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Safeguarding and Child Protection Policy

Author : Simon Milner
Shared with Staff : September 2022
Shared with Governors : September 2022
Next Review : September 2023

Keeping children safe in education, schools and colleges is everyone’s all times, the child’s best interests is the paramount consideration.

Keeping Children Safe in Education (CYPES, May 2021)

Sections of this policy: 

  1. Policy Statement and Principles 
  2. Systems and Procedures 
  3. Child Abuse 
  4. Specific Safeguarding Issues 
  5. Safeguarding and Child Protection Training 
  6. Roles and Responsibilities 
  7. Data, Referrals and Record Keeping 
  8. Engaging Students in Learning about Safeguarding 
  9. Visitors and College premises 
  10. Relationship to other polices 
  11. Appendices

1 Policy Statement and Principles

Policy Statement

  • This policy is addressed to all members of staff and volunteers, is shared with Governors and published on the College website. It applies wherever staff or volunteers are working with students even where this is away from the College, for example at an activity centre or on an educational visit. All adults in the College community are responsible for safeguarding and promoting the welfare of children.
  • This policy aims to support all adults in the College community to promote the welfare of children by helping them to notice and take appropriate action in response to any safeguarding concerns they may encounter.
  • This policy is informed by CYPES’ Keeping Children Safe in Education (May 2021); it incorporates key guidance from ‘Part One: Safeguarding Information for all staff’, with which all staff are asked to be familiar.
  • Safeguarding and promoting the welfare of children (everyone under the age of 18) is defined in CYPES’ Keeping Children Safe in Education (May 2021) as protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes.
  • Every student should feel safe and protected from any form of abuse which, in this policy, means any kind of physical abuse, emotional abuse, sexual abuse, neglect, and includes peer on peer abuse (further details below). All children, without exception, have the right to protection from abuse, regardless of gender, ethnicity, disability, sexuality, or beliefs. No child or group of children must be treated any less favourably than others in being able to access services which meet their particular needs.
  • There is an important distinction between safeguarding children who have suffered or are likely to suffer significant harm (where cases should be reported to Children and Familes Hub immediately) and action required to promote the welfare of children in need of additional support even if they are not suffering harm or are not at immediate risk. Interventions for children in need may include work with CAMHS (Children and Adolescent Mental Health Services) or other services through the Early Help approach. For the legal framework underpinning the concept of significant harm, see CYPES’ Keeping Children Safe in Education (May 2021).


  • One of JCG’s core values is belong; being safe, and feeling safe, is integral to a sense of belonging. It is this foundation of safety and belonging that allows students to aspire, inquire and excel.
  • JCG is committed to safeguarding and promoting the welfare of children and young people and expects all staff, Governors and volunteers to share this commitment. We recognise that children have a fundamental right to be protected from harm and that students cannot learn effectively unless they feel secure. We therefore aim to provide a school environment which promotes self-confidence, a feeling of self-worth and the knowledge that students’ concerns will be listened to and acted upon.

The College will take all reasonable measures to:

  • Ensure that we practise safer recruitment in checking the suitability of staff and volunteers (including staff employed by another organisation) to work with children and young people in accordance with the guidance given in Keeping Children Safe in Education (May 2021)
  • Ensure procedures are outlined in the Government of Jersey Safer Recruitment policy
  • Ensure that its safeguarding arrangements follow the procedures and practice of the Safeguarding Partnership Board and Education Department as part of the inter-agency safeguarding procedures set up by it
  • Ensure that Early Help support is provided as soon as a concern emerges
  • Protect each student from any form of abuse, whether from an adult or another student or child
  • Be alert to signs of abuse both in the College and from outside
  • Deal appropriately and promptly with every suspicion or complaint of abuse and to consider, at all times, what is in the best interests of the child
  • Design, embed and operate procedures which promote this policy
  • Design, embed and operate procedures which, as far as possible, ensure that teachers and others within the College community who are innocent are not prejudiced by false allegations
  • Support students who have been abused in accordance with their agreed Child in Need or Child Protection Plan where these are in place
  • Be alert to the medical needs of children with medical conditions
  • Operate robust and sensible health and safety procedures
  • Take all practicable steps to ensure that College premises are as secure as circumstances permit
  • Continually review how students should be taught about safeguarding, ensuring that our curriculum supports children in keeping themselves safe
  • Identify children who may be vulnerable to radicalisation, and know what to do when they are identified in order to fulfil the Prevent duty
  • Ensure that all Governors and staff are aware of their responsibilities with regards to safeguarding through appropriate training, which is updated at least ever 2 years, and annually where possible, alongside other regular updates

All students should have the opportunity to excel in their learning and achievement. Outcomes that are key to students’ wellbeing are to:

  • Be healthy
  • Be safe
  • Achieve
  • Grow in a stimulating and nurturing environment
  • Be responsible and respected
  • Have a voice and be heard
  • Move confidently into adulthood
  • Have confidence, dignity and self-respect

To achieve these aims our policies, systems and procedures are designed to:

  • Promote safe practice.
  • Identify instances in which there are grounds for concern about a child’s welfare and initiate/take appropriate action to keep them safe.
  • Prevent unsuitable people working with our students.
  • Contribute to effective partnership working between all those involved with providing services for children and young people.
  • Prioritise a proactive early help approach.

‘All staff should be aware of the importance of an early help approach in meeting children’s needs and understanding that it is more effective for children when adults recognize emerging problems early rather than reacting later. Early help means providing support as soon as a problem emerges...’ (Keeping Children Safe in Education CYPES, May 2021)

Underpinning Principles from the Education Department’s Child Protection Policy

  • The United Nations Convention on the Rights of the Child states that: the welfare of the child is paramount.
  • It is the responsibility of all adults to have a child-centred approach to safeguard and promote the welfare of all children and young people.

(Education Child Protection Policy, 2016)

2 Systems and Procedures

1.Staff have a responsibility to familiarise themselves with the guidelines determined by Education. This is available as part of the Education Child Protection Policy located digitally here.

2. Staff have a responsibility to familiarise themselves with Part One of CYPES Keeping Children Safe in Education (May 2021)

3. Every complaint or suspicion of abuse from within or outside the College will be taken seriously and, in line with published Jersey thresholds, will be referred to Children and Family Hub/MASH, without investigation within the school. In these cases, the following referral procedures apply:

  • If the allegation is against a member of staff, the Designated Safeguarding Lead or a professional person connected to the school, the allegation should be reported to the Principal immediately. The matter will be referred by the Principal or the Designated Safeguarding Lead to the Jersey Designated Officer (JDO). If the Designated Safeguarding Lead is making the referral, they will keep the Principal informed. 
  • If the allegation is against the Principal, the person receiving the allegation should immediately inform the Vice Principal, who will manage communication with the DSO/JDO. The Principal must not be informed of the allegation prior to contact with the DSO.
  • If an allegation is made against the Chair of Governors or another Governor, the allegation should be reported to the Principal. In either case, any such allegations will be discussed with the DSO before further action is taken.
  • The Education Department’s Dealing with Allegations against Staff & Volunteers (May 2017) policy includes a flowchart (page 10) on managing allegations against staff in schools.
  • If the allegation does not involve a member of staff or a professional person and the child has suffered harm or is at risk of harm, the matter will be referred by the Designated Safeguarding Lead to Children and Families Hub/MASH. Advice and informal consultation over apparently borderline cases may be discussed with DSO, Shirley Dimaro.

