacher or principal to inform him or her of issues- especially 
ongoing enquiries under section 47 of the Children Act 1989 and police 
investigations. This should include being aware of the requirement for children to 
have an Appropriate Adult. Further information can be found in the Statutory 
guidance - PACE Code C 2019. 
• as required, liaise with the “case manager” (as per Part four) and the local 
authority designated officer(s) (LADO) for child protection concerns in cases which 
concern a staff member
• liaise with staff (especially teachers, pastoral support staff, school nurses, IT 
technicians, senior mental health leads and special educational needs coordinators (SENCOs), or the named person with oversight for SEND in a college
and senior mental health leads) on matters of safety and safeguarding and welfare 
(including online and digital safety) and when deciding whether to make a referral 
by liaising with relevant agencies so that children’s needs are considered 
holistically
• liaise with the senior mental health lead and, where available, the mental health 
support team, where safeguarding concerns are linked to mental health
• promote supportive engagement with parents and/or carers in safeguarding and 
promoting the welfare of children, including where families may be facing 
challenging circumstances
• work with the headteacher and relevant strategic leads, taking lead responsibility 
for promoting educational outcomes by knowing the welfare, safeguarding and 
child protection issues that children in need are experiencing, or have 
experienced, and identifying the impact that these issues might be having on 
children’s attendance, engagement and achievement at school or college.

This includes: 
o ensuring that the school or college knows who its cohort of children who 
have or have had a social worker are, understanding their academic 
progress and attainment, and maintaining a culture of high aspirations for 
this cohort, and
o supporting teaching staff to provide additional academic support or 
reasonable adjustments to help children who have or have had a social 
worker reach their potential, recognising that even when statutory social 
care intervention has ended, there is still a lasting impact on children’s educational outcomes
Information sharing and managing the child protection file
The designated safeguarding lead is responsible for ensuring that child protection files 
are kept up to date. 
Information should be kept confidential and stored securely. It is good practice to keep 
concerns and referrals in a separate child protection file for each child.
Records should include:
• a clear and comprehensive summary of the concern
• details of how the concern was followed up and resolved
• a note of any action taken, decisions reached and the outcome
156 We recognise that in some settings there may be a different strategic lead for promoting the educational 
outcomes of children who have or have had a social worker, particularly in larger schools or colleges. 
Where this is the case, it is important that the DSL works closely with the lead to provide strategic oversight 
for the outcomes of these children and young people.
They should ensure the file is only accessed by those who need to see it and where the 
file or content within is shared, this happens in line with information sharing advice set 
out in Parts one and two of this guidance.
Where children leave the school or college (including in year transfers) the designated 
safeguarding lead should ensure their child protection file is transferred to the new school 
or college as soon as possible, and within 5 days for an in-year transfer or within the first 
5 days of the start of a new term. This should be transferred separately from the main 
pupil file, ensuring secure transit, and confirmation of receipt should be obtained. 
Receiving schools and colleges should ensure key staff such as designated safeguarding 
leads and special educational needs co-ordinators (SENCOs) or the named person with 
oversight for SEND in colleges, are aware as required.
Lack of information about their circumstances can impact on the child’s safety, welfare 
and educational outcomes. In addition to the child protection file, the designated 
safeguarding lead should also consider if it would be appropriate to share any additional 
information with the new school or college in advance of a child leaving to help them put 
in place the right support to safeguard this child and to help the child thrive in the school 
or college. For example, information that would allow the new school or college to 
continue supporting children who have had a social worker and been victims of abuse 
and have that support in place for when the child arrives.
