Safeguarding Policy



Review Date


 Review Cycle


  Review Due


 Author / Owner


Adam Bradford

Personal Development, Welfare and Behaviour Lead 

(inc Designated Safeguarding Lead) 


This School recognises that safeguarding and promoting welfare of children is everyone’s responsibility (KCSIE 2019).

Section 175 of the Education Act 2002 and regulations under section 157 places a duty on the governing body to have arrangements in place to ensure safeguarding and promoting the welfare of children. The Governors recognise that children have a fundamental right to be protected from harm or exploitation and that pupils cannot learn effectively unless they feel secure. The Governors will, therefore, provide a school environment which promotes self-confidence, a feeling of worth and the knowledge that children’s concerns will be listened to and acted upon.

Governors, staff and volunteers in this school understand the importance of working in partnership with children, their parents/carers and other agencies in order to promote children’s welfare.

This policy is based on the three documents, Keeping Children Safe in Education (2019),

Safeguarding in Early Years, Education and Skills Settings (September 2019) and Working Together to Safeguard Children (July 2018).

The Governors will also ensure that the Designated Safeguarding Lead (DSL) carries out their statutory duties to report suspected child abuse or neglect to the Local Authority Children’s Services (Social Care) and to assist them in taking appropriate action on behalf of children in need or enquiring into allegations of child abuse or neglect. The designated Governor with responsibility for safeguarding will meet with the DSL as agreed in the Schedule of Governor responsibilities; reporting back to the Full Governing Body (FGB). The School recognise the contribution they can make to protect and support pupils in their care and contribute to a co-ordinated offer of early help.

Winchelsea School is committed to ensuring that best practice is adopted when working with all children, offering them support and protection and accepts that it has a legal and moral responsibility to implement procedures, to provide a duty of care for children, to safeguard their well-being and to protect them from abuse.

The purpose of this policy is to:

  • Afford protection for all children at Winchelsea;
  • Enable staff and volunteers to safeguard and promote the welfare of children;  Promote a culture which makes the school a safe place to learn.

This Safeguarding Policy applies to all Governors, employees (including supply and peripatetic staff), volunteers and people using the school. They must all acknowledge that:

  • The child’s welfare is of paramount importance and all children have the right to be protected from abuse and neglect;
  • All employees and volunteers will receive safeguarding training appropriate to their designation. This is to ensure all staff are aware of the signs and symptoms of abuse and neglect, how to identify children who may benefit from early help, raise awareness of the wide range of safeguarding issues and how to help to respond and support the children in their care;
  • Children who are being abused, neglected or at risk of harm will only tell people they trust and with whom they feel safe and that any member of staff needs to be able to respond appropriately to a child who discloses evidence of abuse or raises other concerns about their welfare;
  • It is essential that all employees own practice and behaviour puts children’s welfare first and cannot be misconstrued in any way and does not contravene accepted good practice;
  • All staff and volunteers are made aware that they should report any concerns about safeguarding practice or any concerns about staff to the Head Teacher (or Chair of Governors if concern is regarding the Headteacher) or to the Local Authority Designated Officer (LADO) or Ofsted, see contact details on Page 8.

Aims of the Policy

  • To raise the awareness of all school staff of the importance of child protection and safeguarding children and of their responsibilities for identifying and reporting actual or suspected abuse, neglect or concerns about a child’s welfare;
  • To ensure children and Parents / Carers are aware that the school takes the safeguarding agenda seriously and will follow the appropriate procedures for identifying and reporting abuse, neglect or concerns about a child’s welfare and for dealing with allegations against staff;
  • To promote effective liaison with other agencies in order to work together for the protection of all children;
  • To support children’s development in ways which will foster security, confidence and independence;
  • To integrate a safeguarding curriculum within the existing curriculum allowing for continuity and progress through all key stages and pupils development;
  • To take account of and inform policy in related areas such as Bullying, Behaviour and ESafety policies.

There are three main elements to the school’s safeguarding policy:

  1. PREVENTION (positive and safe school environment, careful and vigilant teaching, accessible pastoral care and support to all children and good adult role models).
  2. PROTECTION (agreed procedures are followed, staff are trained and supported to respond appropriately and sensitively to safeguarding concerns).
  3. SUPPORT (to children, who may have been at risk of significant harm and the way staff respond to their concerns and any work that may be required).

Winchelsea School does not operate in isolation. Safeguarding is the responsibility of all adults at Winchelsea and especially those working or volunteering with children. The school aims to help protect the children in its care by working consistently and appropriately with all agencies to reduce risk and promote the welfare of children. All practitioners work within the same child protection/safeguarding procedures.

Specific roles in Safeguarding children

The School has a Nominated Safeguarding Governor. The name of the Governor can be sought from either the main school office or by visiting the school website where their name and contact details can be found.  The Nominated Safeguarding Governor takes the lead responsibility for the Governing Body and works closely with the DSL, the Head Teacher and Chair of Governors on safeguarding issues. The responsibilities of the Governing body in relation to safeguarding are in KCSIE Part 2 and Ofsted Inspecting safeguarding in early years, education and skills settings Annex 1 (see also Pan Dorset Safeguarding Children Partnership guidance).

The Designated Safeguarding Lead (DSL) is a senior member of staff from the school, designated to take lead responsibility for safeguarding. The DSL will; 

  • Keep secure Child Protection, Children in Need and other plans;
  • Write records and reports;
  • Review the Safeguarding policy and procedures: Lead in evaluation, review and revision, ensure available to staff and Parents / Carers;
  • Provide induction to staff/staff training/ensure staff are aware of safeguarding policy and procedure;
  • Provide advice, information and support to other staff/adults in the school on safeguarding issues;
  • Understand (and participate in) early help assessments and process for Early Help;
  • Liaise with the Local Authority and Local Safeguarding Children Board;
  • Work in partnership with other agencies; referrals and support; information sharing;
  • Ensure a culture of listening to children and taking account of their wishes and feelings;
  • Where any roles of the DSL are delegated to appropriately trained deputies they retain the ultimate lead responsibility;
  • Undertake a safeguarding evaluation/audit, report to the SLT and Governing Body.

