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Sacred Heart Safe Guarding Policy



In line with our Mission Statement, we are committed to safeguarding and promoting the welfare of our children.  Ensuring that all pupils, staff and visitors are safe at all times.  Safeguarding children – the action we take to promote the welfare of children and protect them from hard – is everyone’s responsibility.  Everyone who comes into contact with children and families has a role to play.

At Sacred Heart Catholic Primary School we aim to provide the best possible learning opportunities by having pleasant, healthy and safe environment that caters for and respects all our children’s physical, emotional and spiritual needs.  In safeguarding children we are committed to ensuring that:

  • The child’s needs are paramount;
  • All professionals who come into contact with children and families are alert to their needs and any risks of harm (actual or potential) posed to the children;
  • All professionals share appropriate information in a timely way and can discuss concerns about an individual child with colleagues and local authority children’s social care;
  • High quality professionals are able to use their expert judgement to put the child’s needs at the heart of the safeguarding system so that the right solution can be found for each individual child;
  • All professionals contribute to whatever actions are needed to safeguard and promote a child’s welfare and take part in regularly reviewing the outcomes for the child against specific plans and outcomes;
  • All safeguarding/child protection policies and procedures follow the Warrington Local Safeguarding Children Board’s (WSCB) guidance and DfE guidance (Working Together to Safeguard Children 2013; Keeping Children Safe in Education, 2014)


This policy was written in consultation with school staff, governors, LA guidance and DFE guidance.



This policy is related to the following policies and Guidance documents:

Child Protection Policy and Procedure

Keeping children safe in education


Behaviour Policy

Safe recruitment and vetting policy


Anti-bullying Policy

Dealing with allegations of abuse against teachers and other staff (DfE guidance)

Inclusion Policy

Whistleblowing Policy


Attendance Policy

Drug, alcohol and substance misuse Policy


E-Safety Policy

Health and Safety Policy


Acceptable Use Policy

Complaints Procedure


School Security Systems

Disciplinary Procedure


Risk Assessments

Visitors Policy


Single Equality Policy and Scheme

All staff Handbooks


PHSE Policy and curriculum

Critical Incident Plans


Sex and Relationships Education Policy






Ofsted adopts the definition of safeguarding used in the Children Act 2004, and in the government guidance document Working together to safeguard children 2013.

This can be summarised as:

  • Protecting children and young people from maltreatment.
  • Preventing impairment of children and young people’s health or development.
  • Ensuring that children and young people are growing up in circumstances consistent with the provision of safe and effective care.
  • Taking action to enable all children to have the best outcomes.

Effective safeguarding should be underpinned by two key principles:

  • Safeguarding is everyone’s responsibility:
  • A child-centred approach




Designated Senior Person for Children Protection: Colleen Everett (Headteacher)

Deputy Designated Senior Persons: John Harris (Deputy Headteacher) Gaynor Froggatt (Pastoral Manager)


The Headteacher / Designated Senior Person for Child Protection is responsible for:

  • Ensuring we have a designated teacher for child protection who has received appropriate training and support for this role.
  • Ensuring we have a nominated governor responsible for child protection.
  • Ensuring every member of staff, volunteer and governor knows the name of the designated teacher responsible for child protection and their role.
  • Ensuring that the school has appropriate recruitment and selection procedures in place which comply with all current guidance and legislation relating to the safeguarding of our children, and that these procedures are adhered to and monitored.
  • Ensuring all staff, including temporary staff, and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated teacher responsible for child protection and are trained on this annually.
  • Ensuring that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus.
  • Supporting the class teachers in planning early intervention for vulnerable pupils, including Common Assessment Framework (CAF) assessments as appropriate.
  • Notifying social services if there is an unexplained absence of more than two days of a pupil who is on the child protection register.
  • Developing effective links with relevant agencies and co-operating as required with their enquiries regarding child protection matters including attendance at case conferences.
  • Keeping written records of concerns about children, even where there is no need to refer the matter immediately.
  • Ensuring all records are kept securely, separate from the main pupil file, and in locked locations.
  • Developing and then following Local Authority procedures where an allegation is made against a member of staff or volunteer and informing the Local Authority Designated Officer (LADO).
  • Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children.
  • Taking appropriate steps to ensure that parents/carers are made aware of this policy by informing parents that the policy is available on the school website or on request from the school.
  • Raising awareness of child protection issues and equipping children with the skills needed to keep them safe as part of the curriculum and beyond.
  • Liaising with other agencies that support the pupil such as social services, Child and Adult Mental Health Service, education welfare service and educational psychology service.
  • Ensuring that, where a pupil on the child protection register leaves, their information is transferred to the new school immediately and that the child's social worker is informed.
  • Completing the annual self-assessment audit produced by WSCB and the Education Safeguarding Team.
  • Monitoring any instances of extremism (See Appendix 5)
  • Raising and maintaining awareness of the impact of Female Genital Mutilation and look for signs that this may occur. (See Appendix 2)
  • Being vigilant about child sexual exploitation and pass on any concerns to the CSE team. (See Appendix 3 and 4)
  • Being vigilant around the use of the internet by our pupils and the potential for on-line bullying and/or exploitation. (see also Internet Safety Policy).
  • Reporting to the LA any reported or suspected incidents of Domestic Violence.
  • Maintain an overview of all children about whom there are concerns ie subject to a Child Protection Plan, Child in Need Plan, Looked After Child, or there is a concern file. These cases are discussed at a weekly Welfare and Wellbeing Meeting with Safeguarding Team.


The Safeguarding Children Governor (Anne Preston) is responsible for:

  • Ensuring that an annual item is placed on the governors’ agenda to report changes to this policy/procedures, training undertaken by staff and governors, the number of incidents/cases (without names or details) and the place of child protection in the school’s curriculum. This must be part of governing body minutes.
  • Overseeing of procedures relating to allegations against staff, including the headteacher.
  • Ensuring that policies and procedures are in place and are consistent with Local Authority Guidance and Policy and Warrington Safeguarding Children Board (WSCB) procedures.
  • Support the Designated Senior Person/Headteacher in completing the annual self-assessment audit produced by WSCB and the Education Safeguarding Team.

The Chair of Governors is responsible for taking action according to LA procedures where there are allegations against the headteacher.

