Heathfield International School, Vientiane
Child Protection and Safeguarding Children Policy


Heathfield International School, Vientiane

This policy was adopted by the Governing Body on the 10th of August, 2022.
This policy is due for review on the 10th of August 2024.

While we endeavour to follow good guidance and practice from the UK, we must acknowledge that here in Lao PDR the law pertaining to safeguarding is not as strongly codified, or when stipulated, not necessarily enforced. While considered of high importance, external services related to child care are below UK standards due to a lack of funding.

Within the school, we are able to follow most guidelines described in the Keeping Children Safe in Education 2022 document.


2Key Contacts
2Safeguarding Training
31. Introduction
32. Our Ethos
53. Scope
54. The Legal Framework
65. Working Together
86. Hiring of Staff
97. Specific Issues and Vulnerabilities
128. Roles and Responsibilities
159. Early Intervention
1610. Responding to Concerns from a Child
1611. Allegations Against Members of Staff (Whistleblowing)
1712. Procedures
1813. Monitoring and Reviewing


Key Contacts

Role Name Contact details
Head of Pastoral/
Safeguarding Lead (DSL)
Shannon Spence +856 20 54 824 309
Deputy Safeguarding Lead
Yer Vue +856 20 59 224 441
Safeguarding Supporting Officer (SSO) Rudine Scholtz +856 20 92 583 014
SafeguardingSupporting Officer (SSO) Peter Dowling + 856 20 59 275 873
Local Authority Safeguarding contact Contact relevant Village Head (Village Heads are the first point of contact under Laos governance) +856 20 55 219 059 (Phakhaw Village)
Local Authority Safeguarding contact Non Sengchanh Counseling Center (Lao Women’s Union/UNICEF. Herein referred to as LADO +856 20 98 881 362

Safeguarding Training:

All staff members at HISV are required to take part in annual, internationally recognized Safeguarding and Child Protection courses. Record off completion of these courses are maintain in the school’s central CPD record.



1.    Introduction    Heathfield International School, Vientiane (HISV) is committed to providing a safe     and secure environment for children, staff and visitors and promoting a climate where     children and adults will feel confident about sharing any concerns which they may     have about their own safety or the well-being of others. We aim to safeguard and     promote the welfare of children by protecting them from maltreatment; preventing     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; and taking action to enable all children to have the best outcomes.

1.1.  Safeguarding children is everyone’s responsibility. Everyone who comes into contact     with children and families has a role to play ensuring children and young people are     safe from abuse, exploitation and harm. Our school is committed to safeguarding     children and aims to create a culture of vigilance.

1.2.  Our pupils’ welfare is our paramount concern. The governing body (School Owner,     Headmaster, Deputy Headmaster and School Manager) will ensure that our school will     safeguard and promote the welfare of pupils and work together with agencies to ensure     that our school has adequate arrangements to identify, assess and support those     children who are suffering or likely to suffer harm.

HISV is a community, and all those directly connected – staff members, governors, parents, families and pupils – have an essential role to play in making it safe and secure for all.

2.    Our Ethos

2.1.  We believe that HISV should provide a caring, positive, safe and stimulating           environment that promotes the social, physical, mental and moral development of     the individual child; enabling all children to thrive.

2.2.  We recognise the importance of providing an environment within our school that will     help children feel safe and respected. We are aware of the importance of enabling     children to talk openly and to feel confident that they will be listened to. We appreciate     that both mental and physical health are relevant to safeguarding and the welfare of     children.

2.3.  We recognise that all adults within the school, including permanent, supply staff,     temporary staff, volunteers, parents and governors, have a full and active part to play     in protecting our pupils from harm.


2.4.  We will work with parents and guardians to build a solid understanding of Heathfield’s     responsibilities to ensure the welfare of all children, including the need for referrals     to other agencies in some situations. This means:
●  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
●  Taking action to enable all children to have the best outcomes
●  Due regard will be given to issues of race, religion, culture, language, gender,       sexual orientation and disability in all child protection work.