The DSL, deputy or officer will always be available during school hours for staff in the school to discuss any safeguarding concerns. Winchelsea School has 1 deputy DSL and two Officers. 

They will provide safeguarding cover at all times. In the absence of the DSL all staff will be notified on the staff room notice board that he is offsite and the deputy should be sought if needed for safeguarding issues.

(See also the Role of the DSL – Pan Dorset Safeguarding Children Partnership guidance and KCSIE Annex B)

Definitions of Safeguarding and Child Protection

Winchelsea School feels it is helpful to define what is meant by these terms.

Safeguarding and promoting the welfare of children is defined as protecting children from maltreatment, preventing impairment of children’s health or development. Ensuring that children grow up in circumstances consistent with the provision of safe and effective care and taking action to enable all children to have the best outcomes. (KCSIE 2019)

Child protection, part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are likely to suffer, significant harm. (Working Together 2018 Appendix A glossary).

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. 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 another child or children. (Working Together 2019 Appendix A glossary).

Staff at Winchelsea receive training on the various types of abuse and neglect, please see Appendix A for more information. 

Early Help (KCSIE 19 Paragraph 18)

Providing early help is more effective in promoting the welfare of children than reacting later. It means providing support as soon as a problem emerges.

Early help support must be kept under constant review and consideration given to a referral to Children’s Social Care if the child’s situation does not appear to be improving.

In order to do this, Winchelsea School will work with other local agencies to identify children and families who would benefit from early help, this could include:

  • Undertaking an assessment of the need for Early Help;
  • Providing Early Help services e.g. School Nurse, Family Outreach Worker;
  • Referring to appropriate services e.g. CAMHS, YADAS, Mosaic, Starfish, Parenting groups.

Contextual Safeguarding issues i.e. children vulnerable to abuse or exploitation outside of their families, should be taken account of, Working Together paragraph 33 and KCSIE 32, and how the school can help to protect children accordingly.

The parental capacity to support the child will be considered and what further help can be offered e.g. FOW, parenting course.

For more information about Early Help and Integrated Working in Poole, please contact the EHAP:

01202 262626 - or visit

For Early Help Advice in Bournemouth visit  

All Staff and Parents / Carers at Winchelsea should note that the Pan Dorset Safeguarding Children’s Partnership is new and the arrangements above maybe changed throughout the year.

Responding to Disclosures

If a child discloses harm to any staff member it must be remembered that the school role is to recognise and refer abuse, not to investigate. This is to avoid contamination of evidence gained in any subsequent investigation undertaken by Police and /or Social Services and to ensure that the child is not placed in the stressful position of having to repeat their story over and over again.

‘Not investigating’ does not mean that the staff member receiving the concern cannot ask any questions. However, careful thought needs to be given to how and what questions are asked, avoiding anything that can be interpreted as ‘leading’ the child. The basic rule of thumb is that staff should ONLY ask enough questions of the child to clarify whether there is a child protection concern. Once the child has clarified that they are being harmed or are at risk (or the staff member is reassured that the child is safe), no further questions are required.

If a child presents with an injury accompanied by a clear disclosure that they have been harmed, or makes a clear sexual disclosure it should not be necessary to question the child other than perhaps to clarify who was involved and when an incident took place. The child should be listened to actively and their story carefully recorded. In this situation the staff member should ensure immediate information sharing with the Designated Safeguarding Lead (or alternative senior contact point in DSL’s absence). It is likely that such a scenario will require immediate consultation about action to be taken and an urgent referral to Specialist Children’s Services will be necessary.

In other situations, where the child appears to be making a possible disclosure or has a suspicious injury, it is reasonable to ask open, non-leading questions in order to establish the child’s story. Examples of questions are. “That’s a nasty bruise, how did it happen? Tell me about what happened? You seem a bit upset and I’m worried about you, is anything troubling you? Can you tell me more about that?”

You may wish to use the acronym ‘TED’ as a reminder that the child can be encouraged to ‘Tell’, ‘Explain’ and ‘Describe’ the concern. If it is necessary to seek further clarification, staff should keep to open questions such as What? When? Who? How? Where? It is important to remember that questions should only be asked to help clarify whether the child is at risk of harm. Once clarification is achieved, no further questions should be asked.

Sometimes children choose to disclose concerns through a third party such as a friend ‘telling’ on their behalf, or indirectly e.g. sounding out information and reaction by asking ‘what if my friend…….?’ If such concerns arise they should be taken equally seriously and be followed up with the DSL in the same manner as a direct disclosure.

Basic guidelines for dealing with disclosures

  • Remember that the child’s welfare and interests must be the paramount consideration at all times;
  • Listen carefully and actively to the child. At this stage there is no necessity to ask questions. Let the child guide the pace;
  • Do not show shock at what you are hearing. This may discourage the child from continuing their disclosure as they will feel that the adult receiving the information is unable to cope with what they are hearing and may be thinking badly of the child;
  • Do not investigate. If you need to clarify what is being said and whether the child is at risk, ask open questions (TED, what, when, who, how, where, do you want to tell me anything else? etc.) but only to the point of clarification being achieved. Avoid the question ‘why?’ as this can imply guilt / responsibility on the child;
  • Stay calm and reassure the child that they have done the right thing in talking to you;
  • Never promise to keep a secret or confidentiality. You have a duty to ensure the information is passed on to DSL and possibly other agencies in order to keep the child safe. If a child requests confidentiality, use a ‘prepared’ response, such as ‘I’m really concerned about what you have told me and I have a responsibility to help ensure that you are safe. To help make sure you are safe, I have to tell someone (name person) who will know how to help us to do this’. Make sure the child understands what will happen next with their information;
  • Record factually what the child has told you or what you have observed as soon as possible. Ensure records include the date, time, place of disclosure, behaviour and words used by the child. Failure to accurately record information or writing down your ‘interpretation’ of the child’s account may lead to inadmissible evidence. At Winchelsea we use CPOMS to record all safeguarding and child protection concerns;
  • If you have seen bruising or an injury, use the body map function on CPOMS to record details;
  • Save all drawings and artwork. This information needs to be shared with Children’s Social Services and the Police;
  • Tell your DSL or another member of the Safeguarding Team in person as soon as possible but do not ask the child to repeat what they have told you to another staff member. This is stressful for the child. The more times a child is asked to tell their story the greater the chance of the facts becoming lost and any subsequent investigation being compromised.
  • Do not gossip to other staff about what you have heard. The information should remain confidential to those who ‘need to know’;
  • Maintain contact with the child. They have trusted you enough to ‘tell’, will need to know that they are not rejected as a result and may need continued support;
  • Ensure that you have support for yourself in managing the information you have received;