4. Following our reporting procedure, it is essential that any information or concerns regarding Child Protection is communicated to the Designated Safeguarding Lead or the Principal. A referral should be made/logged through MyConcern.

5. Following our procedures for dealing with disclosure, when a student discloses information, members of staff must:

  • Ask open questions, not leading ones, to ascertain as much information as they need.
  • Tell students that they will keep them informed, but not make any promise offering confidentiality to the student.
  • Speak to the Safeguarding Lead or other designated person (See Appendix 5 – Emergency Contact List)
  • Log their conversation in MyConcern as soon after the event as possible and ensure that words used are recorded as accurately as possible.
  • Provide a signed (by student and staff member), dated copy of their disclosure to the designated Safeguarding Lead or other designated person. (See Appendix 3 What staff should do if they have concerns about a child or receive a complaint of abuse)
  • In the event of a serious disclosure where you may have concerns over the immediate safety of a child or student, refer immediately to Emergency Contact List (see Appendix 5).

6. Staff should be aware of online safety procedures and positively communicate the importance of maintaining e-safety in the use of technology and the Internet.  (See Appendix 9 regarding online safety)

7. Staff should be mindful of the Staff Guidelines for safe practice. (See Appendix 6 Staff Guidelines)

8. Recruiting Procedures and policy for DBS checks are followed.

The Education Department operates a Safer Recruitment Policy and is committed to safeguarding and promoting the welfare of children and young people as referenced in point 8.2 of the ED CP policy

Risk assessment 

The College recognises that the evaluation of risks and putting in place steps to mitigate against these risks contributes to promoting the welfare and protection of students. For hazardous activities and curricular and co-curricular activities that may pose specific risks, risk assessments are carried out in accordance with the College’s Health and Safety policy and reviewed as required. Risk assessments for school trips and visits are reviewed by the Assistant Headteacher (Organisation). Students who are at risk of harm are either referred to external agencies in accordance with this policy and/or, if the student is at risk of harm from themselves, the Designated Safeguarding Lead will assess the risk and may put in place a safety plan that will be shared with relevant teachers.

Monitoring and review 

Any safeguarding incidents at the College will be followed by a review of the safeguarding procedures within the School (which will include a review of this policy) to determine whether any improvements can be made to prevent a similar event from occurring in the future. Such reviews of safeguarding incidents are a standing item on the agenda of Student Support Team meetings.

In addition, the Designated Safeguarding Lead will monitor the operation of this policy and its procedures and undertake an annual review of this policy and the College's safeguarding procedures.

3 Child Abuse

Types of abuse 

(Taken from CYPES’ Keeping Children Safe in Education, May 2021)

Abuse is a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults or by another child or children.

There are four types of child abuse which are commonly identified as:

  • physical abuse is a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.
  • emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning or preventing the child from participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
  • sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non- penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Both sexes can commit acts of sexual abuse including both adults and children. The sexual abuse of children by other children is a specific safeguarding issue (see below, in this policy, for more information regarding peer on peer abuse).
  • neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy, for example, as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

Signs of abuse 

Possible signs of abuse include the following (but are not limited to and do not necessarily mean that abuse is occurring):

  • the student says they have been abused or asks a question which gives rise to that inference
  • there is no reasonable or consistent explanation for a student’s injuries (including cuts, bruises, burns); the injury is unusual in kind or location; there have been a number of injuries; there is a pattern to the injuries
  • the student’s behaviour stands out from the group as either being extreme model behaviour or extremely challenging behaviour; or there is a sudden change in the pupil's behaviour. For example, they may become aggressive, challenging, disruptive, withdrawn or clingy
  • the student does not want to change clothes in front of others or participate in physical activities
  • the student is having problems at school, for example, a sudden lack of concentration and learning or they appear to be tired and hungry
  • the student talks about being left home alone, with carers that appear to be inappropriate or with strangers
  • the student has poor school attendance or punctuality
  • the student is regularly missing from school or education
  • the student asks to drop subjects with a particular teacher and seems reluctant to discuss the reasons
  • the student’s development is delayed in terms of emotional progress
  • the student suddenly loses or gains weight
  • the student drinks alcohol regularly from an early age
  • the student is concerned for younger siblings without explaining why
  • the student talks about running away
  • the student shies away from being touched or flinches at sudden movements
  • the student demonstrates undue anxiety, over-reacts to problems and demonstrates an excessive fear of making mistakes
  • the student appears neglected, e.g. dirty, hungry, inadequately clothed; poor hygiene
  • the student is reluctant to go home, or has been openly rejected by her parents or carers
  • parents are dismissive and non-responsive to teachers’ concerns
  • parents or carers blame their problems on their child and
  • parents who fail to seek medical treatment when their child is ill or injured.


Signs of grooming, sexual exploitation or sexual abuse

The signs of grooming aren’t always obvious. Groomers will also go to great lengths not to be identified. Children may:

  • be very secretive, including about what they are doing online
  • display knowledge or interest in sexual acts inappropriate to their age
  • have older boyfriends or girlfriends
  • go to unusual places to meet friends
  • have new belongings such as clothes or mobile phones that they can't or won't explain
  • ask others to behave sexually or play sexual games
  • have access to drugs and alcohol.

In older children, signs of grooming can easily be mistaken for 'normal' teenage behaviour, but unexplained changes in behaviour or personality, or inappropriate sexual behaviour for their age may be observed. 

Special Educational Needs

Children with special educational needs (SEN) and disabilities can face additional safeguarding challenges. In the UK, children with Special Educational Needs and Disabilities (SEND) are three times more likely to be abused than their peers. Additional barriers can exist when recognising abuse and neglect in this group of children. This can include:

  • assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration;
  • children with SEN and disabilities can be disproportionally impacted by things like bullying and harassment, without outwardly showing any signs;
  • communication barriers and difficulties in overcoming these barriers. Children with special educational needs may require more specific approaches to enable them to build safety skills, including online safety.

Further guidance can be found on pp. 37-38 of CYPES’ Keeping Children Safe in Education (May 2021).