2.5.  HISV will fulfil its commitment to safeguard and promote the welfare of children by:
●  Ensuring there is senior management commitment
●  Having clear lines of accountability and structures
●  Supporting a culture that enables safeguarding issues and promotion of children’s        welfare to be addressed, and ensuring that accurate records with regard to actions        and decisions are made
●  Ensuring all staff are appropriately trained in safeguarding children.

2.6.  HISV aims to:
●  Establish and maintain an ethos where children feel secure, are encouraged to talk        and are listened to
●  Ensure that children know that there are adults in school who they can approach if        they are worried or are in difficulty.
●  Include in the curriculum, activities and opportunities for Wellbeing, which equip        children with the skills they need to stay safe from abuse and to recognise when        they are at risk, and how to get help when they need it (Ofsted Inspecting        Safeguarding Guidance, September 2018)
●  Include in the curriculum, material which will help children develop realistic        attitudes to the responsibilities of adult life, particularly with regard to childcare,        parenting skills and violence free relationships.
●  Ensure that wherever possible every effort will be made to establish effective        working relationships with parents and colleagues from other agencies
●  Ensure that we comply with all statutory guidance relating to the Prevent Duty
●  Ensure that staff understand their duty to safeguard pupils against Female Genital        Mutilation (Working Together to Safeguard Children 2018).


3.    Scope3.1.  In line with the law, this policy defines a child as anyone under the age of 18 years, but      in the case of SEN (Special Education Needs) it is up to 25 years of age.

3.2.  This policy applies to all members of staff in our school, including all permanent,       temporary and support staff, governors, volunteers, contractors and external service or      activity providers.

3.3.  This policy applies to all learners in this school.

4.    The Legal Framework

4.1.  Section 175 of the Education Act 2002 places a duty on governing bodies of         maintained schools and further education institutions (including sixth-form colleges) to      make arrangements for ensuring that their functions relating to the conduct of the      school are exercised with a view to safeguarding and promoting the welfare of children      who are pupils at the school.

Section 157 of the same Act places a similar duty on non-maintained and independent      schools, including free schools and academies.

4.2.  Under section 10 of the Children Act 2004, all maintained schools, further education      colleges and independent schools, including free schools and academies, are required      to cooperate with the local authority to improve the well-being of children in the local      authority area.

4.3.  This policy has been developed in accordance with the following statutory guidance      and local safeguarding procedures:

●  Working Together to Safeguard Children: A Guide to Inter-Agency Working to        Safeguard and Promote the Welfare of Children, July 2018
●  Keeping Children Safe in Education: Statutory Guidance for Schools and Colleges,        September 2022.

4.4.  This policy should be considered alongside other related school policies. These are:
●  Health and Safety
●  Whistleblowing
●  Anti-Bullying
●  Behaviour Policy


5.    Working Together5.1.  Whilst local authorities play a lead role, safeguarding children and protecting them      from harm is everyone’s responsibility. “Everyone who comes into contact with      children and families has a role to play” – Working Together to Safeguard Children     2018.

5.2.  All staff, including support and lunchtime cover, are aware of the key staff to speak to      in relation to safeguarding concerns. Children know to tell an adult, and information is      then passed on to the DSL or supporting officers.

5.3.  Where it is believed that a child is suffering from, or is at risk of, significant harm, we      will follow the procedures set out by the local authority . The Designated Safeguarding      Lead (DSL) or Safeguarding Officer will contact the relevant village head and/or the      LADO, to discuss the concern and get advice about next steps. In an emergency the      DSL or Safeguarding Officer will contact the police.

5.4.  Where the level of concern does not identify a child protection issue, but where      safeguarding concerns are identified, the DSL or Safeguarding Officer will          contact the Safeguarding Children in Education team for advice.

5.5.  Where the level of concern does not identify a safeguarding issue, but could lead to      more serious concerns if left, staff must follow the guidance of the local Social         Services Department (SSD). This may involve signposting to or involving more      appropriate agencies for support and may involve the school in acting as lead agency      in a TAF. This is a voluntary process where families agree to work with representatives      with relevant agencies to work through their difficulties. These agencies could include:      housing, health, probation, and young people’s services, as well as education. Good      practice would be for the family to be involved in choosing the agency who leads the      SSD process.