NOTE: Disclosures relating to allegations against colleagues and members of staff should be treated in the same way. This information must be passed immediately to the Head Teacher who will contact the LADO and ensure the appropriate procedures are followed. If the disclosure concerns the Headteacher this must be reported to the Chair of Governors and or Safeguarding Governor. 

The DSL should refer these concerns to Social Care before the child goes home if still in school. A decision will be made by the Multi-Agency Safeguarding Hub (MASH) whether to convene a strategy meeting; undertake a social care or joint investigation or provide alternative services or advice.

Although referrals to the MASH would normally be made by the DSL, any other individual with concerns can make a referral. Social Care will advise about if and when to share information with parents if there are concerns that this may be putting the child more at risk.

On transfer to another school the DSL will check what records need to be kept and pass these on to the following school. Winchelsea School will gain a signature from the receiving school that the records have been received and read. We currently have a number of written records held in a secure cabinet in a room away from children.

Responding to signs of abuse or neglect

Through training, all staff need to be able to identify signs of abuse or neglect and be able to identify cases of children who may be in need of help or protection.

All Winchelsea staff should be vigilant, protective and discuss any concerns with the DSL who will refer to Social Care or other agencies where appropriate.

The DSL / SLT / staff use the Pan Dorset Safeguarding Children Partnership Levels of Need and Continuum of Support guidance (September 2019) when making decisions about appropriate support or referral for a child. This should include reference to the ‘Four levels of need’ and the ‘Three domains’.

  • All concerns must be recorded in line with Pan Dorset Safeguarding Children Partnership guidance;
  • Staff need to have an attitude of ‘it could happen here’ where safeguarding is concerned;0
  • When concerned about the welfare of a child, staff members should always act in the best interests of the child.

Please see Appendix C for some signs, indicators and effects of abuse.  Further guidance is available from the NSPCC.

Following up referrals

The agency to which the referral was made e.g. Social Care, should inform the referrer of their action. Where this does not happen promptly the referrer will re contact the agency to which it made the referral to be assured that action is being taken or that alternative support is being recommended. If after a referral the child’s situation does not appear to be improving, the DSL will press for re-consideration and if appropriate escalate the concern. 

It is essential that the school remains actively involved in support and plans even where another agency is taking the lead whether at early help, child in need or child protection level. Where there is

a difference of opinion with another agency and this cannot be resolved the Pan Dorset Safeguarding Children Partnership Escalation policy will be used.

Social Care referrals: Bournemouth, Christchurch and Poole MASH: Telephone 01202 735046

Dorset MASH: 01202 228866

Local Authority Designated Officer: The main contact number for the service is 01202 456744

NSPCC Helpline on 0808 800 5000 or Whistleblowing Advice Line 0800 028 0285 The Dorset Police Safeguarding Referral Unit or 01202 222844

Partnership with parents/ carers and the community

(Sharing Concerns with Parents/Carers)

The school shares a purpose with Parents / Carers to educate, keep children safe from harm and have their children’s welfare promoted. We are committed to working with Parents / Carers positively, openly and honestly. We ensure that all Parents / Carers are treated with respect, dignity and courtesy. We respect parents’ rights to privacy and confidentiality and will not share sensitive information until we have permission or it is necessary to do so to protect a child.

Winchelsea will share with Parents / Carers any concerns we may have about their child unless to do so may place a child at risk of harm. The school follows the ‘Actions where there are concerns about a child’ guidance in KCSIE 2019. 

The DSL and relevant staff will all be aware, on a need to know basis, of any parental factors which may impact on the welfare of a child e.g. violence, mental health, substance misuse. Parents / Carers will be encouraged to make the school aware themselves but must also realise that other agencies will share safeguarding information. A record of this will be kept at school.

We encourage Parents / Carers to disclose any concerns they may have with Winchelsea School. We make Parents / Carers aware of our Safeguarding policy and Parents / Carers are aware that these are on the school website. The website also has links to the Family Information Directory and other safeguarding information. 

The school uses the Pan Dorset Safeguarding Children Partnership Keeping Children Safe leaflet, which is available in a number of languages. 

The Data Protection Act 2018 and GDPR do not prevent, or limit, the sharing of information for the purposes of keeping children safe. Fears about sharing information must not be allowed to stand in the way of the need to promote the welfare and protect the safety of children.

Domestic Abuse

Winchelsea receives information from the police to alert the Designated Safeguarding Lead in the school when there has been an incident of domestic abuse in a household where a child lives. We are not informed of the detail of the incident, only that one has occurred. This allows us to monitor and support the child. If we have additional concerns, we will discuss the need for further safeguarding actions with Social Care. This information would only be shared with other staff on a restricted need to know basis i.e. those who are immediately responsible for the child’s welfare such as the class teacher. Where a Multi-agency risk assessment conference (MARAC) occurs the school may be asked for information and appropriate school related information may be shared with the school after the meeting.

The school website provides contacts to local domestic abuse services e.g.

National Domestic Violence Helpline 0808 2000247, Poole Domestic Abuse Outreach 01202 710777.

Looked After Children and previously Looked After Children

The school is committed to supporting the needs and education of children who are looked after. We will work closely with the other agencies to ensure that the Pupil Education Plan is up to date and will ensure that Carers are informed and regularly work alongside the school. At Winchelsea we recognise those that were previously looked after remain vulnerable and staff will continue to be mindful of signs that indicate risk.