Mental Health

 ‘Mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation. Only appropriately trained professionals should attempt to make a diagnosis of a mental health problem. Education staff, however, are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one. Schools and colleges can access a range of advice to help them identify children in need of extra mental health support, this includes working with external agencies. If staff have a mental health concern about a child that is also a safeguarding concern, immediate action should be taken, following their child protection policy, and speaking to the designated safeguarding lead or a deputy. (Keeping Children Safe in Education, DFE, 2022) 

In line with our Wellbeing Policy, the College takes a proactive approach to promoting resilience and promoting wellbeing through its commitment to character education across the curriculum.

Diversity, Equity and Inclusion

‘Some pupils or students may be more at risk of harm from specific issues such as sexual violence, homophobic, biphobic or transphobic bullying or racial discrimination. Such concerns will differ between education settings, but it is important schools and colleges are conscious of disproportionate vulnerabilities and integrate this into their safeguarding policies and procedures.’ (Keeping Children Safe in Education, DFE, 2022) 

Our Diversity, Equity and Inclusion policy states that ‘We believe that inclusive communities are successful communities and that students need inclusion and empathy as skills for the future . Diversity is a strength and all members of our community should feel valued and included. Inclusion should be a way of being; a golden thread through all practice, values and knowledge development.’ We act, in accordance with this policy, to promote the inclusion, safety and wellbeing of all members of our community. 


‘The fact that a child or a young person may be LGBT is not in itself an inherent risk factor for harm. However, children who are LGBT can be targeted by other children. In some cases, a child who is perceived by other children to be LGBT (whether they are or not) can be just as vulnerable as children who identify as LGBT. Risks can be compounded where children who are LGBT lack a trusted adult with whom they can be open. It is therefore vital that staff endeavour to reduce the additional barriers faced, and provide a safe space for them to speak out or share their concerns with members of staff.’ (Keeping Children Safe in Education, DFE, 2022) 

As outlined in our Wellbeing policy, a range of support structures aim to provide all students with safe spaces to speak out and share concerns.

4 Specific Safeguarding Issues

Domestic Abuse 

‘Domestic abuse can encompass a wide range of behaviours and may be a single incident or a pattern of incidents. That abuse can be, but is not limited to, psychological, physical, sexual, financial or emotional. Children can be victims of domestic abuse. They may see, hear, or experience the effects of abuse at home and/or suffer domestic abuse in their own intimate relationships (teenage relationship abuse). All of which can have a detrimental and long-term impact on their health, well-being, development, and ability to learn.’ (Keeping Children Safe in Education, DFE, 2022) 

When the school Designated Safeguarding Lead (DSL) receives information (a Domestic Abuse Notification) from the MASH Education Researcher, they will inform relevant school staff so that additional support can be implemented during the school day.

If the child already receives additional support, for example, the Social, Emotional, Mental Health and Inclusion Team (SEMHIT) may already be working with the child and family, the school ELSA and/or school counsellor, they will be informed on ‘a need to know’ basis as such information is likely to influence their approach and assessment of the child.

Gangs and serious youth violence

A gang is defined as a group of young people who spend time together, often fighting other groups or involved in anti-social behaviour. Youth violence refers to harmful behaviours that can start early and continue into adulthood. The young person can be a victim, an offender, or witness the violence. Youth violence includes various behaviours including some violent acts such as bullying, slapping or hitting. These behaviours can cause more emotional harm than physical harm. Others, such as robbery and assault (with or without weapons) can lead to serious injury or even death. All staff should be aware of indicators, which may signal that children are at risk from, or are involved with serious violent crime. These may include increased absence from school, a change in friendships or relationships with older individuals or groups, a significant decline in performance, signs of self-harm or a significant change in wellbeing, or signs of assault or unexplained injuries. Unexplained gifts or new possessions could also indicate that children have been approached by, or are involved with, individuals associated with criminal networks or gangs.

Female Genital Mutilation (FGM)

Whilst all staff should speak to the designated safeguarding lead (or deputy) with regard to any concerns about FGM, there is a specific legal duty on teachers. If a teacher discovers that an act of FGM appears to have been carried out on a girl under the age of 18, the teacher must report it to the police. There is a range of potential indications that a girl may be at risk or has already suffered from FGM. Further information is available on p. 42 of Keeping Children Safe in Education Annex A (May 2021).

Risks to children outside the home (sometimes called contextual safeguarding)

Safeguarding incidents and/or behaviours can be associated with factors outside the home and/or can occur between children outside the school. All staff, but especially the Designated Safeguarding Lead (and deputy) should be considering the context within which such incidents and/or behaviours occur. This means assessments of children should consider whether wider environmental factors are present in a child’s life that are a threat to their safety and/or welfare. The school needs to provide as much information as possible as part of the referral process to Children and Families Hub / Early Help.

Child Sexual Exploitation (CSE), Child Criminal Exploitation (CCE) and various kinds of risk-taking behaviour can all constitute contextual safeguarding concerns.

Missing students

The Association of Chief Police Officers (ACPO) defines missing as:

‘Not at the place they are expected to be, but the circumstances are out of character. The context suggests they may be subject of a crime or at risk or harm to themselves or others.’

A child going missing from education is a potential indicator of abuse or other underlying welfare concerns Students are registered in accordance with Education Department requirements and the school has procedures in place to deal with students who go missing. These procedures are outlined in Appendix 5 of the Education Department’s Attendance Policy 2019: Children Missing in Education.  See also pp. 32-33 of CYPES Keeping Children Safe in Education (May 2021).

Peer on peer / child on child abuse 

‘All staff should recognise that children are capable of abusing other children (including online)’ (Keeping Children Safe in Education, DFE, 2022) 

The term child on child (as opposed to peer on peer) recognises that children can be abused by children who are not the same age as them (not their peers). 

All staff should be aware that safeguarding issues can manifest themselves via child on child abuse. This is most likely to include, but is not limited to:

  • Bullying (including cyberbullying);
  • Physical abuse;
  • Sexual abuse;
  • Gender-based violence/sexual assualts
  • Upskirting
  • Sexting / sharing of nude and semi-nude images
  • Initiation / hazing type violence and rituals.

All peer on peer abuse is unacceptable and will be taken seriously; it will never be minimised as ‘banter’, ‘having a laugh’ or ‘part of growing up.’ Staff must be aware that children may be abused out of school, but should not minimise the potential risks of girl on girl abuse.

In relation to nude and semi-nude images, a key consideration is for staff not to view or forward illegal images of a child (see Appendix 3 for further guidance).

All students can report abuse (e.g. bullying or harassment) through the College website’s Report a Concern function, as well as by speaking to any member of staff:

Sexual violence and sexual harassment between children

Sexual harassment is unwanted conduct of a sexual nature which has the purpose or effect of violating a person’s dignity, or creating an intimidating, hostile, degrading, humiliating or offensive environment for them. Sexual harassment can occur online and offline and both inside and outside of College.