Raising awareness
The designated safeguarding lead should:
• ensure each member of staff has access to, and understands, the school or college’s 
child protection policy and procedures, especially new and part-time staff
• ensure the school or college’s child protection policy is reviewed annually (as a 
minimum) and the procedures and implementation are updated and reviewed 
regularly, and work with governing bodies or proprietors regarding this
• ensure the child protection policy is available publicly and parents know that referrals
about suspected abuse or neglect may be made and the role of the school or college 
in this
• link with the safeguarding partner arrangements to make sure staff are aware of any
training opportunities and the latest local policies on local safeguarding
arrangements
• help promote educational outcomes by sharing information about welfare, 
safeguarding and child protection issues that children who have or have had a social 
worker are experiencing with teachers and school and college leadership staff

Training, knowledge and skills
The designated safeguarding lead (and any deputies) should undergo training to provide 
them with the knowledge and skills required to carry out the role. This training should be 
updated at least every two years. The designated safeguarding lead (and any deputies) 
should also undertake Prevent awareness training. Training should provide designated 
safeguarding leads with a good understanding of their own role, how to identify, 
understand and respond to specific needs that can increase the vulnerability of children, 
as well as specific harms that can put children at risk, and the processes, procedures and 
responsibilities of other agencies, particularly local authority children’s social care, so 
they:
• understand the assessment process for providing early help and statutory 
intervention, including local criteria for action and local authority children’s social 
care referral arrangements157
• have a working knowledge of how local authorities conduct a child protection case 
conference and a child protection review conference and be able to attend and 
contribute to these effectively when required to do so
• understand the importance of the role the designated safeguarding lead has in 
providing information and support to local authority children social care in order to 
safeguard and promote the welfare of children
• understand the lasting impact that adversity and trauma can have, including on 
children’s behaviour, mental health and wellbeing, and what is needed in 
responding to this in promoting educational outcomes
• are alert to the specific needs of children in need, those with special educational 
needs and disabilities (SEND), those with relevant health conditions and young 
carers
• understand the importance of information sharing, both within the school and 
college, and with the safeguarding partners, other agencies, organisations and 
practitioners
• understand and support the school or college with regards to the requirements of 
the Prevent duty and are able to provide advice and support to staff on protecting 
children from the risk of radicalisation.
Full details in Chapter one of Working Together to Safeguard Children. Section 17(10) Children Act 1989: those unlikely to achieve a reasonable standard of health and 
development without local authority services, those whose health and development is likely to be 
significantly impaired without the provision of such services, or disabled children.

• are able to understand the unique risks associated with online safety and be 
confident that they have the relevant knowledge and up to date capability required 
to keep children safe whilst they are online at school or college
• can recognise the additional risks that children with special educational needs and 
disabilities (SEND) face online, for example, from bullying, grooming and 
radicalisation and are confident they have the capability to support children with 
SEND to stay safe online
• obtain access to resources and attend any relevant or refresher training courses, 
• encourage a culture of listening to children and taking account of their wishes and 
feelings, among all staff, and in any measures the school or college may put in 
place to protect them.
In addition to the formal training set out above, their knowledge and skills should be 
refreshed (this might be via e-bulletins, meeting other designated safeguarding leads, or 
simply taking time to read and digest safeguarding developments) at regular intervals, as 
required, and at least annually, to allow them to understand and keep up with any 
developments relevant to their role. 
Providing support to staff
Training should support the designated safeguarding lead in developing expertise, so 
they can support and advise staff and help them feel confident on welfare, safeguarding 
and child protection matters. This includes specifically to:
• ensure that staff are supported during the referrals processes, and
• support staff to consider how safeguarding, welfare and educational outcomes are 
linked, including to inform the provision of academic and pastoral support.
Understanding the views of children
It is important that all children feel heard and understood. Therefore, designated 
safeguarding leads (and deputies) should be supported in developing knowledge and 
skills to:
• encourage a culture of listening to children and taking account of their wishes and 
feelings, among all staff, and in any measures the school or college may put in 
place to protect them, and, 
• understand the difficulties that children may have in approaching staff about their 
circumstances and consider how to build trusted relationships which facilitate 
communication.
Holding and sharing information
The critical importance of recording, holding, using and sharing information effectively is 
set out in Parts one, two and five of this document, and therefore the designated 
safeguarding lead should be equipped to:
• understand the importance of information sharing, both within the school and 
college, and with other schools and colleges on transfer including in-year and 
between primary and secondary education, and with the safeguarding partners, 
other agencies, organisations and practitioners
• understand relevant data protection legislation and regulations, especially the 
Data Protection Act 2018 and the UK General Data Protection Regulation (UK 
GDPR), and
• be able to keep detailed, accurate, secure written records of all concerns, 
discussions and decisions made including the rationale for those decisions. 