Children with Child Protection Plans

Children who are the subject of a Child Protection Conference will have either an agreed multidisciplinary action plan or child protection plan. The Designated Safeguarding Lead or his Deputy will attend planning meetings and core group meetings specified in the plan and contribute to assessments and plans.

The School recognises that children who are the subject of abuse, neglect or who live in situations of domestic violence abuse may exhibit distressed or challenging behaviour and may not be reaching their full academic potential. The school will ensure that appropriate support mechanisms are in place in school.

Children with Special Educational Needs or Disabilities (see KCSIE 2019)

We recognise that children at Winchelsea are especially vulnerable as a result of their special educational needs and or disabilities. 

Through the curriculum and practice we aim to arm children with the knowledge of what is and isn’t appropriate and are always mindful to explore opportunities to teach safeguarding through Sex and Relationship Education and Personal, Social, Health and Economic education.  

We recognise that some children may need specialist support to enable them to keep themselves safe and not engage in risky or inappropriate behaviour. 

We recognise that due to the varying communication needs of the children at Winchelsea we all need to act as advocates for them and notice the small changes that may be present if a child were being abused, neglected or at risk of harm. 

Many staff have received additional training to further understand communication difficulties and are able to use these skills to support children to express themselves. 

Children with Mental Health/Emotional Health Needs

Children will have a choice of staff who will listen to their concerns about themselves or other children and appropriate Early Help services are available within school. 

The school’s Pupil Participation Assistant (PPA) has completed the Mental Health Leader Certificate. The PPA will liaise with professionals internally and externally as appropriate.  

Referrals will be made to CAMHS or other appropriate services in conjunction with the Parent / Carer.

The school is working in line with Mental Health and Behaviour in School’s guidance November 2018.

The school will support children with strategies to develop their own emotional wellbeing i.e. Emotional Literacy and resilience. 

Peer on peer abuse - Children who abuse other children

Staff must recognise that children are capable of abusing their peers. 

At Winchelsea we recognise that there are many different forms of peer on peer abuse that can take place, abuse will never be tolerated or passed off as ‘banter’, ‘just having a laugh’ or ‘part of growing up’.

All allegations will be investigated and dealt with and victims will be supported. 

The school is aware of the different gender issues that can be prevalent e.g. girls being sexually touched/assaulted or boys being subject to initiation/hazing type violence. (See KCSIE 2019 Paragraph 97).

Concerns about inappropriate sexual behaviour must be reported to the DSL immediately and a referral made to the MASH who will advise on the appropriate action to take and facilitate a strategy meeting when appropriate.  

The risk to other children and staff be assessed and the school will risk assess the level of support and school action needed to protect other children in the school. 

Staffing levels throughout the school reflect the learning needs of children as well as the level of supervision required to create a safe environment and reduce risk. This is also true for possible peer on peer abuse. If a child were to disclose staff must follow the guidelines as previously detailed in this policy. 

The sexual violence and sexual harassment between school children in schools and colleges advice May 2018 will be followed. 

The school will use the Brook sexual behaviours traffic light tool to support us in understanding what is appropriate behaviour. We recognise that given the additional needs of the children at Winchelsea they may not follow development norms. See below for a link to the tool.

Safeguarding information for children

All children in the school are aware of staff who they can talk to. The names and face of the DSL /safeguarding staff are available and are posted in each classroom on the wall.

The school holds an annual Anti-Bullying Week. Assemblies and lessons address a wide range of friendship issues and outline the school procedures to follow if a child feels they are being bullied. 

Children are also taught what to do if they have made a mistake on line. It is always better to tell. At the beginning of computing lessons children are reminded how to keep safe on line.

All classes explore the British Values curriculum area.  The school has achieved the Silver Level of Unicef’s Rights Respecting Schools Award which has a focus on children’s rights to be heard and protected. 

The school holds a least termly fire drills and the children are encouraged to assess their response to guide improvements.

School SRE lessons teach amongst other things “Appropriate touch” and “Safe boundaries”. School staff use a range of resources to support children to understand what safe behaviour is.  

The school has firm computer firewalls that provide e-safety.

The school recognises it has a duty to protect children whilst gaming online. Where the school feels this is a risk online advise for parents will be sought and discussed with the parents involved.

Safer Recruitment

All staff recruited are appointed in line with Part 3 of Keeping Children Safe in Education 2019. A single central register is kept by the Business Manager and this is randomly checked by the Safeguarding Governor on their termly visits to school.

The school has a number staff who are Safer recruitment trained. There will always be at least one of these people involved in every recruitment process.

School staff are asked to complete a ‘staff suitability – self declaration form’ each year, asking a series of questions that continues to check their eligibility to work with children. 

Staff training and induction

All new staff, volunteers and Governors will receive safeguarding induction to ensure understanding of the Safeguarding Policy and Procedures. A checklist of areas covered is followed. At a minimum this includes a discussion with the DSL covering KCSIE, our Safeguarding Policy, PREVENT, FGM and “CPOMS” training. Prior to their start date all new staff will be directed to access a number of online training, including FGM, PREVENT and an online training package that the school has purchased.  

The DSL, Deputy and Officers will attend Level 3 safeguarding training at least once every two years. The DSL and or Deputy will attend the Local Authority’s safeguarding forums and keep up to date with recommendations from serious case reviews, changes to national and LSCB policy and guidance. The Nominated Safeguarding Governor will also attend training updates as recommended. 

The whole school staff group will receive regular formal safeguarding training by the DSL.

Additionally every three years an external qualified person will deliver Level 1 training. Those not in attendance will be sent level 1 safeguarding training to be completed online. At a minimum each member of staff will annually complete training on how to use “CPOMS”, PREVENT, FGM and the signs of abuse. In addition, safeguarding will be an agenda item on the weekly Friday morning briefing attended by the majority of staff. 

When safeguarding issues and updates arise at these meetings they will be minuted and these minutes placed in an area on the school’s computer system that is available to all staff. 