All staff should be mindful of the following DFE guidance:

‘Sexual violence and sexual harassment can occur between two children of any age and sex from primary through to secondary stage and into colleges. It can occur through a group of children sexually assaulting or sexually harassing a single child or group of children. Sexual violence and sexual harassment exist on a continuum and may overlap; they can occur online and face to face (both physically and verbally) and are never acceptable...all staff working with children are advised to maintain an attitude of ‘it could happen here’. (Sexual violence and sexual harassment between children in schools and colleges, DFE, September 2021)

 ‘It is essential that all victims are reassured that they are being taken seriously, regardless of how long it has taken them to come forward, and that they will be supported and kept safe. Abuse that occurs online or outside of the school or college should not be downplayed and should be treated equally seriously. A victim should never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report. It is important to explain that the law is in place to protect children and young people rather than criminalise them, and this should be explained in such a way that avoids alarming or distressing them.’ (Keeping Children Safe in Education, DFE, 2022)

These additional points of guidance are taken from the DFE publication on sexual violence and sexual harrassment, and will guide the response of the DSL and all staff to any incident of sexual violence/harassment between children:

  • ‘It is important to note that children may not find it easy to tell staff about their abuse verbally. Children can show signs or act in ways that they hope adults will notice and react to. In some cases, the victim may not make a direct report. For example, a friend may make a report or a member of school or college staff may overhear a conversation that suggests a child has been harmed, or a child’s own behaviour might indicate that something is wrong.
  • It is essential that all victims are reassured that they are being taken seriously, regardless of how long it has taken them to come forward and that they will be supported and kept safe. Abuse that occurs online or outside of the school or college should not be downplayed and should be treated equally seriously. A victim should never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report or their experience minimised.
  • A child abusing another child may be a sign they have been abused themselves or a sign of wider issues that require addressing within the culture of the school or college. Taking disciplinary action and providing appropriate support, can, and should, occur at the same time if necessary.
  • If a report is determined to be unsubstantiated, unfounded, false or malicious, the designated safeguarding lead should consider whether the child and/or the person who has made the allegation is in need of help or may have been abused by someone else and this is a cry for help. In such circumstances, a referral to children’s social care may be appropriate.’

In line with DFE guidance, the DSL (and other staff involved) will consider the following factors when responding to a report of sexual violence and/or harassment:

  • the wishes of the victim in terms of how they want to proceed. This is especially important in the context of sexual violence and sexual harassment. Victims should be given as much control as is reasonably possible over decisions regarding how any investigation will be progressed and any support that they will be offered. This will however need to be balanced with the school’s or college’s duty and responsibilities to protect other children 
  • the nature of the alleged incident(s), including whether a crime may have been committed and/or whether HSB has been displayed 
  • the ages of the children involved 
  • the developmental stages of the children involved 
  • any power imbalance between the children. For example, is/are the alleged perpetrator(s) significantly older, more mature, confident and well known social standing? Does the victim have a disability or learning difficulty? 
  • if the alleged incident is a one-off or a sustained pattern of abuse (sexual abuse can be accompanied by other forms of abuse and a sustained pattern may not just be of a sexual nature) 
  • that sexual violence and sexual harassment can take place within intimate personal relationships between children
  • importance of understanding intra familial harms and any necessary support for siblings following incidents 
  • are there ongoing risks to the victim, other children, adult students or school or college staff, and 
  • other related issues and wider context, including any links to child sexual exploitation and child criminal exploitation.

Procedures to minimise the risk of peer on peer abuse

Staff training 

Staff should always be clear that abuse is abuse and should never be tolerated or passed off a “banter” or “part of growing up” (see the guidance above) and should be aware of the importance of challenging such behaviours. Tolerating or dismissing such behaviours risks normalising them. Form tutors discuss pastoral cases with Heads of School as they arise and during regular tutor meetings, some of which may relate to peer on peer abuse.


The pastoral curriculum (form time, PSHE, year assemblies) provides opportunities to teach students about appropriate and safe relationships. Topics include relational aggression, kindness, bullying, friendships, healthy relationships, radicalisation and grooming. There are other opportunities for discussion throughout the academic year, such as Student Council, joint Sixth Form Forum, dialogue with school-based counsellors and with student wellbeing champions (Peer Mentors, Buddies etc.)


Staff are on patrol duty during break time and lunchtime supervisors are on duty to minimise the risk of adult-free zones. JCG and VCJ staff conduct joint duties at the end of the school day. CCTV is in operation in designated areas of the College and footage may be accessed as part of an investigation. The student support team and site team regularly liaise when a need arises to make an area of the school more accessible and visible.

Collaborative Working 

Through the shared Statement of Intent and Action Plan, and through the joint Sixth Form Forum, JCG, JCP, VCJ and VCP collaborate to foster cultures of respect and minimise the risk of peer on peer abuse.

Preventing radicalisation 

Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups. ‘Extremism’ is defined as vocal or active opposition to fundamental values, including the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. All staff are subject to the Prevent duty: they must have due regard to the need to prevent people from being drawn into terrorism.

Signs of radicalisation

There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. It can happen in many different ways and settings. Background factors may contribute to vulnerability which are often combined with background influences such as family, friends or online, and with particular needs for which an extremist or terrorist group may appear to provide an answer. The internet and the use of social media in particular has become a major factor in the radicalisation of young people.

As outlined in CYPES’ Keeping Children Safe in Education (May 2021), thee following issues may make an individual vulnerable to radicalisation:

  • Identity Crisis - Distance from cultural/religious heritage and uncomfortable with their place in the society around them;
  • Personal Crisis- Family tensions; sense of isolation; adolescence; low self-esteem; disassociating from existing friendship group and becoming involved with a new and different group of friends; searching for answers to questions about identity, faith and belonging;
  • Personal Circumstances- Migration; local community tensions; events affecting country or region of origin; alienation from UK values; having a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy;
  • Unmet aspirations - Perceptions of injustice; feeling of failure; rejection of community values;
  • Criminality- Experiences of imprisonment; previous involvement with criminal groups

The following are possible early indicators of radicalisation:

  • General changes of mood, patterns of behaviour, secrecy;
  • Changes of friends and mode of dress;
  • Use of inappropriate language;
  • Possession of violent extremist literature;
  • The expression of extremist views;
  • Advocating violent actions and means;
  • Association with known extremists;
  • Seeking to recruit others to an extremist ideology.

Students who are at risk of radicalisation may have low self-esteem or be victims of bullying or discrimination. As with managing other safeguarding risks, staff should be alert to changes in students’ behaviour which could indicate that they may be in need of help or protection. Staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately. This may include making a referral to Children and Families Hub/ MASH through the Designated Safeguarding Lead with whom they should discuss their concerns.