5.6.  Early Help and Prevention – Identification of the need for early help and support for      children and families is vital. All staff are aware they can signpost or refer parents      to outside organisations or individuals we have on a local directory for early help and      support with a variety of issues including: managing children’s behaviour.

5.7.  Staff are trained to identify children and young people who show signs of needing      support with their emotional well-being and mental health. These concerns would      be discussed with parents and, where appropriate, the child would be referred by      school to an appropriate agency.


     Safeguarding Briefing for all new staff, volunteers and students. Staff are signposted to      relevant, up-to-date Safeguarding & Child Protection documents which contain      detailed information about these issues.

5.8.  Staff are kept informed about safeguarding procedures by staff meetings, specific      training etc. and are required to keep up to date with all changes in safeguarding      legislation and procedures. All staff are aware of possible indicators for         different forms of abuse and neglect and the signs and symptoms. This is also referred     to as part of the

Safeguarding Briefing for all new staff, volunteers and students. Staff are signposted to      relevant, up-to-date Safeguarding & Child Protection documents which contain      detailed information about these issues.

5.9.  HISV will ensure that other adults in school know to consult with the Head/DSL where      there are safeguarding or child protection concerns. This is ensured through knowledge      dissemination sessions and follow up by the safeguarding officers.

5.10.  Parents of children in the school will be informed of the school’s duties and          responsibilities in relation to Safeguarding and Child Protection procedures by access      to the Safeguarding Children Policy, which is available in the staff rooms, and on the      school’s drive and website.

5.11.  Pupil Information – We recognise the importance of keeping up-to-date and accurate      information about pupils. We will regularly ask all parents/carers to provide us with      thefollowing information and to notify us of any changes that occur:
●  Names and contact details of persons with whom the child normally lives
●  Names and contact details of all persons with parental responsibility
●  Emergency contact details
●  Details of any persons authorised to collect the child from school (if different from        above)
●  Any relevant court orders in place, including those which affect any person’s access        to the child (e.g. Residence Order, Contact Order, Care Order, Injunctions etc.)
●  Name and contact details of G.P.
●  Any other factors which may impact on the safety and welfare of the child.

5.12.  Confidentiality – Information about pupils given to us by the children themselves,     their parents or carers, or by other agencies will remain confidential. Staff will be given     relevant information only on a “need to know” basis in order to support the child if that     is necessary and appropriate. We are, however, under a duty to share any information     which is of a child protection nature.



    We understand that this is in the best interests of the child and overrides any other     duties we have regarding confidentiality and information sharing. We have a duty to     keep any records which relate to child protection work undertaken by us or our partner     agencies and to ensure that these are kept apart from the main pupil record, stored     securely and only accessible to key members of staff. We also have a duty to send     copies of these records to any school to which the pupil transfers.

6.    Hiring of Staff

6.1.  DBS or relevant national background checks are carried out for all employees who are      offered a position at HISV.
We also check with the local authorities regarding overseas hires just in case there      have been prior issues unbeknown to us.
We currently do not have volunteers working in our school. If in the event that we do,      they will only be involved in unregulated activities and will not be required to undergo      a DBS.
The school management have all undergone DBS checks. In the future, any new      manager will undergo an advanced DBS as outlined in Section 128 of Keeping         Children Safe in Education 2022.

6.2.   References
·  We do not accept open references: e.g. to whom it may concern
·  We do not rely on applicants to obtain their reference
·  We work to ensure electronic references originate from a legitimate source
·  A candidate’s identity is verified by their passport.

6.3.   Vetting checks
·  A candidate’s identity is verified by their passport.
·  For potential staff, who will be engaging in regulated activity relating to children,         an enhanced DBS check which includes children’s barred list information,         will be required. While this is accessible from the UK, it depends on the laws of         other countries as to the level and contents of the check.
We require a DBS check from the 2 most recent countries of employment as well as     from their home country if this is not included.
·  This must be received before the person begins working.
·  applicant must show the original paper DBS certificate to the school.