Staff are given a personal copy of safeguarding documentation such as Part 1 and Annex A of KCSIE and sign to say they have read and understood. The school has a record of all safeguarding training. Those who miss training are rapidly followed up by the school and must complete this.

The school follows the Pan Dorset Safeguarding Children Partnership guidance in relation to safeguarding training - See Appendix B 

Safer working practice

The school follows guidance for safer working practice and ensure that all staff are aware of the expectations of this guidance and are working within this. It makes sure that relevant training is given and advice, guidance or sanctions applied where guidance is not followed:

Safe working practice ensures that children are safe and that all Staff, Volunteers and Governors.  The guidance is designed to ensure staff:

  • Are responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions;
  • Work in an open and transparent way;
  • Work with other colleagues where possible in situations open to question;
  • Discuss and/or take advice from school management over any incident which may give rise to concern;
  • Record any incidents with the actions and decisions made;
  • Apply the same professional standards regardless of gender, race, disability or sexuality;  Be aware of confidentiality policy;
  • Are aware that breaches of the law and other professional guidelines could result in criminal or disciplinary action being taken against them;
  • Before being given access to school computer systems all staff sign an E Safety Acceptable Use agreement.

Staff Behaviour and Conduct

The school has adopted the Local Authorities Code of Conduct for school employees. In addition to this policy we expect all staff to follow the principles below: 

  • Treat all children with respect;
  • Set a good example by conducting ourselves appropriately;
  • Involve children in decision-making which affects them;  Encourage positive and safe behaviour among children;
  • Be a good listener;
  • Be alert to changes in a child’s behaviour;
  • Recognise that challenging behaviour may be an indicator of abuse;
  • Read and understand all of the school’s safeguarding and guidance documents on wider safeguarding issues, for example bullying, e-safety and information sharing;
  • Ask the child’s permission before doing anything for them which is of a physical nature, such as assisting with dressing, physical support during PE, music or administering first aid
  • Maintain appropriate standards of conversation and interaction with and between children and avoid the use of sexualised or derogatory language;
  • Maintain professional standards and boundaries at all times, on and off the school site;
  • Be aware that the personal and family circumstance and lifestyles of some children lead to an increased risk of neglect and or abuse;
  • Staff, Volunteers and Governors not being involved in any activity which is illegal and may pose a risk to children e.g. access to child pornography, extremist or radicalisation activities
  • Staff and volunteers are reminded to declare any offences or involvement with the police relevant to their employment;
  • Where safeguarding or criminal issues occur in an employee’s private life the impact of this on their suitability to work with children will be assessed with the support of the LADO/HR as appropriate.

Allegations against staff

Any report of concern about the behaviour of a member of staff or allegation of abuse against a member of staff must immediately be reported to the Headteacher who will refer to the appropriate Local Authority Designated Officer (LADO):

John McLaughlin (01202 456744) or Laura Baldwin (01202 456744).

Business Support: Julie Smith

Any concern or allegation against a Headteacher will be reported to the Chair of Governors, who will then report this to the LADO.

The Keeping Children Safe in Education 2019 part 4, Allegations of abuse made against teachers and other staff details the procedures that will be followed for both the investigation and support for the member of staff. 

If you have concerns about a colleague

Staff who are concerned about the conduct of a colleague towards a child are undoubtedly placed in a very difficult situation. They may worry that they have misunderstood the situation and they will wonder whether a report could jeopardise their colleague’s career. All staff must remember that the welfare of a child is paramount. The school will keep records of any concerns raised for 25 years. The school’s whistle blowing code enables staff to raise concerns or allegations in confidence and for a sensitive enquiry to take place. See separate Winchelsea School whistle blowing policy.

In summary if Winchelsea School staff have a concern about a member of staff they report this to the Headteacher not the DSL. If the concern is about the Headteacher then they should contact the Chair of Governors. 

All staff are aware of the NSPCC whistle blowing helpline Telephone 0800 028 0285

Welcoming other Professionals

Visitors with a professional role, such as the school nurse, social worker, educational psychologist or members of the Police will have been vetted to work with children through their own organisation.

Professionals will be required to bring their identity badges on all visits and to wear these. They will also be expected to sign in and then out using the school’s electronic Inventory system. Visitors will be provided with a sticky badge that will include their photograph, these should be worn by all visitors at all times. 

For agency, third-party staff and contractors, safer recruitment procedures and the guidance in KCSIE 2019 will be followed.

Off Site Visits

Off site visits are the subject of a risk assessment. Safeguarding concerns or allegations will be responded to following the Pan Dorset Safeguarding Children Partnership guidance. The member of staff in charge of the visit will report any safeguarding concerns to the Designated Safeguarding Lead, Offsite Visit Co-ordinator of member of SLT who will pass to the MASH if appropriate. In emergency the staff member in charge will contact the police and/or the MASH.

The Safeguarding Policy and procedures of an offsite provider e.g. water sport activity, will be checked and satisfied that they are appropriate, before using the facility. All residential visits will be reported to the Local Authority 2 months in advance who will check their suitability and let the school know of their suitability (or not) before proceeding.

Photography and images

Winchelsea school recognises that the vast majority of people who take or view photographs or videos of children do so for entirely innocent, understandable and acceptable reasons. Sadly, some people abuse children through taking or using images, so at school we ensure that we have some safeguards in place. To protect children, we will:

  • Seek their consent for photographs to be taken or published (for example, on our website or in newspapers or publications);
  • Seek parental consent, parents have the right to withhold permission for photographs and video of their child to be shared;
  • Use only the child’s first name with an image;
  • Ensure that children are appropriately dressed;
  • Encourage children to tell us if they are worried about any photographs that are taken of them;
  • Following the Data Protection Policy – GDPR.

At events such as Sports day where Parents / Carers are taking photographs of children the school will announce that should they wish to take images that these are to be for personal use only and that they should not be shared on social media.

Children Missing from Education

The definition of CME is … Children missing from education are children of compulsory school age who are not registered at a school and are not receiving suitable education otherwise than at a school. Children missing education are at significant risk of underachieving, being victims of harm, exploitation or radicalisation, and becoming NEET (not in education, employment or training) later in life.