All staff are responsible for:

  • Raising concerns about vulnerable, or potentially vulnerable pupils with the Designated Senior Person so that early intervention can be put into place, including a CAF assessment where appropriate.
  • Implementing procedures for identifying and reporting cases, or suspected cases, of abuse directly to the Designated Person immediately, without consultation with anybody else. If the concern is about the Designated Person, advice should be sought from the Deputy Headteacher or Chair of Governors.
  • Supporting pupils who have been abused in accordance with his/her agreed child protection plan.
  • Establishing a safe environment in which children can learn and develop.
  • Establishing and maintaining an environment where children feel secure, are encouraged to talk, and are listened to.
  • Ensuring children know that there are adults in the school whom they can approach if they are worried.
  • Including opportunities in the PSHE curriculum for children to develop the skills they need to recognise and stay safe from abuse.



We recognise that children who are abused or witness violence may find it difficult to develop a sense of self worth. They may feel helplessness, humiliation and some sense of blame. The school may be the only stable, secure and predictable element in the lives of children at risk. When at school their behaviour may be challenging and defiant or they may be withdrawn.

Staff will endeavour to support the pupil through:

  • The content of the curriculum.
  • The school ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued.
  • The school behaviour policy which is aimed at supporting vulnerable pupils in the school.  The school will ensure that the pupil knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred.



Allegations of abuse made against staff will be investigated according to procedures outlined in the DfE guidance “Dealing with allegations of abuse against teachers and other staff” and school policy.  A confidential record of the outcome of the investigation and any action taken as a result will be retained and a copy given to the member of staff.


Safeguarding children policy and procedures in the school will be an annual agenda item on full governing body meetings.  The safeguarding children governor will meet with the headteacher in order to monitor safeguarding procedures using the self-assessment audit tool produced by WSCB and The Education Safeguarding Team.  Findings will be reported to the Safeguarding and Pupil wellbeing committee. Other indicators that will be used to whether we are being successful are:

  • Attendance rates
  • Number of child protection incidents at the school
  • Number of bullying incidents at the school.
  • Number of complaints of bullying made by parents
  • Number of pupil exclusions and reasons for them
  • Number and type of accidents in school
  • Pupils' views – questionnaires, school council.
  • Parents' views – questionnaires, Question Time.
  • Staff views
  • Governors' views from visits to school and other contacts
  • Whether there are any trends in these indicators
  • Whether there are any differences in these indicators:
    • by year group or key stage in the school
    • by subject/curriculum area
    • for boys and girls
    • for pupils from different ethnic backgrounds
    • for children in care
    • for children with learning difficulties
    • for children with disabilities
    • for gifted and talented children.


All members of staff, volunteers and governors will know how to respond to a pupil who discloses abuse, or where others raise concerns about them and will be familiar with the procedures to be followed.

If a child chooses to tell a member of staff about alleged abuse, there are a number of actions that staff will undertake to support the child:


  • The key facts will be established in language that the child understands and the child’s words will be used in clarifying/expanding what has been said.
  • No promises will be made to the child e.g. to keep secrets.
  • Staff will stay calm and be available to listen
  • Staff will actively listen with the utmost care to what the child is saying.
  • Question normally without pressuring and only using open questions.
  • Staff will not put words in the child’s mouth but note the main points carefully.
  • A full written record will be kept by the staff duly signed and dated, including the time the conversation with the child took place, outline what was said, comment on the child’s body language, etc.
  • It is not appropriate for staff to make children write statements about abuse that may have happened.
  • Staff will reassure the child and let them know that they were right to inform them and inform the child that this information will now have to pass on.
  • The Senior Designated Person will be informed immediately, unless the disclosure has been made to them.





We recognise that all matters relating to child protection are confidential; however, a member of staff must never guarantee confidentiality to a pupil.


Where there is a child protection concern it will be passed immediately to the Senior Designated Person and/or to Children’s Social Care.


The headteacher or Designated Senior Person will disclose personal information about a pupil to other members of staff, including the level of involvement of other agencies, only on a “need to know” basis.


All staff must be aware that they have a professional responsibility to share information with agencies in order to safeguard children.





Any concerns about a child will be recorded in writing within 24 hours. All records will provide a factual and evidence based account and there will be accurate recording of any actions. Records will be signed, dated and, where appropriate, witnessed.


At no time should an individual teacher/member of staff or school be asked to or consider taking photographic evidence of any injuries or marks to the child’s person, this type of behaviour could lead to the staff member being taken into managing allegations procedures. The body map should be used in accordance with recording guidance. Any concerns should be reported and recorded without delay to the appropriate safeguarding service.


A chronology will be kept in the main school file prior to the commencement of a concern file. Staff, particularly the pastoral manager, will record any minor incidents on the chronology and will take responsibility for alerting the designated person should the number of concerns rise or, in their professional judgement, become significant.


At the point at which a concern file is commenced then the chronology can be transferred to the concern file.


Safeguarding, child protection and welfare concerns will be recorded and kept in a separate source file known as a “Safeguarding Incidents” file, which will be securely stored in the Pastoral Managers office. The main pupil file will have a red C in the index to donate a separate file exists.


Files will be available for external scrutiny for example by a regulatory agency or because of a serious case review or audit.


The Safeguarding Incidents File


The establishment of a “Safeguarding Incidents” file, which is separate from the child’s main school file, is an important principle in terms of storing and collating information about children which relates to either a child protection or safeguarding concern or an accumulation of concerns about a child’s welfare which are outside of the usual range of concrens which relate to ordinary life events. It needs to be borne in mind that what constitutes a “concern” for one child may not be a “concern” for another and the particular child’s circumstances and needs will differ ie a child subject to a child protection plan, looked after child, Child in Need may be looked at differently to a child recently bereaved, parental health issues etc. Professional judgement will therefore be an important factor when making this decision and will need clear links between pastoral staff and designated safeguarding leads in school.


A “Safeguarding Incident” file should be commenced in the event of

  • A referral to MARF/Children’s Social Services
  • A number of minor concerns on the child’s school file
  • Any child open to Social Care


The school will keep written records of concern about children even where there is no need to refer the matter to Children Social Care (or similar) immediately but these records will be kept within the separate safeguarding incidents file.


Records will be kept up to date and reviewed by SDP to evidence and support actions taken by staff in discharging safeguarding arrangements. Original notes will be retained as this is a contemporaneous account; they may be important in any criminal proceedings arising from current or historical allegations of abuse or neglect.