This should include instances where referrals were or were not made to another 
agency such as LA children’s social care or the Prevent program etc.

Annex D: Host families - homestay during exchange 
visits
Schools and colleges often make arrangements for children to take part in exchange 
visits, either to other parts of the UK or abroad. Exchanges can benefit learning across a 
range of subjects. In particular, foreign visits can enrich the languages curriculum and 
provide exciting opportunities for pupils to develop their confidence and expertise in the 
use of other languages.
Schools and colleges have a duty to safeguard and promote children’s welfare, as 
defined at paragraph 4. This extends to considering their safety and how best to minimise 
risk of harm to those children during any exchange visit the school or college arranges, 
and when organising the care and accommodation for a child with a host family (known 
as homestays) as part of the exchange.
School/college arranged homestay – suitability of adults in UK 
host families
When arranging a homestay, schools should consider the suitability of the adults in the 
respective families who will be responsible for the visiting child during the stay.
In circumstances where a school or college arrange for a visiting child to be provided with 
care and accommodation in the UK (including where they engage a company to make 
those arrangements) in the home of a family to which the child is not related159 the 
responsible adults will be engaging in regulated activity for the period of the stay.160 In 
such cases and where the school or college has the power to terminate such a homestay 
the school or college would be the regulated activity provider.161
A regulated activity provider commits a criminal offence if it knows or has reason to 
believe that an individual is barred by the Disclosure and Barring Service (DBS) from 
engaging in regulated activity but allows that individual to carry out any form of regulated 
activity.
This includes where a person has parental responsibility for the visiting child.
Paragraph 1(5) of Schedule 4 and Section 53 of the Safeguarding Vulnerable Groups Act 2006.Where an adult is providing homestay in circumstances other than as described in this section, the school or college should seek advice from the DBS about whether the individual will be in regulated activity.Section 53(3) and (4) of the Safeguarding Vulnerable Groups Act 2006.
Section 9 of the Safeguarding Vulnerable Groups Act 2006.
Where the child’s parent(s) or a student themselves arranges their own homestay, this 
would be a private arrangement163 therefore, the school or college would not be the 
regulated activity provider.
When a school or college arrange a homestay, it should consider what 
intelligence/information will best inform its assessment of the suitability of the adults in 
those families responsible for the visiting child during the stay. It will be for the school or 
college to use their professional judgement to decide what factors it considers to be
relevant. However, to help inform that assessment, schools and colleges should164 obtain 
a DBS enhanced certificate with children’s barred list information. This check will not only 
establish whether the adults are barred from engaging in regulated activity relating to 
children, but where criminal record information is disclosed, it will also allow the school or 
college to consider, alongside all other intelligence that it has obtained, whether the 
adults would be suitable hosts for a child.
DBS enhanced certificates with children’s barred list information for volunteer roles165 can 
be obtained free of charge.166 In respect of an adult who provides UK homestay and 
receives no remuneration in respect of the stay or where schools reimburse families only 
for expenses incurred, to enable a DBS application to be considered as a volunteer role 
the “Position Applied For” field will need to make clear that the position is unpaid.
In addition to those engaging in regulated activity, schools and colleges are free to 
decide whether they consider it necessary to obtain a DBS enhanced certificate in 
respect of anyone aged 16 or over in the household where the child will be staying.
Homestay – suitability of adults in host families abroad
It is not possible for schools and colleges to obtain criminality information from the DBS 
about adults who provide homestays abroad. Schools and colleges should liaise with 
partner schools abroad, to establish a shared understanding of, and agreement to the 
arrangements in place for the visit. They should use their professional judgement to 
satisfy themselves that the arrangements are appropriate and sufficient to effectively 
Where it is a private arrangement, the school or college are not entitled to obtain a standard or 
enhanced DBS check.
See page 3 for interpretation of ‘should’ used throughout the document. 
Volunteer is defined as “Any person engaged in an activity which involves spending time, unpaid 
(except for travel and other approved out-of-pocket expenses), doing something which aims to benefit 
some third party and not a close relative.”