    When assessing any disclosure information on a DBS certificate, we will take into     consideration the explanation from the applicant, including for example:
o  the seriousness of any offence and relevance to the post applied for,
o  how long ago the offence occurred,
o  whether it was a one-off incident or a history of incidents,
o  the circumstances around the incident, and
o  whether the individual accepted responsibility for their actions.

6.4.   Single Central Record
We record and retain this information in our Single Central Record.

7.    Specific Issues and Vulnerabilities

7.1.  Abuse and neglect are forms of maltreatment of a child/young person. A child/young     person is abused or neglected when harm is inflicted on them or when there is failure     to prevent harm by their carer.
Abuse of a child/young person can occur in the family or in an institution or          community setting, by those known to them or, more rarely, by others, e.g. via the      internet. They can be abused by an adult or adults, or by a child or children. There are     four categories of abuse (Working Together to Safeguard Children, HM Gov 2018).

7.2.  Physical Abuse – Physical abuse may involve hitting, shaking, throwing, poisoning,     burning or scalding, drowning, suffocating, or otherwise causing physical harm to a     child/young person. Physical harm may also be caused when a parent or carer          fabricates the symptoms of, or deliberately induces, illness in a child/young person.     Harm can also occur due to practices linked to faith and culture, e.g. Female Genital     Mutilation (FGM).

7.3.  Emotional Abuse – Emotional abuse is the persistent emotional maltreatment of a     child/young person such as to cause severe and persistent adverse effects on the     child/young person’s emotional development.

It may involve conveying to children 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 the 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 capacity, as     well as overprotection and limitation of exploration and learning, or preventing the     child participating in normal social interaction. It may involve seeing or hearing the ill     treatment of another. It may involve serious bullying (including cyber bullying),     causing children/young people frequently to feel frightened or in danger, or the     exploitation or corruption of children/young people. Some level of emotional abuse is     involved in all types of maltreatment of a child/young person, though it may occur     alone.

7.4.  Sexual Abuse – 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 penetrative (e.g. rape     or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and     touching outside of clothing.

They may include non-contact activities, such as involving children in looking at, or in     the production of, pornographic sexual images, watching sexual activities, encouraging     children to behave in sexually inappropriate ways, or grooming a child in preparation     for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult     males; women can also commit acts of sexual abuse, as can other children.

7.5.  Neglect – Neglect is the persistent failure to meet a child/young person’s basic     physical and/or psychological needs, likely to result in the serious impairment of the     child/young person’s development.

Neglect may occur during pregnancy (e.g. as a result of maternal substance abuse,     maternal mental ill health or learning difficulties, or a cluster of such issues). Where     there is domestic abuse and violence towards a caregiver, the needs of the child may be     neglected. 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/young person from physical and emotional harm or danger,
●  Ensure adequate supervision (including the use of inadequate caregivers), and/or
●  Ensure access to appropriate medical care or treatment.
●  This may also include neglect of, or unresponsiveness to, a child/young person’s        basic emotional needs.


7.6.  Additional Information – Traditionally, the above four categories of child abuse have     been recognised in literature; however, more recently, the categories of child abuse     have been extended by some experts, for example the NSPCC describes 12 categories     of child abuse as:

●  Domestic abuse – witnessing domestic abuse is child abuse, and teenagers can        suffer domestic abuse in their relationships.
●  Sexual abuse– a child is sexually abused when they are forced or persuaded to take        part in sexual activities. This doesn’t have to be physical contact, and it can happen        online.
●  Neglect – an ongoing failure to meet a child’s basic needs. It’s dangerous and        children can suffer serious and long-term harm.
●  Online abuse – any type of abuse that happens on the Web, whether through social        networks, playing online games or using mobile phones.
●  Physical abuse – deliberately hurting a child causing injuries such as bruises,        broken bones, burns or cuts.
●  Emotional abuse – children who are emotionally abused suffer emotional        maltreatment or neglect. It’s sometimes called psychological abuse and             can cause children serious harm.
●  Child Sexual Exploitation – a type of sexual abuse in which children are sexually        exploited for money, power or status.
●  Female Genital Mutilation – the partial or total removal of external female        genitalia for non-medical reasons.
●  Bullying and cyberbullying – bullying can happen anywhere – at school, at home        or online. It’s usually repeated over a long period of time and can hurt a child both        physically and emotionally.
●  Child trafficking – a type of abuse where children are recruited, moved or        transported, and then exploited, forced to work or sold.
●   Grooming – children and young people can be groomed online or in the real        world, by a stranger or by someone they know – for example a family member,        friend or professional.
●  Harmful sexual behaviour – children and young people who develop harmful        sexual behaviour harm themselves and others.