The safeguarding incidents file can be active or non-active in terms of monitoring ie. A child is no longer subject to a child protection plan and this level of activity can be recorded on the front sheet as a start and end date. If future concerns then arise it can be re-activated and indicated as such on the front sheet and on the chronology as new information arises.


If the child moves to another school, the safeguarding incidents will be sent or taken, as part of the admission/transition arrangements, to the SDP at the new school. There will be a timely liaison between each schools SDP to ensure a smooth and safe transition for the child.


Recording Practice


Timely and accurate recording will take place when there are any issues regarding a child. A recording of each and every episode/incident/concern/activity regarding that child, including telephone calls to other professionals, needs to be recorded on the chronology kept within the confidential file for the child. This will include any contact from other agencies who may wish to discuss concerns relating to a child. Actions will be agreed and roles and responsibility of each agency will be clarified and outcomes recorded. The chronology will be brief and log activity; the full recording will be on the record of concern.


More detailed recording on the record of concern sheet will be signed and dated and include an analysis, taking account of the holistic needs of the child, and any historical information held on the child’s file. Support and advice will be sought from social care, or early help whenever necessary. In this way a picture can emerge and this will assist in promoting an evidence based assessment and determining any action that needs to be taken. This may include no further action, whether a CAF should be undertaken, or whether a referral should be made to Children’s Social Care.


Such robust practice across child protection and in safeguarding and promoting the welfare of children will assist the school in early identification of any concerns which may prevent future harm.


The SDP will have a systematic means of monitoring children known or thought to be at risk of harm through the Safeguarding Incidents File and an ongoing dialogue with the Pastoral Manager. They will ensure contribution to assessments of need and support multi-agency plans for those children.


Appendix 1   - Female Genital Mutilation (FGM)


A definition of female genital mutilation

FGM comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs for non-medical reasons. It has no health benefits and harms girls and women in many ways. It involves removing and damaging healthy and normal female genital tissue, and hence interferes with the natural function of girls’ and women’s bodies. The practice causes severe pain and has several immediate and long-term health consequences, including difficulties in childbirth also causing dangers to the child. In England, Wales and Northern Ireland, the practice is illegal under the Female Genital Mutilation Act 2003.  Any person found guilty of an offence under the Female Genital Mutilation Act 2003 is liable to a maximum penalty of 14 years imprisonment or a fine, or both.


Specific factors that may heighten a girl’s or woman’s risk of being affected by FGM

There are a number of factors in addition to a girl’s or woman’s community or country of origin that could increase the risk that she will be subjected to FGM:

  • The position of the family and the level of integration within UK society – it is believed that communities less integrated into British society are more likely to carry out FGM
  • Any girl born to a woman who has been subjected to FGM must be considered to be at risk of FGM, as must other female children in the extended family.
  • Any girl who has a sister who has already undergone FGM must be considered to be at risk of FGM, as must other female children in the extended family.
  • Any girl withdrawn from Personal, Social and Health Education or Personal and Social Education may be at risk as a result of her parents wishing to keep her uninformed about her body and rights.


Indications that FGM may be about to take place soon

The age at which girls undergo FGM varies enormously according to the community. The procedure may be carried out when the girl is newborn, during childhood or adolescence, at marriage or during the first pregnancy. However, the majority of cases of FGM are thought to take place between the ages of 5 and 8 and therefore girls within that age bracket are at a higher risk. It is believed that FGM happens to British girls in the UK as well as overseas (often in the family’s country of origin). Girls of school age who are subjected to FGM overseas are thought to be taken abroad at the start of the school holidays, particularly in the summer holidays, in order for there to be sufficient time for her to recover before returning to her studies.


There can also be clearer signs when FGM is imminent: It may be possible that families will practise FGM in the UK when a female family elder is around, particularly when she is visiting from a country of origin.

  • The key issues
  • Risk factors
  • High risk absences
  • Symptoms
  • Long term health problems


How staff can make a difference

Girls who are threatened with, or have undergone FGM may withdraw from education, restricting their educational and person al development.  They may feel unable to go against the wishes of their parents and consequently may suffer emotionally.  Staff may become aware of a pupil because she appears anxious, depressed and/or emotionally withdrawn.  They may be prevented with a sudden decline in her performance, aspirations or motivation.  There may be occasions when a pupil comes to school but then absents herself from lessons, possibly spending prolonged periods in the toilets.

At Sacred Heart Catholic Primary School we aim to create an environment where pupils feel comfortable and safe to discuss the problems they are facing.  Pupils know they will be  listened to and their concerns taken seriously.  We will:

  • discuss issues around FGM
  • inform pupils where to find relevant information e.g. NSPCC's Helpline; Childline services;  Careline;  National Domestic Violence Helpline
  • raise awareness of FGM among staff
  • ensure the DSP is aware of the main issues around FGM
  • refer  pupils on to relevant agencies where appropriate



What to do when you are concerned that a pupil may be at risk of, or has undergone, FGM

Girls are most at risk from FGM during the long summer holiday, so staff should pay particular attention in the summer term and when girls return to school after the summer break.  Staff should ensure that if they have any concerns around a girl's potential subjection to FGM they should immediately inform the DSP or another member of the safeguarding team.   If the DSP suspects that the girl is at risk of FGM or has undergone FGM, or she has expressed fears of reprisals or violence, both the police and social care should be informed.


Staff should:

  • talk about FGM in a professional and sensitive manner;
  • explain that FGM is illegal in the UK and that they will be protected by the law;
  • recognise that FGM is child abuse and therefore a child's welfare is paramount.  Informing the police and social care may well go against the wishes of the child but MUST happen;
  • ensure that the girl is informed of the long term health consequences of FGM and encourage her to seek medical attention;
  • ensure that safeguarding and protection is considered for any other family members.


Staff should not:

  • treat any revelations merely as a domestic issue;
  • ignore what the girl has told them or ignore the need for immediate protection via a referral to the police and social care;
  • approach the girl's family either directly or by letter, phone, text or email.
  • attempt to try an investigate the allegations


What to do if a pupil stops attending school

If a school suspects that a pupil has been removed from, or prevented from, attending school as a result of FGM, a referral should be made to social care and the police.



Appendix 2


Guidance for tackling Forced Marriages

Schools are well placed to raise concerns and take action to prevent young people from being forced into marriage whilst on extended visits to their parents’ home country or that of extended family. While the majority of extended holidays or visits to family overseas are for valid reasons, this guidance aims to raise awareness amongst education professionals of children at risk of forced marriage.