Staff training

The Designated Safeguarding Lead, a Deputy Designated Safeguarding Lead (ESF) and the Vice Principal have undertaken Prevent awareness training These colleagues able to provide advice and support to other members of staff on protecting children from the risk of radicalisation.


Suitable filtering is reviewed to keep students safe from terrorist and extremist material when accessing the internet in College.

Online Safety: online safety is explicitly addressed in the staff induction process for new staff; staff are regularly updated through tutor meetings and staff meeting. Online safety features in our PSHE programme for students.


If a member of staff is concerned that a pupil may be exposed to radicalisation the normal referral processes apply, i.e. they should discuss it with the Designated Safeguarding Lead who will follow the safeguarding procedures outlined in this policy.

Online Safety

The use of technology is a significant component of many safeguarding issues, including CSE, sexual predation and radicalisation. The breadth of issues classified within online safety can be categorised into four areas of risk

  • Content: being exposed to illegal, inappropriate or harmful material;
  • Contact: being subjected to harmful online interaction with other users; and
  • Conduct: personal online behaviour that increases the likelihood of, or causes, harm.
  • Commerce: risks such as online gambling, inappropriate advertising, phishing adnd or financial scams. 

In seeking to manage online safety, and in collaboration with CYPES, the College aims to have appropriate filters and monitoring systems in place. In utilising monitoring tools, the College will give due consideration to the student age range, their frequency of access and the proportionality of costs vs risks.

For further guidance, see Appendix E of CYPES Keeping Children Safe in Education (May 2021).


All staff are required to report to the DSL, Principal (or if they are not available and the matter is urgent, a member of the Senior Leadership Team) any concern or allegations about College practices or the behaviour of colleagues which are likely to put students at risk of abuse or other serious harm. If the member of staff feels unable to raise their concern with the DSL, Principal (or a member of SLT), they should contact the Chair of Governors. There will be no retribution or disciplinary action taken against a member of staff for making such a report provided that it is done in good faith. Malicious allegations may be considered as a disciplinary offence.

5 Safeguarding and Child Protection Training

All new staff will be given guidelines and procedures during their induction period. New staff will access one day Foundation Level CP training as soon as possible, organised centrally by the Education Department.

GTTP beginning teachers and NQTs will receive training from Education as part of their induction programme.

A rolling programme of child protection training aims to train all staff, volunteers and members of the governing body to Foundation level and provide a cycle of refresher training sessions. 

All staff will complete an annual online refresher, using platforms such as National College or the Virtual College. Certificates to be forwarded to Designated Safeguarding Lead as proof of completion and collated by a member of the admin team. 

All staff will receive safeguarding updates, throughout the academic year, from the DSL using channels including email and staff briefing. 

Heads of School will access training at Level 3, as they serve as Deputy DSLs within their area of the College. 

The Designated Safeguarding Lead (DSL) and their Deputies will undergo the DSL training course and any other safeguarding training at Level 3 and above to provide them with the knowledge and skills required to carry out the role.

 Where appropriate, individual staff may access further relevant training, for example through the National College webinars

6 Roles and Responsibilities

Students should be encouraged to take responsibility for:

  • Caring for and supporting each other.
  • Communicating problems or concerns with a parent or member of staff.
  • Using the Internet safely and adhering to the ‘Acceptable Use Policy’ which they sign when they join the College.


All staff have responsibility for:

  • Protecting and promoting the safety and well-being of the students in their care.
  • Reading the guidelines in this policy and confirming that they have read the contents through completion of the appropriate Form.
  • Taking a positive role in child protection by observing outward signs of abuse, changes in behaviour or learning difficulties through day-to-day interactions with students.
  • Following the correct procedures should a student disclose any harm, abuse or neglect (see Appendix 3)
  • Being sensitive and enabling privacy.
  • Reporting any concerns to the Safeguarding Lead and entering concern on MyConcern.
  • Participating in appropriate training when requested.
  • Keeping themselves informed of current child protection policies and procedures.


The Designated Safeguarding Lead has responsibility for:

  • Sharing and evaluating concerns held by staff so that appropriate action to safeguard the welfare of students can be taken.
  • Managing and actioning child protection systems and procedures in line with Education’s Child Protection Policy and Guidance.
  • Supporting students who may be the subject of any child protection concerns or procedures.
  • Liaising with and supporting staff who are working with students who may be the subject of any Child Protection concerns or procedures.
  • Liaising with the Principal and ensuring the Principal is aware of safeguarding issues including ongoing enquries.
  • Liaising with external agencies.
  • Attending Child Protection conferences and strategy meetings or delegating attendance at these to appropriately trained colleagues who know the student(s) concerned best.
  • In consultation with the Assistant Headteacher (Staffing), allocating staff to the appropriate training.
  • Completing relevant courses at level 2 and 3 of the Child Protection Training Programme and having refresher training at least every 2 years.
  • Developing the College Safeguarding and Child Protection Policy (on an annual basis), reviewing and refining systems and structures (on an ongoing basis)
  • Maintaining confidential records of meetings related to child protection procedures.
  • Attending Governors’ Wellbeing sub-committee meetings and reporting on Child Protection matters at the meetings, whilst maintaining anonymity and confidentiality.
  • Maintaining the profile of safeguarding students throughout the College.

For a full account of the role of the DSL, see Appendix D of CYPES’ Keeping Children Safe in Education (May 2021)

The SLT has responsibility for:

  • Ensuring that a member of the team assumes the responsibility of the Safeguarding Lead should they and the Principal be absent.

The Principal has responsibility for:

  • Overseeing the application of the Safeguarding and Child Protection Policy by the Safeguarding Lead.
  • Supporting the Safeguarding Lead as appropriate.
  • Deputising for the Safeguarding Lead if they are not available.
  • Ensuring that there is a Governor with responsibility for safeguarding and wellbeing.
  • Completing relevant courses at level 2 and 3 of the Child Protection Training Programme

7 Data, Referrals and Record Keeping

Data, Referrals and Record Keeping

Data Protection

In compliance with the Data Protection (Jersey) Law 2018 and as set out in the Privacy Policy, the College collect and process personal data of staff, students, parents, governors and suppliers for specific purposes allowed by law and holds personal information about students in order to safeguard and promote their welfare, promote the objects and interests of the College facilitate the efficient operation of the College and ensure compliance with all relevant legal obligations. Ref

Record Keeping

All concerns, discussions and decisions made and the reasons for those decisions should be recorded contemporaneously using My Concern. If in doubt about recording requirements, staff should discuss with the Designated Safeguarding Lead.

Action by the Designated Safeguarding Lead on receiving a notification of concern/ complaint of abuse

Options may include the following: managing any support for the child internally via the College's own student support processes, an Early Help assessment, or a referral to the Children and Families Hub.

