EdgmondStPeters

'You're blessed when you're content with just who you are - no more, no less' Matthew 5:5 (The Message) St. Peter’s CE Primary School & Nursery

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  3. Safeguarding

The Designated Safeguarding Leads in school:

Howard Auckland - Headteacher

Gayle Hickman - Deputy Headteacher

Vikki Tommy - EYFS & KS1 Lead

Tina Roden - Nursery Lead

Lindsay Wilson - Nursery Supervisor and wrap around care

If you have any safeguarding concerns, please do not hesitate to contact one of these members of staff. You can do this by telephoning school on 01952 811692 or emailing [email protected]

Please also contact Family Connect directly on 01952 385285

Our safeguarding approach

Intent

At St Peter’s CE Primary School, safeguarding is the foundation upon which all other aspects of school life are built. Inspired by our Christian vision, “You’re blessed when you’re content with just who you are – no more, no less” and our commitment to “let children’s light shine”, we strive to create a culture where every child is known, valued, listened to and protected.

Our safeguarding intent is to ensure that every child, regardless of need, background or circumstance, is safe, feels safe and receives the right support at the right time. We recognise that safeguarding extends beyond protection from abuse and encompasses pupils’ physical safety, emotional wellbeing, attendance, behaviour, mental health, inclusion, relationships and ability to thrive academically, socially and spiritually.

In line with local safeguarding priorities, we are committed to:

  • Identifying and responding swiftly to concerns relating to domestic abuse, recognising the significant impact this can have on children's wellbeing, behaviour, attendance and learning.
  • Protecting children from child sexual exploitation (CSE) and all forms of criminal exploitation, including those risks presented through online platforms and social media.
  • Promoting positive emotional health and wellbeing, recognising that children cannot flourish when they do not feel safe, secure and supported.
  • Providing effective family help and early intervention, working alongside families wherever possible to prevent concerns escalating into crisis.

As an inclusive primary school, we recognise that some children face additional safeguarding vulnerabilities. Particular consideration is therefore given to:

  • Children with SEND, who may face additional barriers to communication, reporting concerns or recognising risk.
  • Disadvantaged pupils and families experiencing financial hardship.
  • Children affected by domestic abuse, parental ill-health, bereavement, substance misuse or family instability.
  • Children who are persistently absent or severely absent from education.
  • Looked after children and previously looked after children.
  • Children living in kinship care arrangements or private fostering arrangements.
  • Young carers.
  • Pupils experiencing emotional or mental health needs.
  • Children from service families and those who experience periods of family separation.
  • Children who may be vulnerable to online harm, grooming, exploitation, misinformation or inappropriate social media use.
  • Children whose attendance, welfare or whereabouts give cause for concern.
  • Children with protected characteristics who may experience discrimination or prejudice.

We recognise that child-on-child abuse can happen here. We therefore maintain a culture in which harmful behaviour is never dismissed as banter, part of growing up or harmless teasing. We are committed to creating a respectful environment where all children understand consent, personal boundaries, kindness, equality and the importance of speaking out when something feels wrong.

Our intent is ultimately to create a safeguarding culture where vigilance, professional curiosity, compassion and accountability are embedded in every aspect of school life and where every child is empowered to flourish safely within our community.

 

Implementation

Safeguarding is woven through the daily life, leadership, curriculum and culture of our school.

We achieve our safeguarding intent through a visible and highly accessible safeguarding team led by trained Designated Safeguarding Leads who work closely with pupils, families, staff, governors and external agencies. Safeguarding concerns are recorded promptly, monitored rigorously and reviewed regularly to ensure that support is proportionate, timely and effective.

Family help and early intervention

Our approach prioritises early identification and intervention. We seek to understand the story behind concerns and work proactively with families before issues escalate.

Through regular communication, pastoral support, attendance monitoring, wellbeing conversations and partnership working, we provide:

  • Early Help referrals where appropriate.
  • Attendance support and family meetings.
  • Emotional wellbeing support and nurture opportunities.
  • Signposting to specialist services.
  • Multi-agency collaboration.
  • Practical support for families experiencing challenge or crisis.

We recognise that children with additional needs can be at increased risk of abuse and neglect. As a result, safeguarding systems are adapted to ensure barriers to disclosure are reduced. Staff receive training in recognising how safeguarding concerns may present differently in children with SEND and additional vulnerabilities.

Tackling attendance as a safeguarding priority

We view attendance as a safeguarding responsibility and monitor attendance patterns closely. Persistent absence, severe absence and unexplained absence are treated as potential indicators of wider safeguarding concerns. Attendance information is analysed regularly and used to inform targeted support and intervention.