What is forced marriage?

A forced marriage is a marriage in which one or both spouses do not or, (in the case of some adults with learning or physical disabilities, cannot) consent to the marriage but are coerced into it. Duress can include physical, psychological, financial, sexual and emotional pressure.


This is not the same as an arranged marriage. In arranged marriages, the families of both spouses take a leading role in arranging the marriage but the choice of whether or not to accept the arrangement remains with the prospective spouses.


Since June 2014 forcing someone to marry has become a criminal offence in England and Wales under the Anti-Social Behaviour, Crime and Policing Act 2014.


Who is at risk?

Research indicates that hundreds of people in the UK (particularly girls and young women) and some as young as 7 years old are forced into marriage each year.  Where the age was known, 15% of cases involved victims below 16 years, 25% involved victims aged 16-17, 33% involved victims aged 18-21, 15% involved victims aged 22-25, 7% involved victims aged 26-30, 3% involved victims aged 31+. 82% of cases involved female victims and 18% involved male victims.[1]


The key motives for forcing a child into marriage have been identified as:

  • Controlling unwanted behaviour and sexuality (including perceived promiscuity such as kissing or hand-holding, or being gay, lesbian, bisexual or transgender);
  • Controlling unwanted behaviour, for example, alcohol and drug use, wearing make-up or behaving in a ‘westernized manner’
  • Preventing ‘unsuitable’ relationships, e.g. outside the ethnic, cultural religious or caste group
  • Protecting ‘family honour’ or ‘izzat’
  • Rejecting a proposal of marriage
  • Responding to peer group or family pressure
  • Attempting to strengthen family links
  • Achieving financial gain
  • Ensuring land, property and wealth remain within the family
  • Protecting perceived cultural ideas
  • Protecting perceived religious ideals that are misguided
  • Ensuring care for a child or vulnerable adult with special needs when parents or existing carers are unable to fulfil that role
  • Assisting claims for residence and citizenship
  • Long-standing family commitments
















What can Schools & College do to tackle Forced Marriage?

  • Signposting where appropriate to further support and advice regarding forced marriage.
  • Displaying relevant information e.g. details of the NSPCC Helpline, Child Line, and appropriate local and national support groups on forced marriage.
  • Educating teachers and other staff about the issues surrounding forced marriage and the presenting symptoms – appropriate training should be included in continuing professional development (CPD).
  • Encouraging young people to access appropriate advice, information and support.


Managing Requests for Holidays/Extended Absence

When managing requests for absence, it is useful for school clusters to share a common absence request form which requests information on all siblings who attend other schools. Sometimes younger siblings tell teachers information that has a bearing on older members of the family so it is important that schools liaise with each other when considering requests for leave of absence during term-time.


Where head teachers require a meeting with parents to discuss applications for extended leave of absence during term time, this can provide an opportunity to gather important information.


When parents/carers make requests for extended holiday leave, consider whether the parents/carers are volunteering information on the following:

  • The precise location of where the pupil is going;
  • The purpose of the visit;
  • The child/children know and corroborate the purpose of the visit;
  • The return date and whether it is estimated or fixed.


Parents/carers may not always be able to provide a definite return date due to return flights being booked as last minute availability occurs. The circumstances triggering a trip may also necessitate a flexible return date.


You should also consider other historical factors such as:

  • persistent unexplained absence from school;
  • child not allowed to attend extra-curricular activities;
  • close supervision of child by family/carers;
  • maltreatment of siblings.


If a return date has been specified and a child has not returned to school, school must contact their Attendance Improvement Officer. In no circumstances should a school remove the student from the roll without first making enquiries about the child’s disappearance and referring the case to the police and Children’s Services as appropriate.


What to do if you suspect a student is being forced into marriage:

A child at risk of forced marriage or FGM may also be at risk of other forms of honour based abuse. Extreme caution should be taken in sharing information with any family members or those with influence within the community as this may alert them to your concerns and may place the student in danger.


The “one chance” rule:

Practitioners may only have one chance to speak to a potential victim of forced marriage and thus they may only have one chance to save a life. If a victim is allowed to walk out of the door without support being offered, that one chance might be wasted.


What you should do:

  1. Take the issue seriously and recognise the potential risk of harm to the victim.
  2. See them on their own in a private place where the conversation cannot be overheard.
  3. Gather as much information as possible about the victim – it may be the only opportunity.
  4. Remind of their rights i.e. that they have the right to enter into marriage with their full and free consent and the right to make decisions about their lives.
  5. Follow our child protection procedures and talk to the Senior Designated Professional without delay in order to get support from other agencies.
  6. The SDP should contact the Duty and Assessment Team and/or Education and Safeguarding Team


Do not:

  1. Send the victim away and dismiss the allegation of forced marriage as a domestic issue.
  2. Inform the victim’s family, friends or members of the community that the victim has sought help.
  3. Attempt to be a mediator.
  4. Involve an elder from the family, member of the community or member of professional organisation.


In cases of forced marriage, it is important that agencies do not actively initiate, encourage or facilitate family counselling, mediation, arbitration or reconciliation – whether offered by community councils, religious or professional groups. There have been cases of women being murdered by their families during mediation. Mediation can also place someone at risk of further emotional and physical abuse.

Text Box: If the parents are vague about plans for overseas trips or there are other concerns amongst staff, expert advice is available from:

The Forced Marriage Unit [FMU] ℡ 020 7008 0151

This service provides advice and guidance for British nationals being forced into marriage overseas. The Unit also provides expert advice to professionals, especially those confronted by it for the first time.

If a situation is urgent you should call 999


Further Guidance and references:

Please visit https://www.gov.uk/forced-marriage for further information practice guidelines and resources for professionals protecting, advising and supporting victims.


Multi-Agency Statutory Guidance for dealing with forced marriage 2014: Guidance is for all persons and bodies who exercise public function in relation to safeguarding and promoting the welfare of children and vulnerable adults.


Multi-Agency practice guidelines: Handling cases of forced marriage 2014: Step-by-step advice for frontline workers. This is essential reading for health professionals, educational staff, police, children’s social care, adult social services and local authority housing.


E- Learning for professionals: The Forced Marriage Unit has designed an e-learning training package to support professionals, including education, social and health care professionals, police officers, housing officers, the voluntary sector and others dealing with forced marriage in the course of their work.