The Designated Safeguarding Lead will, when taking action:

  • Clarify the issues with the person raising the concern
  • Refer the matter to the Principal to agree on the next steps, depending on the seriousness of the suspicion or complaint. A complaint involving a serious criminal offence will always be referred to the Children and Families Hub
  • Consider the wishes of the student who has complained, provided that the student is of sufficient understanding and maturity and properly informed. However, there may be times when the situation is so serious that decisions may need to be taken, after all appropriate consultation, that override a student’s wishes
  • Consider the wishes of the complainant's parents, provided they have no interest which is in conflict with the student’s best interests and that they are properly informed. Again, it may be necessary, after all appropriate consultation, to override parental wishes in some circumstances. If the Designated Safeguarding Lead is concerned that disclosing information to parents would put a child at risk, they may take further advice from the relevant professionals (e.g. DSO) before informing parents. A disclosure to Children and Families Hub/MASH may be made without prior contact with a child’s parents.
  • Depending on the nature of the disclosure, advice will be sought from the Children and Families Hubas to when to notify the complainant’s parents.
  • Consider duties of confidentiality, so far as applicable.

Types of referral

There are different types of referral procedures according to the nature of the disclosure made. 

Where a child has suffered or is at risk of harm and the matter does not involve a member of staff, a referral will be made to Children and Families Hub as soon as possible. 

Where there are concerns about a member of staff’s suitability to work with children, a referral will be made to the JDO (with adivce sought from the Children and Families Hub). 

If the child is considered to be a concern and is not at risk of suffering immediate significant harm but requires additional support (e.g. Early Help or pastoral support), the Designated Safeguarding Lead will refer the child to the relevant agency. Where a child and family would benefit from coordinated support from more than one agency (for example education, health, housing, police) there should be a referral to Early Help. 

Where a disclosure relates to the mental health of a student and she is at risk from themselves rather than a third party, the Designated Safeguarding Lead will refer to CAMHS (via the Children and Families Hub) and parental consent will be sought. Where a student is already accessing care from CAMHS the DSL or appropriate member of the Student Support Teams will raise the concern with CAMHS.

See Appendix 4 for a flow chart detailing different responses to concerns being identified about a child.

Student child protection records:

The College will keep all child protection records confidential, allowing disclosure only to those who need the information in order to safeguard and promote the welfare of children. The College will co-operate with police and social services to ensure that all relevant information is shared for the purposes of child protection investigations and in accordance with the requirements of Working Together To Safeguard Children (July 2018).The Designated Safeguarding Lead will ensure that if a student who is subject to a child protection plan moves to another school, their child protection file will be transferred securely to a designated contact at the new school and confirmation of safe receipt obtained.

8 Engaging Students in Learning about Safeguarding

Engaging Students in Learning about Safeguarding

Listening to students: 

The College provides a range of opportunities for students to be listened to. Tutor groups throughout the College ensure that there is regular contact time between tutor and tutees at daily registration and for extended tutor periods up to three times a week. Weekly PSHE lessons for students in Y7-10 seek to create an environment where students can share any concerns. A ‘Who can I talk to?’ document outlines the support system within the College and identifies key members of staff in the student support team, including school counsellors. This document is available to view on tutor room noticeboards. The College employs two counsellors (providing full time cover). Students may self-refer to the counsellors. Parental permission is sought for referrals to CAMHS services for students under the age of 16.

Teaching students about safeguarding:

Students are taught about a range of safeguarding issues (including online safety, substance misuse, child sexual exploitation, grooming, mental health, self-harm and bullying, relationship education, relationships and sex education and health education) through their PSHE lessons, visiting speakers and the assembly, tutorial and Elective programmes. Students are taught how to identify risks and how to adjust their behaviour in order to mitigate these risks and build resilience. Certain safeguarding issues are covered in the delivery of Relationships and Sex Education (RSE). Resilience to radicalisation is taught through PSHE by promoting fundamental values and enabling students to challenge extremist views. Suitable filtering and monitoring is in place to protect students from online abuse on the school networks. The Designated Safeguarding Lead provides annual refresher assemblies on the student-friendly version of this policy.

9 Visitors and College premises


Visitors are provided with a copy of ‘Safeguarding Information for Visitors’, identifying the Designated Safeguarding Leads and covering the following points: 

Arrival and Departure
All visitors should report to reception on arrival and sign in using our InVentry system. The system will print a visitor’s badge, which you should wear for the duration of your time in College. Please remember to sign out when leaving the campus.

All staff and regular volunteers must have a Disclosure and Barring Service Enhanced Certificate (DBS). If we do not have a record of your DBS status, and you do not have your certificate with you, then you must be accompanied by a member of College staff during your visit.


Visitors are asked to refrain from taking any photographs (or video / audio recordings) whilst on campus, unless specifically directed to do so by a member of staff as part of the purpose of your visit. 

Interactions with Students 

Visitors will maintain an appropriately professional tone during all interactions with students. Visitors should ordinarily avoid being alone with students; if you are directed to work alone with a student, please ensure a door is left open.

 Health and Safety 

In the event of a fire alarm sounding, all visitors mut leave the building immediately using the nearest exit. Assembly points are indicated in each building. In the event of any accident or personal injury, please report to reception where trained first aiders are on duty. 

Concern for a Student 

If a student tells you something that makes you concerned for them or another young person, please listen, reassure them that they have done the right thing in speaking to you, and explain that you must share the concern with the Designated Safeguarding Lead (see overleaf).

College premises

The College takes all practicable steps to ensure that College premises are as secure and conducive to wellbeing as circumstances permit.

10 Relationship to other policies


Appendix 1 Threshold Criteria & Assessment Grids
Appendix 2 MyConcern User Guide
Appendix 3
What staff should do if they have concerns about a child or receive a complaint of abuse
Appendix 4
Concerns about a child flow chart
Appendix 5
Emergency Contact List
Appendix 6
Staff Guidelines
Appendix 7
Police Involvement in Schools Procedure
Appendix 8
Online Safety Policy
Appendix 9
Student Acceptable Use agreement (appendix to Online Safety Policy)
Appendix 10
Staff Acceptable Use agreement (appendix to Online Safety Policy)
Appendix 11
Confirmation of receipt and reading of policy

Appendix 1 - Threshold Criteria & Assessment Grids

Please see Pages 11-17 the Continuum of Need document on Safeguarding Partnership Board website:  

The Assessment Framework (ED Child Protection Policy) 

The Assessment Framework will assist professionals in identifying those children with extra needs and enable them to make appropriate referrals to agencies on behalf of thechild.Where possible, this should be completed in consultation and partnership with the parent, carer and/or young person according to their capacity.