The school will keep its admission register accurate and up to date. 

The school attendance policy is regularly updated and understood by all staff.

Attendance and patterns of attendance will be regularly reviewed

Any children missing education will be reported as required by the statutory guidance ‘Children Missing Education’ (Sept 2016). 

A child going missing from education is a potential indicator of abuse or neglect including sexual exploitation or risk of radicalisation. In the first instance we will aim to contact the Parent / Carer and all adults identified on the schools contact sheet. If we cannot make contact with the family of the child, we contact the LA to alert them of our concern. A child will not be removed from our register until we have confirmation from a school or Local Authority that they have registered and are attending education. After reasonable attempts have been made by the school to contact the family, the school will follow the LSCB procedure and refer to the Local Authority education welfare/attendance service.

All schools must inform their Local Authority if a child is referred to be educated outside of the school system e.g. Elective Home Education, ceased to attend, unfit to attend on health grounds. 

If the school excludes a child from site or educates them off site, we will endeavour to ensure their safety.

The Statutory Guidance on ‘Exclusion from maintained schools, Academies and pupil referral units in England’ (2017) sets out the lawful use of these powers.

The Prevent agenda

Winchelsea school recognises its responsibilities in relation to the Counter Terrorism and Security Act 2018. This duty is known as the Prevent duty:

  • The Prevent lead will be the DSL;
  • The school will risk assess children for being radicalised and drawn into terrorism;
  • The school knows what to do to support those assessed and how to make a referral to the MASH or for immediate response call the Anti Terror hotline on 0800 789321;
  • Where school has any concerns about children travelling to a conflict zone, advice may be sought from the Home Office and a referral to the MASH if still concerned;
  • The school will, working in partnership with other agencies;
  • The school will engage with the Parent / Carer and family members who are in a key position to spot signs of radicalisation. We will assist and advise families who raise concerns and sign post them to support. The school will discuss any concerns the school has with Parent / Carer unless this is thought to put the child at risk;
  • The school will train staff to raise awareness;
  • The school has IT policies and suitable filtering to ensure that children are safe from terrorist and extremist material when accessing the internet in schools;
  • British values are being promoted in the curriculum and a statement is made on the schools’ web site;
  • The school will publicise the Educate against hate website to staff and parents (via the school web site)

Terror recruits often seem to come from vulnerable backgrounds. There has been a number of high profile cases where children with Autistic Spectrum Condition (ASC) have been radicalised. This may be as a result of increased chances of social isolation due to challenges with social communication. At Winchelsea the curriculum encourages all children to challenge themselves to fully understand where the information they receive comes from.  

Female Genital Mutilation (FGM)

FGM is an extremely harmful practice with devastating health consequences for girls and women. Some girls die from blood loss or infection as a direct result of the procedure. Women who have undergone FGM are also likely to experience difficulty in childbirth. 

FGM is the mutilation of the external female genitalia for non-medical reasons. It is also sometimes known as female circumcision or ‘sunna’.

FGM is abuse and a crime in the UK. Even if someone is taken overseas for the mutilation, it is still a crime in the UK if the mutilation is done by a UK national or permanent UK resident. It is also a crime if a UK national or permanent resident assists or gets a non-UK national or permanent resident to carry out the acts overseas on a UK national or permanent resident. In England, Wales and Northern Ireland, the practice is illegal under the Female Genital Mutilation Act 2003. In Scotland it is illegal under the Prohibition of Female Genital Mutilation (Scotland) Act 2005. 

Anyone found guilty of an FGM offence - or of aiding and abetting such an offence - faces a penalty of up to 14 years in prison, a fine, or both. If a teacher in the course of their work in the profession, discovers that an act of Female Genital Mutilation appears to have been carried out on a girl under the age of 18, the teacher must report this to the police or refer this to the MASH immediately.

Children at risk of CSE (Child Sexual Exploitation)

The school works together with other agencies to identify and reduce the risks of child sexual exploitation. The school always refers to Pan Dorset Safeguarding Children Partnership guidance and to local practice using the risk tool.

Both staff and children receive education about CSE and children are supported to keep themselves safe. At times this includes referral for specialist support from professionals, this is then shared with all stakeholders to support the child. The school raises awareness with children and Parents / Carers providing advice and will sign post Parents / Carers to further NSPCC/ PANTS. 

The school will use the Brook sexual behaviours traffic light tool to support us in understanding what is appropriate behaviour. We recognise that given the additional needs of the children at Winchelsea they may not follow development norms. See below for a link to the tool.

School Safeguarding Responsibilities Summary

The school will:

  • Abide by the Keeping Children Safe in Education guidance (2019)
  • Everyone who comes into contact with children and their families has a role to play in safeguarding children. School and college staff are particularly important as they are in a position to identify concerns early and provide help for children, to prevent concerns from escalating. Schools and colleges and their staff form part of the wider safeguarding system for children;
  • This system is described in statutory guidance Working Together to Safeguard Children 2018. Schools and colleges should work with social care, the police, health services and other services to promote the welfare of children and protect them from harm. (KCSIE 2019 Part one);
  • All staff have signed to say they have read and understood it and have knowledge of and access to all of KCSIE 2019, especially Part 4 Allegations of abuse made against teachers and other staff;
  • Have a Safeguarding policy with procedures which are in accordance with government guidance and refer to locally agreed inter-agency procedures put in place by the Pan Dorset Safeguarding Children Partnership.
  • Appoint a lead Governor responsible for safeguarding practice within the school
  • Appoint a Designated Safeguarding Lead who is a member of the Leadership Team and Deputies to provide adequate cover. The DSL is Mr Adam Bradford,
  • Have safeguarding as a standing agenda item at staff meetings and governing body meetings and minutes recorded;
  • Ensure that the DSL (usually) leads on the Prevent agenda;
  • Require teachers, staff and volunteers to read and implement the appropriate Pan Dorset

Safeguarding Children Partnership procedures, school policy and good practice guidelines;