Using real life case studies, the training gives professionals a basic understanding of the main issues surrounding forced marriage, how cases can present and how to respond appropriately. This tool complements the multi-agency practice guidelines for professionals and should be read alongside the training. You can access the tool on the Forced marriage eLearning website


But It’s Not Fair by Aneeta Prem is a fictional account of different perspectives on forced marriages that’s useful reading for school children and teachers. The publication is free and can be ordered from the FMU or downloaded.


Promoted by the FMU, the organisation http://www.freedomcharity.org.uk/ has produced a very clever app that offers help, assistance and instruction to children, friends of children, professionals with an interest and any other parties.


Forced Marriage: A Survivors Handbook – guidance and advice for victims or potential victims of forced marriage.


Marriage: it’s your choice: these are business-card sized and contain contact details for the FMU. They can be given to any potential victim. They are small enough to be placed in wallets/purses.

All schools can prominently display posters/ leaflets with guidance and contact information for those who are worried about forced marriage and FGM. A variety of resources can be accessed from Foreign & Commonwealth Office and Home Office pages: https://www.gov.uk/forced-marriage










Appendix 3


The Identification of children at risk of sexual exploitation

A recent inquiry undertaken by the Office of the Children’s Commissioner reported that at least 16,500 children were identified as being at risk of children sexual exploitation during one year. The same research also estimates that the actual numbers of children at risk of and suffering child sexual exploitation are much higher because professionals in the study did not always recognise and respond appropriately to the issue. Schools are well placed to prevent, identify and respond to children at risk of sexual exploitation. This guidance aims to raise the awareness of child sexual exploitation in order to support education professionals to identify and respond appropriately to pupils at risk. 


What is Child Sexual Exploitation?

The sexual exploitation of children and young people (CSE) under-18 is defined as that which:


‘involves exploitative situations, contexts and relationships where young people (or a third person or persons) receive ‘something’ (e.g. food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of them performing, and/or another or others performing on them, sexual activities.


Child sexual exploitation can occur through the use of technology without the child’s immediate recognition; for example being persuaded to post sexual images on the Internet/mobile phones without immediate payment or gain. In all cases, those exploiting the child/young person have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources. Violence, coercion and intimidation are common, involvement in exploitative relationships being characterised in the main by the child or young person’s limited availability of choice resulting from their social/economic and/or emotional vulnerability.’ (Department for Education, 2012)


Child sexual exploitation is a form of abuse which involves children (male and female, of different ethnic origins and of different ages) receiving something in exchange for sexual activity.


Who is at risk?

Child sexual exploitation can happen to any young person from any background. Although the research suggests that females are more vulnerable to CSE, boys and young men are also victims of this type of abuse.


The characteristics common to all victims of CSE are not those of age, ethnicity or gender, rather their powerlessness and vulnerability. Victims often do not recognise that they are being exploited because they will have been groomed by their abuser(s). As a result, victims do not make informed choices to enter into, or remain involved in, sexually exploitative situations but do so from coercion, enticement, manipulation or fear. Sexual exploitation can happen face to face and it can happen online. It can also occur between young people.


In all its forms, CSE is child abuse and should be treated as a child protection issue.



The evidence available points to several factors that can increase a child’s vulnerability to being sexually exploited.


The following are typical vulnerabilities in children prior to abuse:

  • Living in a chaotic or dysfunctional household (including parental substance use, domestic violence, parental mental health issues, parental criminality)
  • History of abuse (including familial child sexual abuse, risk of forced marriage, risk of ‘honour’-based violence, physical and emotional abuse and neglect)
  • Recent bereavement or loss
  • Gang association either through relatives, peers or intimate relationships (in cases of gang-associated CSE only)
  • Attending school with young people who are sexually exploited
  • Learning disabilities
  • Unsure about their sexual orientation or unable to disclose sexual orientation to their families
  • Friends with young people who are sexually exploited
  • Homeless
  • Lacking friends from the same age group
  • Living in a gang neighbourhood
  • Living in residential care
  • Living in hostel, bed and breakfast accommodation or a foyer
  • Low self-esteem or self-confidence
  • Young carer


The following signs and behaviour are generally seen in children who are already being sexually exploited.

  • Missing from home or care
  • Physical injuries
  • Drug or alcohol misuse
  • Involvement in offending
  • Repeat sexually-transmitted infections, pregnancy and terminations
  • Absent from school
  • Evidence of sexual bullying and/or vulnerability through the internet and/or social networking sites
  • Estranged from their family
  • Receipt of gifts from unknown sources
  • Recruiting others into exploitative situations
  • Poor mental health
  • Self-harm
  • Thoughts of or attempts at suicide


Evidence shows that any child displaying several vulnerabilities from the above lists should be considered to be at high risk of sexual exploitation. If you identify a child who you consider to be suffering from or at high risk of CSE, it is important that the Senior Designated Professional (SDP) in school is informed so that they can contact Children’s Services.



The report from the Office of the Children’s Commissioner also highlights confusion about issues of consent to sexual activity amongst professionals and victims of CSE. Professionals frequently described victims of sexual exploitation as being ‘promiscuous’, ‘liking the glamour’, engaging in ‘risky behaviour’ and generally presenting with challenging behaviour.

In assessing whether a child or young person is a victim of sexual exploitation, or at risk of becoming a victim, careful consideration should be given to the issue of consent. It is important to bear in mind that:

  • a child under the age of 13 is not legally capable of consenting to sex (it is statutory rape) or any other type of sexual touching;
  • sexual activity with a child under 16 is also an offence;
  • it is an offence for a person to have a sexual relationship with a 16 or 17 year old if they hold a position of trust or authority in relation to them;
  • where sexual activity with a 16 or 17 year old does not result in an offence being committed, it may still result in harm, or the likelihood of harm being suffered;
  • non consensual sex is rape whatever the age of the victim; and
  • if the victim is incapacitated through drink or drugs, or the victim or his or her family has been subject to violence or the threat of it, they cannot be considered to have given true consent and therefore offences may have been committed.


Child sexual exploitation is therefore potentially a child protection issue for all children under the age of 18 years and not just those in a specific age group.











What can schools do to tackle Child Sexual Exploitation?


1. Training and Awareness

The SDP should ensure that all staff and volunteers who work with children and young people are made aware of Child Sexual Exploitation and the indicators of concern in order to identify and respond to concerns at an early stage.