7.7.  Working Together to Safeguard Children 2018 states that “safeguarding and promoting     the welfare of children” means the process of:


    ●  Protecting children from maltreatment (i.e. abuse or neglect).
●  Preventing impairment of children’s health and development.
●  Ensuring that children are growing up in circumstances consistent with the        provision of safe and effective care.
●  Undertaking that role so as to enable children to have optimum life chances        and to enter adulthood successfully.7.8.  “Child Protection” is part of safeguarding and promoting welfare. The term “child     protection” refers to the activity which is undertaken to protect specific children who     are suffering, or at risk of suffering, significant harm.

8.    Roles and Responsibilities
8.1.  School Managers’/Head Teachers’ responsibilities include:
●  Communicating clearly the school’s safeguarding policy and procedures to all        members of the school community by conducting annual meetings and informing        new parents.
●  Reporting to the Governing Body regularly regarding the effectiveness of        safeguarding and implementation of related policies.
●  Ensuring safe recruitment practice is followed when recruiting for posts.
●  Ensuring appropriate action is taken when an allegation is made against a member        of staff.
●  Ensuring all appropriate checks are made in relation to all staff, volunteers and        visitors. (see section 6 for more information.).
●  Ensuring that all staff are made aware of their roles and responsibilities in relation        to this policy.
●  Ensuring that all staff have read the policy and are aware of what actions they need        to take.

●  Identifying and providing any additional training and support needs required by        staff to enable them to perform their duties as defined in this policy.
●  Monitoring periodically, staff awareness of their roles in relation to this policy.
●  Following other appropriate local authority procedures, simultaneously where        necessary e.g. disciplinary procedures, complaints and incident reporting.
●  Ensuring all staff receive adequate safeguarding supervision considering the        vulnerabilities and risks for children.


8.2.  Designated Safeguarding Lead (& Deputy) responsibilities include:
●  Ensuring all staff are aware of the DSL and deputy contact details and acting as a        point of contact.
●  Referring cases of suspected abuse to the local authority children’s social care as        required.
●  Supporting staff who make referrals to local authority children’s social care.
●  Keeping detailed, accurate, secure written records of concerns and referrals.
●  Being familiar with relevant data protection legislation and regulations, especially        the General Data Protection Regulation of Lao PDR.
●  Referring cases to the Channel programme where there is a radicalisation concern        as required.
●  Supporting staff who make referrals to the Channel programme.
●  Referring cases where a person is dismissed or left due to risk/harm to a child to the        Disclosure and Barring Service as required.
●  Referring cases where a crime may have been committed to the police as required.
●  Liaising with the headteacher or principal to inform of issues – especially ongoing        enquiries under section 47 of the Children Act 1989 and police investigations.
●  As required, liaising with the designated officer(s) at the local authority for child        protection concerns in cases which concern a staff member.
●  Liaising with staff (especially pastoral support staff, school nurses, IT technicians,        and SENCOs, or the named person with oversight for SEN) on matters of safety        and safeguarding (including online and digital safety) and, when deciding whether        to make a referral, liaising with relevant agencies.
●  Acting as a source of support, advice and expertise for all staff.
●  Understanding the assessment process for providing early help and statutory        intervention, including local criteria for action and SSD children’s social care        referral arrangements.
●  Having a working knowledge of how local authorities conduct a child protection        case conference and a child protection review conference and being able to attend        and contribute to these effectively when required to do so.
●  Ensuring each member of staff has access to, and understands, the school’s or        college’s child protection policy and procedures, especially new and part-time staff
●  Are alert to the specific needs of children in need, those with special educational        needs and young carers.8.3.  Individual responsibilities include:
●  All staff should actively safeguard and promote the welfare of children.