Preventing child-on-child abuse

We actively promote a culture of respect and inclusion where children understand the impact of their words and actions.

To reduce the likelihood of child-on-child abuse, we:

  • Teach respectful relationships from EYFS onwards.
  • Explicitly teach consent, boundaries and appropriate behaviour at an age-appropriate level.
  • Challenge discriminatory language immediately.
  • Address bullying and prejudicial behaviour robustly.
  • Teach children how to report concerns and seek help.
  • Monitor incidents carefully to identify patterns and emerging concerns.
  • Ensure pupils understand online conduct and digital responsibility.

Children understand that safeguarding concerns will always be taken seriously and that trusted adults are available to help.

Safeguarding through the curriculum

Our curriculum is a key vehicle for safeguarding.

Through PSHE, Relationships Education, collective worship, computing, online safety, pastoral support and wider curriculum opportunities, pupils learn:

  • How to keep themselves safe online and offline.
  • How to identify trusted adults.
  • The characteristics of healthy relationships.
  • Personal boundaries and consent.
  • Risks associated with exploitation and grooming.
  • The dangers of bullying and discrimination.
  • Strategies for maintaining positive mental health and wellbeing.
  • How to seek help when worried.

Curriculum content is informed by safeguarding records, attendance information, pupil voice, local safeguarding priorities and emerging national issues. Leaders regularly review safeguarding themes to ensure teaching remains responsive to the needs of our pupils and community.

This adaptive approach is particularly important in supporting pupils with SEND, ensuring safeguarding messages are accessible, understood and retained.

Maintaining an effective safeguarding culture

Safeguarding remains a standing priority through:

  • Regular DSL and deputy DSL safeguarding reviews.
  • Weekly safeguarding discussions between leaders.
  • Safeguarding reports to governors.
  • Annual safeguarding audits and action plans.
  • Staff safeguarding updates and training throughout the year.
  • Regular policy review.
  • Safer recruitment procedures.
  • Site safety and health and safety monitoring.
  • Analysis of safeguarding, behaviour, attendance and wellbeing data.

Leaders actively encourage professional curiosity, recognising that effective safeguarding depends upon staff being willing to notice, question, record and act.

 

Impact

The impact of our safeguarding approach is reflected in a strong culture where children feel safe, families feel supported and staff are confident in their safeguarding responsibilities.

We know our approach is effective when:

  • Pupils report that they feel safe in school.
  • Children know who to approach for help.
  • Concerns are identified early and acted upon swiftly.
  • Vulnerable pupils receive appropriate support and intervention.
  • Attendance improves and barriers to learning are reduced.
  • Families engage positively with support services.
  • Children demonstrate understanding of how to keep themselves safe.
  • Incidents of bullying and harmful behaviour are low and addressed effectively.
  • Staff demonstrate confidence in recognising and reporting concerns.

Monitoring and quality assurance

The DSL, deputy DSLs and senior leaders undertake regular monitoring through:

  • Safeguarding file audits.
  • Chronology reviews.
  • Attendance analysis.
  • Behaviour and bullying monitoring.
  • Child-on-child abuse monitoring.
  • Single Central Record checks.
  • Training compliance monitoring.
  • Review of safeguarding referrals and outcomes.
  • Pupil voice activities.
  • Curriculum monitoring and evaluation.

Findings are used to strengthen systems and drive continuous improvement.

Governance and external assurance

Governors play a proactive role in safeguarding and seek assurance through:

  • Termly safeguarding reports.
  • Governor safeguarding visits.
  • Monitoring of statutory compliance.
  • Review of training and recruitment procedures.
  • Scrutiny of safeguarding data and trends.
  • Direct discussions with safeguarding leaders.
  • External safeguarding audits and local authority reviews where appropriate.

Governors act as both critical friend and strategic challenge, ensuring safeguarding remains a priority across the school.

Pupil and parent voice

Pupil voice is gathered through:

  • School council discussions.
  • Pupil safeguarding surveys.
  • Learning walks and discussions.
  • Anti-bullying activities.
  • Wellbeing check-ins and pastoral conversations.

Parent voice is gathered through:

  • Parent questionnaires.
  • Meetings and consultations.
  • Family support discussions.
  • Informal feedback.
  • Annual safeguarding review processes.

Through these activities we seek assurance that children feel safe, families know where to access support and safeguarding remains responsive to the changing needs of our community.

At St Peter’s, safeguarding is not a separate responsibility but a shared commitment. Our children attend well, engage confidently, develop positive relationships, know how to seek help and are able to flourish academically, socially, emotionally and spiritually. Through strong partnerships, early intervention and a culture of care, we enable every child to let their light shine in a safe, inclusive and nurturing community.