  1. Promotion of healthy relationships through the curriculum

Educational institutions play an important role in helping children and young people gain an understanding of acceptable and unacceptable relationships and sexual behaviour and to gain a sense of self-worth and respect for others. The PSHE curriculum, including Sex and Relationship Education (SRE), provides a vehicle for this important learning which can help prevent children and young people becoming involved in sexual exploitation.


By enabling children and young people to explore what makes a safe and healthy relationship, schools can help to develop the awareness and skills to recognise and manage potential risks of harm, stay safe and seek help if they need it. It is important that this message is repeated throughout a child’s time at school to support prevention through the promotion of safe practices. Both primary and secondary schools have a vital role to play in this preventive education and awareness raising.


  1. Identification

Schools may wish to map pupils against the CSE vulnerabilities checklist provided in this document and target interventions appropriately with regular review.


In addition, schools should be vigilant to the link between children going missing and the risk of CSE. The SDP should ensure that attendance staff and those monitoring truancy during the school day are fully briefed on CSE and monitor/log unexplained absences and those pupils leaving during the school day with the potential for CSE in mind.


Many schools ensure a staff presence at entrances/exits to the school at the beginning and end of the school day. These staff should be mindful of who is dropping-off and collecting pupils; gather details, including vehicle details, if there are any concerns.


  1. Text Box: What to do if you are concerned about a child:

If you have concerns that a child is at risk of or suffering Child Sexual Exploitation you should contact Children’s Services without delay on

In all referrals and consultations with other agencies, it is important that you are clear that you believe the child is at risk of or is a victim of sexual exploitation.


  1. Useful Contact Numbers and Websites:


In an emergency call the police – 999


Women’s Aid and Refuge run the 24hr National Domestic Violence Helpline – 0808 2000 247

They also provide guidance and support to those experiencing domestic abuse. Further information about the services they offer can be found at www.womensaid.org.uk


Broken Rainbow UK Broken Rainbow is the first and only UK organisation dedicated to confronting and eliminating domestic violence and abuse within and against the LGBT communities. Further information about their services can be found at www.brokenrainbow.org.uk and they can be contacted on 0845 2 60 55 60



Missing People is a national charity that provides advice and support to missing people and their families. Further information about their services can be found at www.missingpeople.org.uk and they can be contacted on 116 000


The Samaritanswww.samaritans.org - 08457 90 90 90


The National Stalking Helpline provides guidance and information to anyone who is currently or has previously been affected by harassment or stalking. Further information about the services they offer can be found at www.stalkinghelpline.org and they can be contacted on 0808 802 0300


FRANK provide confidential drugs advice – further information can be found at www.talktofrank.com or they can be contacted on 0300 123 6600




‘My Dangerous Loverboy’ www.mydangerousloverboy.com

Website which includes short DVD films, e.g. animation called ‘Me, Jenny and Kate’, the trailer for the film of ‘MDL’ and details of resources and projects, e.g. ‘Love and Lies’ education pack.


‘Sick Party’ www.genesisleeds.org.uk/sick-party-dvd-clip

‘Sick Party’ DVD is produced by Eddy Marshall, Genesis 2013 Basis – Increasing Safety Reducing Risk. Tel: 0113 243 0036


‘THINK AGAIN’ www.mesmac.co.uk/blast-resources

Resource pack with DVD to work with boys/young men – Blast Project


‘East Enders Plot – Tiffany’ www.cse.siyonatech.com/

The sexual exploitation of young people – can you recognise the signs (Child Line and Association of Police Officers) – Eastenders plot 20 minute clip


‘THISTLE’ www.blaenau-gwent-lscb.org.uk/thistle.html

A short awareness film – 7 minutes – on CSE, made by young people for young people with Gwent Police




National Working Group http://www.nwgnetwork.org/

 You can sign up to this organisation to receive newsletters and access resources

Barnardo's - Tackling Child Sexual Exploitation

CEOP (Child Exploitation and Online Protection Centre) works with child protection partners across the UK and overseas to identify online and offline threats to children and young people. More information about their work can be found at www.ceop.police.uk


BLAST! Project for boys and young men www.mesmac.co.uk

This website provides support and guidance for boys and young men experiencing sexual exploitation.  Their website contains information and resources for young people and professionals around CSE.


Governmental Reports

Department for Education (2011) Tackling Child Sexual Exploitation: Action Plan (2011) and Progress Report (July 2012) https://www.gov.uk/government/publications/tackling-child-sexual-exploitation-action-plan


Department for Children, Schools and Families (2009) Safeguarding Children and Young People from Sexual Exploitation: Supplementary Guidance to Working Together to Safeguard Children https://www.gov.uk/government/publications/safeguarding-children-and-young-people-from-sexual-exploitation-supplementary-guidance


Department for Education (2012) What to do if you suspect a child is being sexually exploited: A step-by-step guide for frontline practitioners https://www.gov.uk/government/publications/what-to-do-if-you-suspect-a-child-is-being-sexually-exploited


Department for Education (2014) Health Working Group Report on Child Sexual Exploitation https://www.gov.uk/government/publications/health-working-group-report-on-child-sexual-exploitation



Reports on CSE

Barnardo’s (2011) Puppet on a string: the urgent need to cut children free from sexual exploitation http://www.barnardos.org.uk/ctf_puppetonastring_report_final.pdf


Barnardo’s (2012) Tackling child sexual exploitation: Believe in Children: Barnardo’s Helping Local Authorities to develop effective responses http://www.barnardos.org.uk/tackling_child_sexual_exploitation.pdf


Child Exploitation and Online Protection Centre (CEOP) (June 2011) Out of Mind, out of Sight: breaking down the barriers to understanding child sexual exploitation http://ceop.police.uk/Documents/ceopdocs/ceop_thematic_assessment_executive_summary.pdf


Child Line (2012) Caught in a trap: the impact of grooming in 2012 https://www.nspcc.org.uk/news-and-views/our-news/nspcc-news/12-11-12-grooming-report/caught-in-a-trap-pdf_wdf92793.pdf


Children’s Commissioner (November 2012) ‘I thought I was the only one. The only one in the world’ The Office of the Children’s Commissioner inquiry into child sexual exploitation in gangs and groups: Interim Report http://www.childrenscommissioner.gov.uk/content/publications/content_636


Harper, Z. and Scott, S. (2005) Meeting the needs of sexually exploited young people in London: Summary Report. Barkingside: Barnardo’s [online]. Available at: www.barnardos.org.uk/full_london_report.pdf