Some checking bodies will charge an admin fee to process a DBS certificate/barred list request. As these fees will vary, schools should assess what services are being offered and consider what is known about the performance and reputation of the organisation.
safeguard every child who will take part in the exchange. Parents should be aware of the
agreed arrangement. Schools and colleges are also free to decide whether they consider 
it necessary to contact the relevant foreign embassy or High Commission of the country 
in question to discuss what checks may be possible in respect of those providing 
homestay outside of the UK.
During the visit
Pupils should understand who to contact during a homestay should an emergency occur, 
or a situation arise which makes them feel uncomfortable.
Additional action for extended homestays
Where a period of UK homestay lasts 28 days or more, for a child aged under 16 years of 
age (under 18 years of age if the child has disabilities), this may amount to private 
fostering under the Children Act 1989.167 In these cases, the school or college should 
notify the local authority of the arrangements. Private fostering legislation places a duty 
on local authorities to satisfy themselves that the welfare of a child who is being, or 
proposed to be, privately fostered in their area is being or will be satisfactorily 
safeguarded and promoted. By notifying the local authority, the school and college will be 
assisting the local authority in discharging its duty. See paragraphs 340-343 for additional 
information about private fostering and local authority notifications

167 Private fostering occurs when a child under the age of 16 (under 18, if disabled) is provided with care 
and accommodation by a person who is not a parent, person with parental responsibility for them or a 
relative in their own home. A child is not privately fostered if the person caring for and accommodating 
them has done so for less than 28 days and does not intend to do so for longer.
181
Annex E: Statutory guidance - Regulated activity 
(children) - Supervision of activity with children which 
is regulated activity when unsupervised
This statutory guidance on the supervision of activity with children, which is regulated 
activity when unsupervised, is also published separately on GOV.UK.
This document fulfils the duty in legislation that the Secretary of State must publish 
statutory guidance on supervision of activity by workers with children, which when 
unsupervised is regulated activity. This guidance applies in England, Wales and Northern 
Ireland. It covers settings including but not limited to schools, childcare establishments, 
colleges, youth groups and sports clubs.
For too long child protection policy has been developed in haste and in response to 
individual tragedies, with the well intentioned though misguided belief that every risk 
could be mitigated, and every loophole closed. The pressure has been to prescribe and 
legislate more. This has led to public confusion, a fearful workforce and a dysfunctional 
culture of mistrust between children and adults. This Government is taking a different 
approach.
We start with a presumption of trust and confidence in those who work with children, and 
the good sense and judgement of their managers. This guidance applies when an 
organisation decides to supervise with the aim that the supervised work will not be 
regulated activity (when it would be, if not so supervised). In such a case, the law makes 
three main points:
• there must be supervision by a person who is in regulated activity iii
• the supervision must be regular and day to day; and
• the supervision must be “reasonable in all the circumstances to ensure the 
protection of children”.
The organisation must have regard to this guidance. This gives local managers the 
flexibility to determine what is reasonable for their circumstances. While the precise 
nature and level of supervision will vary from case to case, guidance on the main legal 
points above is as follows. 
Supervision by a person in regulated activity/regular and day to day: supervisors must be 
in regulated activity themselves iv. The duty that supervision must take place “on a 
regular basis” means that supervision must not, for example, be concentrated during the 
first few weeks of an activity and then tail off thereafter, becoming the exception not the 
rule. It must take place on an ongoing basis, whether the worker has just started or has 
been doing the activity for some time.
Reasonable in the circumstances: within the statutory duty, the level of supervision may 
differ, depending on all the circumstances of a case. Organisations should consider the 
following factors in deciding the specific level of supervision a person will require:
• ages of the children, including whether their ages differ widely
• number of children that the individual is working with
• whether or not other workers are helping to look after the children
• the nature of the individual’s work (or, in a specified place168 such as a school, the 
individual’s opportunity for contact with children)
• how vulnerable the children are (the more they are, the more an organisation 
might opt for workers to be in regulated activity), and
• how many workers would be supervised by each supervising worker.
An organisation is not entitled to request a barred list check on a worker who, because 
they are supervised, is not in regulated activity. 