    ●  All staff need to understand their role in identifying emerging problems and to        share information with other professionals to support early identification and        assessment.
●  All staff should know the Designated and Deputy Safeguarding Lead’s name and        contact details including telephone numbers and email.
●  All staff should, in particular, be alert to the potential need for early help for a child        who is disabled and has specific additional needs; has special educational needs; is        a young carer; is showing signs of engaging in antisocial or criminal behaviour; is        in a family circumstance presenting challenges for the child, such as substance        abuse, adult mental health problems and domestic violence; has returned home to        their family from care; and/or is showing early signs of abuse and/or neglect.
●  All staff will attend all relevant training and development provided by HISV and be        aware of all their responsibilities in line with Keeping Children Safe in Education        2022.
●  Concerns that children are at risk of, or suffering from, child abuse or neglect must        be discussed with a senior member of staff. Reasons for the concern and actions        taken should be documented in the child’s enrolment records.
●  Any decisions taken not to share information with other agencies regarding a child        potentially experiencing harm or neglect should be clearly documented in the        child’s enrolment records.
●  All staff should seek safeguarding supervision when they have concerns for        vulnerabilities and risks to children.
●  Professionals working in universal services have a responsibility to identify the        symptoms and triggers of abuse and neglect, to share that information and work        together to provide children and young people with the help they need (Working        Together, 2018).
●  What should you do if you are worried about a child? –
Do not minimise your concerns or assume someone else will do something. Do        discuss your concerns with your DSL or Headmaster.
If necessary, consult a member of the relevant SSD’s Safeguarding Children Team.8.4.  The Governing Body responsibilities include:
●  Receiving any allegations made against the Headmaster.
●  Holding the Headmaster to account for implementation of this policy.
●  Assessing the impact of this policy in keeping children safe.
●  Contributing any local, contextual information that may support children’s safety        and welfare.


    ●  Appointing a nominated governor to liaise with the Headmaster and DSL on        safeguarding issues.
●  Receiving and considering regular reports from the Headmaster about the        effectiveness of Safeguarding and Child Protection at the school.
●  Reviewing training to ensure that staff have the skills, knowledge and            understanding necessary to keep all children safe.
●  Regularly reviewing this policy, ensuring it complies with all law, regulation and        good practice.
●  Ensuring all Governors are familiar with Keeping Children Safe in Education 2022.9.    Early Intervention
9.1.  Attendance
HISV staff are aware that a pupil’s unexplained absence from school could mean that     they are at risk from harm.
●  We will always report an unexplained absence of a child with a Child Protection        Plan or a Child in Need plan to the LADO within two days.
●  We will always seek to clarify the reason for a child’s absence from school with the        child’s parent or carer as soon as is practicable on the first day.
●  We will always report a continued absence that we have not been notified about by        the parent or carer to the Village Chief if we have been unable to confirm the        reasons for absence.
●  We will always report to DSL the name of any child who has been newly registered        to attend our school but does not arrive on the expected day.
●  We will always report to the Village Chief the continued absence of a child known        or thought to have been taken overseas if the child does not return to school on the        expected return date.

9.2.  Pupil Behaviour
HISV will always aim to maintain a safe and calm environment by expecting good     behaviour from our pupils in line with our behaviour policy. We are aware that any     physical response from a member of staff to a pupil’s poor behaviour could lead to a     child protection concern being raised by the child or parent/caregiver.
●  No member of staff will use force when dealing with a pupil’s breach of our        behaviour policy unless the potential consequences of not physically intervening        are sufficiently serious to justify such action.
●  We will always record any occasion when physical intervention has been necessary.


    ●  We will always notify parents or carers of any such incident.10.  Responding to Concerns from a Child
10.1.  All staff must:

●  Listen to what the child is saying without interruption and without asking leading        questions.
●  Respect the child’s right to privacy but not promise confidentiality.
●  Reassure the child that they have done the right thing in telling.
●  Explain to the child that, in order to keep them safe from harm, the information that        has been shared must be passed on.
●  Report what has been disclosed to the DSL in the school.
●  Record, as soon as is practical, what was said using the child’s actual words.
●  Sign and date the record and record the concern in the child’s enrolment file.