Jago, S. and Pearce, J. (2008) Gathering evidence of the sexual exploitation of children and young people: a scoping exercise. University of Bedfordshire http://www.beds.ac.uk/__data/assets/pdf_file/0018/40824/Gathering_evidence_final_report_June_08.pdf


Lillywhite, R. and Skidmore, P. (2006) Boys are not sexually exploited? A Challenge to Practitioners. Child Abuse Review, Vol. 15, pp.351-361 http://mesmac.co.uk/files/boys_are_not-a_challenge_to.pdf


www.trixonline.co.uk/website/index.htm - brief reports on CSE/Grooming and Gangs (2013-14)


Domestic Violence

Safety plan for teenagers experiencing relationship abuse: support for professionals




Further information and local resources


www.paceuk.info/ - Parents Against Child Sexual Exploitation - comprehensive website containing information and advice about Child Sexual Exploitation. The site is aimed specifically at parents but also contains some information for professionals.


Appendix 4 - Private Fostering Guidance for Schools and other Education Settings


Schools play an essential role in identifying privately fostered children. Although most children in private fostering situations are likely to be safe, in some private fostering arrangements there are clear safeguarding issues and children and young people effectively have no one who is concerned for their safety or welfare.


This guidance aims to raise the awareness of the role of education professionals in highlighting cases of private fostering and safeguarding children at risk.


What is a private fostering arrangement?

Text Box: A private foster carer is someone other than a parent or a close relative who cares for a child for a period of 28 days or more, in agreement with the child's parent. It applies only to children under 16 years, or under 18 if they are disabled. 

A private fostering arrangement is not a when a child is Looked After by the Local Authority or placed in any residential home, hospital or school.


Private foster carers can be part of the child's wider family, a friend of the family, the parents of the child's boyfriend or girlfriend or someone unknown but willing to foster the child. A cousin, great aunt or a co-habitee of a mother or father would therefore be a private foster carer.


Close relatives - a grandparent, a brother or sister, an aunt or an uncle, a step parent - are not private foster carers.


Who may be privately fostered?

This list is by no means exhaustive and indicates the scale and variety of situations and agencies these arrangements can cover.


  • Children whose parents are unable to care for them, for example if they have chronic ill health or are in prison;
  • Children sent to this country, for education or health care, by parents who live overseas; 
  • A child living with a friend’s family because they don’t get on with their own family;
  • Children living with a friend’s family because of their parents’ study or work;
  • Children staying with another family because their parents have separated or divorced;
  • Teenagers living with the family of a boyfriend or girlfriend;
  • Children from abroad who attend a language school or mainstream school in the county and are staying with host families;
  • Children at boarding schools who do not return to their parents in the holidays but stay with ‘host families’ recruited by ‘education guardians’;
  • Unaccompanied asylum seeking minors who are living with friends, relatives or strangers.


Children who are trafficked into the UK are especially vulnerable and are often living in de facto private fostering arrangements. Child trafficking is the movement of children for exploitation, including domestic servitude, commercial sexual exploitation and to support benefit claims (see www.ecpat.org.uk for further information). Where trafficking is suspected, a safeguarding referral should be made to Warrington Children’s Services.


What to do if you are aware of a private fostering arrangement:

By law, a parent, private foster carer or other persons involved in making a private fostering arrangement must notify Children’s Services as soon as possible. However, parents and carers often do not tell professionals or agencies about such arrangements; they may not be aware that they need to (and this may apply particularly to new communities in the UK such as migrant families from new-EU states), or they chose not to tell agencies about these arrangements.


Children's Services are not involved in making private fostering arrangements but are responsible for checking that the arrangements are suitable for the child. As a professional it is important for you to notify Children's Services if you are in contact with a child or young person who is being privately fostered.  This will help protect the child against abuse or neglect and provide some reassurance that the child is being looked after properly.


Signs to watch out for

  • Has someone else started collecting a child from school on a regular basis?
  • Has a child mentioned to you that they are staying with someone else or that their parent(s) have gone away for a long time?
  • Is there something unusual or unclear in the child's administration file? This may include copies of passports, visas and other immigration related documents which are unclear or do not clearly show that the child has rights of residence in the UK, or that it is unclear who has parental responsibility for the child.


What schools can do:

  • Ensure that all staff are aware of the definition of private fostering and the Local Authority’s responsibilities when such arrangements occur;
  • Look at admission files to check on the home situation, and make a note to follow up any circumstances which are not clear.
  • Whenever staff become aware of private fostering arrangements they should notify the Senior Designated Professional for safeguarding (SDP);
  • The SDP or another appropriate member of staff should speak to the families of children who might be involved in private fostering and check that they are aware of their duty to notify the Local Authority of the arrangement. School staff should actively encourage the parents and/or carer to notify Children’s Services of the arrangement

Text Box: If you believe that a private fostering arrangement has not been reported to Children’s Services you should contact them directly:

Customer Services Centre: 	443404

If you suspect that a child who is living in a private fostering arrangement is being harmed or is at risk of significant harm (including suspecting that a child may be trafficked) and urgent action is required, follow your Child Protection procedures.


What happens after the Local Authority is notified?

When the Local Authority receives notification about a private fostering arrangement, Social Care will arrange for a colleague to visit the child within seven working days. They will contact the parent or person with parental responsibility, run checks on the carer and talk to the young person. This will be to ensure the young person is happy, safe and thriving in the arrangement and that they are able to access education, medical care and any other services they may need. The Local Authority will also check that the accommodation is safe and suitable and enable the carer to access suitable training if required. Providing everything is in order, the family will continue the arrangement with the social worker providing checks at regular intervals to ensure the young person is safe, happy and has access to all the services to meet their needs.



Text Box: Further Guidance & Resources:

•	http://privatefostering.org.uk/

•	‘Child Trafficking and Private Fostering’, ECPAT UK
Appendix 5 – Preventing Radicalisation and Extremism in School



Extremist organisations can develop and popularise ideas which create an environment conducive to violent extremism and terrorism.