Examples
Volunteer, in a specified place
Mr Jones, a new volunteer, helps children with reading at a local school for two mornings 
a week. Mr Jones is generally based in the classroom, in sight of the teacher. Sometimes 
Mr Jones takes some of the children to a separate room to listen to them reading, where 
Mr Jones is supervised by a paid classroom assistant, who is in that room most of the 
time. The teacher and classroom assistant are in regulated activity. The headteacher 
decides supervision is such that Mr Jones is not in regulated activity.
Volunteer, not in a specified place
Mr Wood, a new entrant volunteer, assists with the coaching of children at his local 
cricket club. The children are divided into small groups, with assistant coaches such as 
Mr Wood assigned to each group. The head coach oversees the coaching, spends time 
with each of the groups, and has sight of all the groups (and the assistant coaches) for 
most of the time. The head coach is in regulated activity. The club’s managers decide 
whether the coach’s supervision is such that Mr Wood is not in regulated activity. 
See page 8 of DBS guidance: Regulated activity with children England which can be found at: DBS guidance leaflets
Employee, not in a specified place
Mrs Shah starts as a paid activity assistant at a youth club. She helps to instruct a group 
of children and is supervised by the youth club leader who is in regulated activity. The 
youth club’s managers decide whether the leader’s supervision is such that Mrs Shah is 
not in regulated activity.
In each example, the organisation uses the following steps when deciding whether a new 
worker will be supervised to such a level that the new worker is not in regulated activity:
• consider whether the worker is doing work that, if unsupervised, would be 
regulated activity. (Note: If the worker is not engaging in regulated activity, the 
remaining steps are unnecessary. If the worker is engaging in regulated activity 
the remaining steps should be followed)
• consider whether the worker will be supervised by a person in regulated activity, 
and whether the supervision will be regular and day to day, bearing in mind 
paragraph 4 of this guidance
• consider whether the supervision will be reasonable in all the circumstances to 
ensure the protection of children, bearing in mind the factors set out in paragraph 
4 of this guidance above; and if it is a specified place such as a school, and
• consider whether the supervised worker is a volunteer.
i. Safeguarding Vulnerable Groups Act 2006, amended by Protection of Freedoms Act 2012: Schedule 4, paragraph 5A: guidance must be “for the purpose of assisting” organisations “in deciding whether 
supervision is of such a kind that” the supervisee is not in regulated activity.
ii. Safeguarding Vulnerable Groups (Northern Ireland) Order 2007, Schedule 2, paragraph 5A, is as above on guidance on “supervision” for Northern Ireland.
If the work is in a specified place such as a school, paid workers remain in regulated activity even if supervised.
iii. The Protection of Freedoms Act 2012 includes provisions for a statutory duty on an organisation 
arranging regulated activity (under the 2006 Act or 2007 Order, both as amended) to check that a person entering regulated activity is not barred from regulated activity and a standalone barring check. These are yet to be commenced.
iv. A volunteer is: in England and Wales, a person who performs an activity which involves spending time, unpaid (except for travel and other approved out-of-pocket expenses), doing something which aims to benefit someone (individuals or groups) other than or in addition to close relatives. In Northern Ireland, a volunteer is: a person engaged, or to be engaged, in an activity for a non-profit organisation or person which involves spending time unpaid (except for travel and other approved out-of-pocket expenses) doing something which amounts to a benefit to some third party other than, or in addition to, a close relative.

Annex F: Table of changes from KCSIE September 
This table explains where we have made changes and our rationale for doing so. We will 
publish KCSIE (final version) 2025 on 1 September 2025, by which time we expect it to 
include links to revised guidance on Relationships, Sex, and Health Education and 
revised guidance on gender questioning children. 
KCSIE has been revised regularly for many years, and we intend that it will continue to 
be revised and improved on a regular basis. Whilst there are only technical changes to 
KCSIE 2025, future iterations will reflect the progress into legislation of the Children's 
Wellbeing and Schools Bill, the emerging further learnings from the work of the recent 
Casey Audit and subsequent inquiries, the Violence Against Women and Girls strategy 
and the interactions between these advances. 
This Government is clear that there are and will continue to be further learnings about 
how we can better protect children in the future as we come to understand more clearly 
what has gone wrong in the past and schools and colleges will continue to need to play 
an incredibly important role in this.