Appendix 2 - MyConcern User Guide

Appendix 3 - What staff should do if they have concerns about a child or receive a complaint of abuse

Staff are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff should always act in the best interests of the child. Staff should approach all concerns about students with a mindset of see/hear it, believe it, do something about it (as outlined below).

Concerns / initial complaint of abuse:

Staff should act on their concerns immediately and:

  • stay calm and sympathetic. Listen carefully to the child and keep an open mind. Staff or volunteers should not take a decision as to whether or not the abuse has taken place
  • not ask leading questions, that is, a question which suggests its own answer. Ask open questions that will encourage a secure and sympathetic environment for the child, such as, "is there anything else you want to tell me?”
  • reassure the child that they have a responsibility to keep them safe, but not give a guarantee of absolute confidentiality. The member of staff or volunteer should explain that they need to pass the information to a member of staff who will ensure that the correct action is taken. Staff or volunteers should not make promises that they can’t keep such as ‘everything will be alright’ but clearly explain what they have to do next and who they will talk to
  • keep a sufficient and accurate written record of the conversation. The record should include the date, time and place of the conversation and the essence of what was said and done by whom and in whose presence. The record should be signed by the person making it and should use names, not initials. The record must be kept securely and entered onto MyConcern as soon as possible. If the member of staff is unable to enter directly onto MyConcern they should pass their notes to the DSL or an appropriate member of the Student Support Team.

For urgent concerns, the member of staff should seek the DSL or a deputy in person immediately, and:

  • not take any further action unless specifically requested by the Designated Safeguarding Lead or the Principal.
  • only share information on a need-to-know basis and must not discuss the matter with other colleagues


Sexting / sharing nude and semi-nude images 

Sexting is defined as the production of and/or sharing of sexual photos and videos of and by young people who are under the age of 18. Staff who are aware of an incident involving sexting should:

  • Never view, download or share the imagery, or ask a child to share or download – this is illegal.
  • Report it to the DSL, if the imagery has already been viewed by accident.
  • Not delete the imagery or ask the young person to delete it.
  • Not ask the young person(s) who are involved in the incident to disclose information regarding the imagery. This is the responsibility of the DSL.
  • Not share information about the incident to other members of staff, the young person(s) it involved or their, or other, parents.
  • Not say or do anything to blame or shame any young people involved.
  • Explain to students that the incident must be reported to the DSL.


Preserving evidence

All evidence, (for example, scribbled notes, mobile phones containing text messages, clothing, computers), must be safeguarded and preserved and given to the DSL


All suspicion or complaints of abuse must be reported to the Designated Safeguarding Lead or Deputy Designated Safeguarding Lead, or if the complaint involves a member of staff, to the Principal. Details of procedures for reporting allegations against members of staff are givenwithin this policy. If in exceptional circumstances you are not able to speak to the Designated Safeguarding Lead, the Deputy Designated Safeguarding Lead or the Principal, you should speak to your line manager. If there is risk of immediate serious harm to a child and you are not able to follow this referral procedure, contact Children and Families Hub. Please see Emergency contact list at Appendix 5 for emergency contact details. Anybody can make a referral. If there is an immediate emergency, dial 999 and report the matter to the police.

Supporting Principles relating to any Safeguarding Disclosure:

For further guidance, see ‘Recognition and dealing with disclosures’ in CYPES’ Keeping Children Safe in Education (May 2021)


  • Listen to the student without displaying shock or disbelief
  • Allow the student to talk freely
  • Take what they say seriously


  • That the student has done the right thing talking about their worries
  • That only those people who need to know will be told: avoid promises of confidentiality
  • That the student will be involved in/ know what happens next


  • Elicit just as much information as you need in order to ascertain that there is a child protection issue which needs following up
  • Avoid leading questions, ask only open questions like: “is there anything else you would like to tell me?”
  • Feel confident to ask the student and parents (where appropriate) questions to find out the facts, whilst avoiding leading questions
  • Explain what you have to do next and to whom you have to talk (Safeguarding Lead)

Report and Record

  • Inform Safeguarding Lead or Principal
  • Log your conversation or observation using My Concern (Appendix 2). Report as soon after the event as possible. Ensure that the words used in the report are as accurate as possible.
  • Be objective in your recording, rather than making assumptions or interpretations
  • All reports will be securely stored
  • Agreement will be reached about the action to be taken and communicated to all concerned
  • Reports will be reviewed on an individual basis by the Safeguarding Lead / Principal/ Headteacher liaising between Prep and Senior School as appropriate
  • In the event of a serious disclosure where you may have concerns over the immediate safety of a child or student, refer immediately to Emergency Contact List (see Appendix 5).

Appendix 4 - Concerns about a child flow chart

Taken from p. 15 of CYPES Keeping Children Safe in Education (May, 2021)
Taken from p. 15 of CYPES Keeping Children Safe in Education (May, 2021)

Appendix 5 - Emergency Contact List

In the event of a serious disclosure from a child, the following is a list of people or agencies who must be contacted immediately regardless of meetings, etc. The immediate safety of a child or student is always our priority.

1. Senior Leadership Team

Contact numbers
Simon Milner Assistant Head Designated Safeguarding Lead Ext 207 516207 077977 54688
Carl Howarth Principal Ext 204 516204 077979 22662
Emma Silvestri-Fox Assistant Head and Deputy DSL Ext 216 516216 077978 28816
Peter Marett Assistant Head and Deputy DSL Ext 261 516261 077979 54839
Toni Rollo Vice Principal Ext 214 516214 077978 18908
Ruth Lea Assistant Head Ext 268 516268 078297 38340
Julie Forsyth Bursar Ext 205 516205
077977 69791

If none of the above can be contacted

2. Children and Families Hub – 519000

“Words to the effect of …“As the result of a serious disclosure from a child at our school, we have concerns about that child’s safety.” 

  • State how the child says they have been hurt / are at risk 
  • State who the child said did it
  • Assist with any other questions you can 

If the Hub cannot be contacted directly  - (If you get the voicemail – state that you will be phoning the Police)

3. States of Jersey Police Child Protection Unit – 612612 or 999

Appendix 6 - Guidelines for Staff

Staff Awareness

Staff have a duty to deal with any child protection issue that may arise and also to avoid any activity that may reasonably raise concerns as to their propriety. Examples might include students drinking alcohol with staff, being invited to their homes or allowing access to inappropriate materials or internet sites. Any member of staff who is aware of such activities should report them to a member of the Senior Leadership Team. This should include what the DFE’s Keeping Children Safe in Education (2022) refers to as a ‘low-level concern is any concern – no matter how small, and even if no more than causing a sense of unease or a ‘nagging doubt’’. Ensuring such low-level concerns are appropriately shared and ‘dealt with effectively should also protect those working in or on behalf of schools and colleges from potential false allegations or misunderstandings.’