"In assessing the drivers of and pathways to radicalisation, the line between extremism and terrorism is often blurred. Terrorist groups of all kinds very often draw upon ideologies which have been developed, disseminated and popularised by extremist organisations that appear to be non-violent (such as groups which neither use violence nor specifically and openly endorse its use by others)". [Prevent Strategy 5.34]

"Terrorist groups can take up and exploit ideas which have been developed and sometimes popularised by extremist organisations which operate legally in this country. This has significant implications for the scope of our Prevent strategy. Evidence also suggests that some (but by no means all) of those who have been radicalised in the UK had previously participated in extremist organisations" (Prevent Strategy - opening summary to chapter 5)



Education can be a powerful tool, equipping young people with the knowledge, skills and reflex to think for themselves, to challenge and to debate; and giving young people the opportunity to learn about different cultures and faiths and, to gain an understanding of the values we share. Exploring ideas, developing a sense of identity and forming views are a normal part of growing up.


Schools can support young people in this: providing a safe environment for discussing controversial issues and helping young people understand how they can influence and participate in decision-making. We need to encourage young people to express their views but also to appreciate the impact their views can have on others, to take responsibility for their actions and to understand that the use of violence to further any cause is criminal. "We believe that schools of all kinds can play a role in enabling young people to explore issues like terrorism and the wider use of violence in a considered and informed way. According to a survey by the UK Youth Parliament in August 2008, 94% of young people said they thought schools were the best environment in which to discuss terrorism. Schools can facilitate understanding of wider issues within the context of learning about the values on which our society is founded and our system of democratic government. These are important for reasons which go far beyond Prevent but they connect to the Prevent agenda" (Prevent Strategy).


We also need to recognise that, young people can be exposed to extremist influences or prejudiced views, particular those via the internet and other social media. "Schools can help to protect children from extremist and violent views in the same ways that they help to safeguard children from drugs, gang violence or alcohol. Schools’ work on Prevent needs to be seen in this context. The purpose must be to protect children from harm and to ensure that they are taught in a way that is consistent with the law and our values. Awareness of Prevent and the risks it is intended to address are both vital. Staff can help to identify and to refer to the relevant agencies, children whose behaviour suggests that they are being drawn into terrorism or extremism" (Prevent Strategy)

Schools, working with other local partners, families and communities, can help support pupils who may be vulnerable as part of their safeguarding responsibilities.


Extremism affects individuals and communities and can be a catalyst for alienation and disaffection, potentially leading to violence. There is a need to empower learners to come together, with their families and the wider community, to expose extremism to critical scrutiny and reject violence and intolerance in whatever forms they take and whether it be from animal rights activists, ecological protesters, Al Qaida-influenced groups, Irish republican terrorists, racist and fascist organisations or far-right extremist groups.


Publicly funded schools remain under a duty to promote community cohesion. Schools can give learners the opportunity to learn about different cultures and faiths and to debate shared values, so as to enable them to become involved in decision-making about important and real issues.

So the tasks facing schools and colleges are to:


  • raise awareness;
  • provide information;
  • enable learners to make a positive contribution; and
  • safeguard young people.


Values and leadership strategies underpin the ethos of the school to plays a positive role model in preventing extremism. These should be developed, understood and shared by leaders at all levels in the school; governors, the senior leadership team and all staff and then made explicit to pupils, parents and the community served by the school.


Possible school actions:

  • Creating explicit value statements that are inclusive of all students
  • Reviewing curriculum and pupil participation and safeguarding processes
  • Developing critical personal thinking skills and using curriculum opportunities including small group work
  • Implementing social and emotional aspects of learning
  • Exploring and promoting diversity and shared values between and within communities
  • Challenging Islamophobia, anti-Semitism and other prejudices
  • Supporting those at risk of being isolated
  • Building ties with all local communities, seeking opportunities for linking with other schools
  • Using ‘Safe to learn’ anti-bullying strategies to minimise hate and prejudice based bullying
  • Using restorative approaches to repair harm caused


Leadership & management

Ofsted Inspectors assess the leadership and management of the school as part of their inspection.


Possible school actions to demonstrate good leadership and management:

  • Working with Safer School Partnerships police officers and Local Authority ‘Prevent’ staff to deliver training to staff, parents and governors.
  • Facilitating a session of Act Now or Internet Safety with local police, and inviting teachers, parents and governors.
  • Promoting equal opportunity and tackling discrimination to challenge the ideology that underpins extremist belief.
  • Using the Manchester Metropolitan University lesson plans and teaching resources which help pupils to learn to understand others, to value diversity and promote shared values.


Effective school leadership and management could include:

  • focusing on the leadership, values and ethos of the school;
  • focusing on learning, teaching and the curriculum;
  • focusing on learner support processes;
  • focusing on the management of risks and responding to events;
  • focusing on the relationship between the school and its community; and
  • focusing on the evaluation of the progress being made.




Learning, teaching and the curriculum

In approaching the issues outlined above through an entry point of learning, teaching and the curriculum therefore requires some thought to be given to teacher style. A curriculum and pedagogy for learners to support them in achieving the goals outlined above could include:

  • promoting knowledge, skills and understanding to build the resilience of learners;
  • exploring controversial issues;
  • recognising local needs;
  • challenging extremist narratives;
  • promoting universal rights;
  • promoting critical analysis; and
  • promoting pro-social values.

Many schools already do a number of things to contribute to these goals such as helping learners develop knowledge of religion, history, geography, citizenship, being critically aware of the role of different media and knowledge of current affairs. Schools can also help learners develop the skills to critically evaluate controversial issues. They provide safe places for learners and they provide opportunities for learners to meet people from backgrounds other than their own.


Teaching controversial issues

Effectively tackling controversial issues can help learners challenge the perceptions and misconceptions of their own and others’. To do this classroom practices can include:

  • developing questioning techniques to open up safe debate;
  • building confidence to promote honesty about a plurality of views;
  • ensuring freedom of expression and freedom from threat;
  • debating fundamental moral and human rights principles;
  • promoting open respectful dialogue; and
  • affirming multiple identities.


The police non-emergency number 101

Crimestoppers 0800 555 111

Anti-Terrorism Hotline 0800 789 321

Included within this policy are a number of attachments:

  • Child Friendly Policy
  • Summary of procedures
  • Template: Front Sheet
  • Template: Chronology
  • Template: Record of Concern Report
  • Template: Incident Record Form
  • Template: Concerns shared by others
  • Template: Body Charts and Guidance
  • Template: Safeguarding Children Data Base
  • Template: Auditing of Pupil Records




[1] Source: Forced Marriage Unit statistics January to December 2013

[2] Taken from ‘Multi-Agency Practice Guidelines: Handling Cases of Forced Marriage’, HM Government (2014)


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