  • Ensure that teachers, staff, peripatetic staff, contractors and volunteers have completed Disclosure and Barring Service checks as per the safer recruitment guidance and that contacts within extended services require safer recruitment and safeguarding compliance;
  • Undertake relevant safer recruitment and allegations management training;
  • Ensure any external contractors using or on school premises are signed up to Safeguarding Procedures and ensure they follow guidelines on the use of restraint and comply with the safeguarding requirements, i.e. after school clubs;
  • Sign up to the Dorset Information Sharing Charter (DISC) previously the Dorset overarching information sharing protocol and share information relating to MARAC and the Personal information sharing agreement with respect to receiving alerts about domestic abuse;
  • Ensure that the relevant staff have undertaken appropriate training to contribute to multiagency assessments of children;
  • Ensure management of allegations procedures are implemented;
  • Ensure staff work to the agreed Behaviour policy/code of conduct and safer working procedures;
  • Have and use an Anti-Bullying Policy responding to any complaint of bullying or prejudice within the school. Have a member of staff as an Anti-Bullying Champion, this Mr Adam Bradford,
  • Have an e-safety policy in line with Pan Dorset Safeguarding Children Partnership; requirements. Have a member of staff as an E-Safety Champion, this is Mr Tim Davis,
  • Have a Prevent lead, this Mr Adam Bradford,
  • Have a whistle blowing policy where it is safe to discuss concerns;
  • Be aware of the needs of vulnerable groups, identify and action for all identified;
  • Make policies available to Parents / Carers and children via the school website;
  • Provide education to children about safeguarding issues;
  • Ensure the child’s wishes and feelings are taken into account in respect to individual matters as well as safeguarding generally;
  • Undertake an annual audit of safeguarding, using the Safeguarding Self Evaluation audit tool (or similar) which will be shared with the Governing body leading to appropriate actions to ensure that the school is meeting all the requirements in line with national guidance, legislation and Pan Dorset Safeguarding Children Partnership;
  • Undertake a safeguarding report for the Governing Body at least annually and review the safeguarding policy annually.

The school has a responsibility to work with other agencies on all safeguarding issues which may include:

  • Child Sexual Exploitation (CSE);
  • Bullying including cyberbullying and prejudice based bullying;
  • Domestic abuse;
  • Drugs and alcohol misuse;
  • Fabricated or induced illness;
  • Faith abuse;
  • Female genital mutilation (FGM);
  • Forced marriage;
  • Gangs and youth violence;
  • Gender-based violence/violence against women and girls (VAWG);
  • Mental health;
  • Private fostering/any regulated activity such as host families;
  • Radicalisation/extremism;
  • Sexting/grooming and other E safety issues;
  • Teenage relationship abuse;
  • Trafficking and modern slavery;
  • Illegal child employment;

For more information, see the links to Government guidance in KCSIE 2019.

The school uses the following links to relevant law and guidance Working Together to Safeguarding Children 2018 Keeping Children Safe in Education 2019 /835733/Keeping_children_safe_in_education_2019.pdf

Inspecting safeguarding in early years, education and skills settings – October 2019

Guidance for Safer Working Practice for Adults who work with children and young people Pan Dorset Safeguarding Children Partnership Governor/Trustee’s Handbook /788234/governance_handbook_2019.pdf

What to do if you’re worried a child is being abused – March 2015

Information sharing advice for practitioners providing safeguarding services to children, young people, parents and carers

Preventing and Tackling Bullying

Department for Education – e-safety guidelines n_child_internet_safety.pdf Safeguarding: Disclosure and Barring The Information Commissioner’s Office – Data Protection Act in Schools and Education The South West Grid for Learning (SWGfL)

Family Information Service – Borough of Poole

Exclusion from maintained schools, Academies and pupil referral units in England’ (2017) Children Missing Education (September 2016)

LSCB Levels of Need and Continuum of Support (July 2016) The Designated Safeguarding Lead is: 

Mr Adam Bradford,  

Telephone number: 01202 746240 

The Deputy Designated Safeguarding Lead is: 

Mr Geoff Cherrill, 

Telephone number: 01202 746240 

The Lead Safeguarding Governor is Mrs Jane Burrows, 

Telephone number: 01202 746240

The Chair of Governor’s is Mr Fritz Penn-Barwell, Telephone number: 01202 746240

Appendix A

Indicators of abuse and neglect

All school and college staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases, multiple issues will overlap with one another.

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. 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.

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.

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 ill-treatment 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.

Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of 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. 

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 care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

Appendix B

Safeguarding Training and Induction in Schools 2019-20

BCP Safeguarding Children Partnership recommendations 


Staff group





DSLs/deputy DSLs/staff with a safeguarding lead role e.g. Pastoral Care Workers, SENCO’s (in addition to whole school as below)

1 day (initial) level 3 multi agency






Recommend repeat if gap in update training

is more than 3 years




All are provided by Pan

Dorset Safeguarding

Children Partnership Training unless otherwise stated

           Neglect 1 Day

One off


    Child Criminal Exploitation including County Lines

One off


           Courageous Conversations

One off


    Supporting Young People who Self Harm

One off


           Signs of Safety

One off


           Harmful Sexual Behaviour

One off


1 day Level 3 Multi Agency Up-date


Every 2 years


DSL Safeguarding Forums


Education safeguarding advisors

Serious case review up-dates

When available


WRAP (Prevent)

One off then to keep up to date on line, via Forums etc.

Government online



Child Sexual Exploitation 

One off then up-date on line etc.


FGM/honour based violence/forced marriage

Direct or On line training 

Government online training  

Online safety 

Every 3 years via either LSCB/whole school


Domestic abuse, MARAC

3-5 year updates 


Early help assessment 

One off as available


Supervision Training (where the DSL supervises and supports other staff)

One off


Succession planning when taking on the role of DSL would include on the job learning from the previous DSL then attendance at a session for new DSLs 

Between 1 -3 terms of on the job learning/shadowing

New DSL session – Sep/Oct 


teacher/Education Safeguarding advisor 

Knowledge of range of wider relevant  issues in addition to those above e.g. SEND, looked after children, young carers, emotional health, sexually harmful behaviour, prejudice and British


Online or direct provider training. Other

professionals, reading and research, local



values, record keeping, emotional health, listening to children and working with parents, how to access LSCB procedures, working with other agencies, thresholds, escalation etc. 


procedures, government guidance, supervision etc. 