10.2.  The DSL will:
●  Assess any urgent medical needs of the child.
●  Consider whether the child has suffered, or is likely to suffer, significant harm.
●  Check whether the child is currently subject to a Child Protection Plan or has been        previously subject to a CPP, or a Child in Need plan. The only way we can do this        is by contacting previous schools and/or the relevant village chief.
●  Confirm whether any previous concerns have been raised by staff.
●  Consider whether the matter should be discussed with the child’s parents or carers        or whether to do so may put the child at further risk of harm because of delay or the        parent’s possible actions or reactions.
●  Seek advice from the LADO if unsure that a child protection referral should be        made.

11.   Allegations Against Members of Staff         (Whistleblowing)

11.1.  Any allegation of abuse made against a member of staff (including supply teachers,     support staff and volunteers) in relation to a pupil must immediately be brought to the     attention of the Headmaster and, where appropriate, the supporting officers. The     Headmaster will act in a coordinating role.


11.2.  Should the Headmaster be the subject of the allegation, the DSL or other lead person     will immediately report to the Chair of Governors to establish the nature, content and     context of the allegation” and agree the appropriate course of action. In some cases,     allegations may be so serious that they will require immediate intervention by the     police and/or the LADO.11.3.  If the allegation against a member of staff (including supply teachers, support staff and     volunteers) meets any of the following criteria, the Headmaster (or other lead person)     must report it to the LADO the same day:

●  They have behaved in a way that has harmed a child, or may have harmed a child.
●  They possibly committed a criminal offence against or related to a child.
●  They have behaved towards a child or children in a way that indicates they may         pose a risk of harm to children.
●  They’ve behaved towards a child or children in a way that indicates he/she is        unsuitable to work with children.

11.4.  For other allegations, the Headmaster and DSL will decide if further enquiries are     required prior to referral to the LADO.

11.5.  Where the Headmaster considers that a referral may be warranted under Child     Protection Procedures and an allegation appears to meet the criteria, the Headmaster     will inform the LADO who can consult the police and children’s social care           professionals as appropriate.

11.6.  The LADO should also be informed of any allegations that are made directly to the     police or to children’s social care.

11.7.  All alleged physical injuries must be investigated by the appropriate external agencies.

12.  Procedures
12.1.  There are four key steps to follow to help all staff identify and respond appropriately to
possible abuse and/or neglect.


    ●  If an incident occurs or is suspected, all staff should take personal responsibility for        reporting the allegation and not assume that somebody else will take action/share        information that might be critical in keeping children safe.
●  The DSL or deputy DSL must be informed of the allegation, who will report this to        the Headmaster or, if the allegation is against the Headmaster, to the remaining        members of the Governing body.
●  The DSL will ensure the allegation is acted on within the school day.
●  It may not always be appropriate to go through all four stages sequentially. If a        child is in immediate danger or is at risk of harm, staff should refer to children’s        social care and/or the police and inform the DSL. Before doing so, staff should try        to establish the basic facts. However, it will be the role of social workers and the        police to investigate cases and make a judgement on whether there should be a        statutory intervention and/or a criminal investigation.
●  Staff should record, in writing, all concerns and discussions about a child’s welfare,        the decisions made and the reasons for those decisions.


13.  Monitoring and Reviewing
13.1.  The DSL will continually monitor HISV’s child protection and safeguarding practices     and bring to the notice of the Headmaster and Governors any weaknesses, deficiencies     or required changes.13.2.  The Governing Body has a duty to remedy any weaknesses that are identified.

13.3.  The DSL will submit an annual report to the Governors outlining the child protection     and safeguarding work undertaken by HISV during the year.

13.4.  The Governors, Headmaster and Designated Staff will work together on any aspect of     Safeguarding and Child Protection that is identified as an area for development over     the coming year.

13.5.  The Policy will be reviewed annually with the Governors’ approval.
The next review is due to take place in August 2024.