Head teacher and SLT

(this is in addition to the training under DSL where they also take a lead safeguarding role with pupils) 

Allegation management 

One off plus keep up to date by on line training and/or repeat direct training every 3-

5 years



Level 3 Safeguarding - initial

Desirable - one off



Level 3 Update

Desirable - every 2 years



Safer recruitment 

Every 3-5 years  plus keep up to date via on

line training 




Supervision training in order to supervise the work of the DSL 

One off


Whole staff group and regular volunteers /volunteers in regulated activity

Introduction to Safeguarding and child protection including school safeguarding policies, KCSIE, recognition of abuse and neglect, early help 




Half day (minimum) safeguarding update Level 2

3 yearly, minimum 

Suitably qualified

Safeguarding Children Partnership approved trainer


Safeguarding up-dates via staff dedicated training sessions, email, e-bulletins, staff meetings 

As required but at least annually 



Online safety 

One off with up-dates as part of whole school up-date training 


Online accredited


Safer working practice 

As part of induction with reminders at 3 yearly whole school training 

DSL/ Safeguarding Children Partnership approved trainer


Prevent awareness 

One off with ongoing up-dates as part of whole school up-date


Government online training and DSL


CSE, FGM, honour based violence, forced marriage, domestic abuse, staff behaviour, whistle blowing, other safeguarding issues

Induction, as part of whole school and annual up-dates as necessary plus on line training

DSL responsible to ensure that these are included 


Keeping Children Safe in Education 2018 Part 1 & Part 4 

To be circulated to all staff at induction and





then annually or as the guidance  is revised 


Volunteers who help as one off or very occasional e.g. parent on a school outing 

Copy of either the School child protection/safeguarding policy or an over view of the key messages of the policy. Ensure that they understand the school ethos about safeguarding and who to speak with if they have any concerns. 

Each outing/occasion they help if very infrequent. If it

becomes more frequent, see box above.

DSL/ other safeguarding member of staff 

Peripatetic staff













Whole school training at least every 3 years with up-dates as above for all staff

Induction plus updates from one of the schools where the person works, no need to attend all but must show evidence of attendance/receipt of up-date information  to all schools where he/she works

Head teacher/DSL

All Governors/Trustees 

Same as for whole school is good practice. Safeguarding induction is essential when taking up the post 

Induction and ongoing. Specific



DSL  and Nominated safeguarding governor/trustee

Governor training provider


Safeguarding awareness for Governors/trustees 


Governor training provider 

Chair of

Governors/Trustees  (in addition to training required by ‘all governors’

Safer recruitment 

Every 3-5 years  plus keep up to date via on line training  

Safeguarding Children

Partnership or equivalent


Allegations management 

One off plus keep up to date by on line training and/or repeat direct training every 3-

5 years

Safeguarding Children Partnership approved

Nominated Safeguarding Governor/Trustee (in addition to training required by ‘all governors/trustees’)

Safeguarding training for Safeguarding governors/trustees 

One off

Governor training provider 




Annual safeguarding up-date for Safeguarding governors/trustees 

Annual (spring term) 

Education safeguarding advisors 





Meetings with DSL to gain regular updates. Plus reading other online training to keep updated on safeguarding issues



Anti bullying Lead 

1 day level 3 and 1 day up-date training recommended as the teacher is also

As above



likely to be taking a wider lead in safeguarding 




Anti bullying Forums 


Education Safeguarding Advisors 

Online Safety Lead 

1 day level 3 and 1 day up-date training

recommended as this is a safeguarding role (not IT) 

As above

Safeguarding Children Partnership


ThinkUKnow Online safety training 

One off introduction to Online Safety and up-dates as per whole school 

Safeguarding Children

Partnership plus SSCT/DSL



Online safety Champion events 


Annual (minimum)

Safeguarding Children

Partnership /SWGFL/SSCT 

Appendix C  Neglect 

Neglect can have serious and long-lasting effects. It can be anything from leaving a child home alone to the very worst cases where a child dies from malnutrition or being denied the care they need. In some cases, it can cause permanent disabilities.

Neglect can be really difficult to identify, making it hard for professionals to take early action to protect a child.

Having one of the signs or symptoms below doesn't necessarily mean that a child is being neglected. But if you notice multiple, or persistent, signs then it could indicate there’s a serious problem.

Children who are neglected may have:

Poor appearance and hygiene They may:

  • be smelly or dirty;
  • have unwashed clothes;
  • have inadequate clothing, e.g. not having a winter coat;
  • seem hungry or turn up to school without having breakfast or any lunch money;
  • have frequent and untreated nappy rash in infants. Health and development problems

They may have:

  • untreated injuries, medical and dental issues;
  • repeated accidental injuries caused by lack of supervision;
  • recurring illnesses or infections
  • not been given appropriate medicines
  • missed medical appointments such as vaccinations;
  • poor muscle tone or prominent joints;
  • skin sores, rashes, flea bites, scabies or ringworm;
  • thin or swollen tummy;
  • anaemia;
  • Tiredness;
  • faltering weight or growth and not reaching developmental milestones (known as failure to thrive);
  • poor language, communication or social skills.


Housing and family issues

They may be:

  • living in an unsuitable home environment for example dog mess being left or not having any heating;
  • left alone for a long time;
  • taking on the role of carer for other family members.

Sexual Abuse 

Children who are sexually abused may:

Stay away from certain people:

  • they might avoid being alone with people, such as family members or friends;
  • they could seem frightened of a person or reluctant to socialise with them.

Show sexual behaviour that's inappropriate for their age:

  • a child might become sexually active at a young age;
  • they might be promiscuous;
  • they could use sexual language or know information that you wouldn't expect them to.

Have physical symptoms

  • anal or vaginal soreness;
  • an unusual discharge;
  • sexually transmitted infection (STI);



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