In line with DFE guidance, the College aims to ‘create an environment where staff are encouraged and feel confident to self-refer, where, for example, they have found themselves in a situation which could be misinterpreted, might appear compromising to others, and/or on reflection they believe they have behaved in such a way that they consider falls below the expected professional standards.’

Any individual contact with students out of education settings should only be done with the prior knowledge of parents and senior colleagues. Staff should make every effort to avoid being in a situation where they are alone with a student in an isolated area, talking with a student in a closed room without others being aware of or being on their own with a student in a car or minibus.

Sexual harassment

This includes gender related comments about a student’s physical attributes; unwelcome or gratuitous physical contact; suggestive or offensive remarks or innuendos about students of a specific sex; propositions of physical intimacy; gender related verbal abuse; threats or taunting; bragging about sexual prowess; requests for dates or sexual favours; offensive jokes or comments of a sexual nature about a student; displays of sexually offensive pictures, graffiti or other materials; highly personal questions or discussions about sexual activities; rough and vulgar humour or language related to gender; repeated “compliments” regarding a student’s appearance, hair and clothes.

Inappropriate relationships

In common law, a member of staff is held to a higher standard of conduct than many other members of society. A member of staff’s sexual relationship with a student is regarded as professional misconduct. Any such relationship or conduct directed at establishing a relationship are prohibited. Activities such as sending intimate letters or e-mails from a member of staff to a student, personal telephone calls, suggestive comments and dating are unacceptable. Staff receiving inappropriate communication from students should report the matter to the DSL, or another member of the SLT, who will investigate and deal with it appropriately.

Physical Restraint

Physical restraint of students is part of a range of strategies available to manage challenging behaviour and to protect the safety of children. The Education Restraint Policy is included in the Special Educational Needs Policy. A link to this policy can be found in the ‘Relationship to other Policies’ section of this document. 

Restraint should only be used as a last resort after other strategies included in the school’s behaviour policy. Physical restraint always carries a risk that the child or staff may be damaged, physically or emotionally. Inappropriate or excessive use of restraint can lead to an allegation of assault. For further details, see pp. 35-36 of CYPES’ Keeping Children Safe in Education (May 2021).

Physical Contact and Intervention



Have another person present

Use restraint in anger

Defuse the situation – ‘talking down’

Adopt a threatening stance

Use physical restraint as a last resort

Be confrontational

Be aware of gender and cultural issues

Restrain by tying or binding

Use MINIMUM amount of reasonable force

Search a student or their property without appropriate advice and ensuring that a Head of School or the DSL is with you

Continually offer the child the opportunity to regain self-control

Hit or shake a student, pull hair, hold arms behind back or squeeze excessively

Ensure a written report is compiled following the use of any restraint

Inform DSL after the incident


Photography, Videos and Other Creative Arts

Many activities involve recording images. These may be undertaken as part of the curriculum, extra school activities, for publicity and to celebrate achievement. Staff need to be aware of the potential for these occasions to be misused for pornographic or “grooming” purposes. Careful consideration should be given as to how these activities are organised and undertaken. Using images of children for publicity purposes will require the consent of parents. Images should not be displayed on websites, in publications or in a public place without such consent. When using a photograph for publicity purposes the following guidance should be followed: 

  • If the photograph is used avoid naming the child
  • If the pupil is named avoid using their photograph
  • Schools should establish whether the image will be retained for further use
  • Images should be securely stored and used only by those authorised to do so

When recording images of students (e.g. taking photos) for the purposes of publicity and celebration, members of staff should use a school-owned (rather than personal) device wherever possible. Whatever device is used, recorded images of students should be saved to SharePoint and deleted from the device (and from any cloud storage to which a personal device might automatically upload) promptly and usually within 24 hours.

Further advice is available in the Education ‘Policy and Guidance on Use of Images: photographs, videos, CCTV and web cams.’

Online-safety - Internet Use

The College has a clear procedure regarding access to and the use of the Internet and have regard to Education guidance. Staff should also refer to the schools’ e-safety policy, including the Acceptable Use Agreement (AUA). 

Under no circumstance should staff in Education settings access inappropriate images. Accessing child pornography or indecent images of children on the Internet and making, storing or disseminating such material is illegal. 

Using Education equipment to access inappropriate or indecent material, including adult pornography, is unacceptable.

Education advises staff to exercise caution when communicating with children and young people using the Internet or mobile technology. Staff should only use official Education email accounts to talk to students online so that any communication is logged. It may be appropriate to set up a site to communicate in some circumstances, for example, to arrange sporting fixtures or for a particular curricular activity but staff should ensure their line manager or SLT is aware of this and that it is shared with other staff. 

Staff should also only communicate on school matters as personal communication could be considered to be inappropriate. 

Students might try to include staff in their ‘friends’ list on their online social network or get hold of a personal email address or mobile number. Staff should be cautious about this as there are inherent risks in staff using such sites to communicate with students in respect of the potential overlap between their personal and professional lives. Staff should refer any concerns to the DSL.

Appendix 7 - Police Involvement in Schools Procedure

The Education Department has a policy on Police Involvement in Schools. 

A copy of the full policy is available at the link in the ‘Relationship to other policies’ section of this document. Please see below a summary of key points:

Contacting the Police

Should an event occur which requires Police involvement, then please speak to a Senior Leader at school. The Senior Leader will decide whether the police should be contacted.

The Senior Leader will

  • In an EMERGENCY dial 999
  • For an incident which is not an emergency –dial 612612

Schools are encouraged to deal with minor incidents internally, using the Improving Behaviour Policy.

If an incident is deemed serious enough to contact the police, then all interviews with those suspected of being involved in the crime must stop until the Police arrive.

Receiving a call from the Police/Social Services

General phone calls - When anyone calls and speaks to any member of JCG staff, saying that they are from the Police or Social Services


  • Ask a caller who they are and what agency they are from and take their telephone number. Tell them that someone will get back to them asap.
  • Tell a member of SLT about the call immediately, so that they can get back in touch with the police/agency asap.
  • If in doubt about what to do, do not speak to the person: just say that you will inform the person who is best placed to help them with their request.


  • Give out any details about a student unless you know that the person is their parent/carer.
  • Say whether a student is in school or give any personal details over the phone. The Police are required to produce a Data Protection request form, which they will show a member of the SLT, before we are obliged to give out any information or details about students.
  • Speak to anyone other than the parent of the child. If you are unsure they are the parent, then ask for their number and call them back later, after checking their telephone number on SIMS.

Appendix 8 - Online Safety Policy

Authors: Emma Silvestri-Fox (Designated Safeguarding Lead) Ruth Lea (eSafety Officer)
Shared with Staff: September 2022
Reviewed:  September 2022 (Simon Milner and Ruth Lea)
Next review:  September 2023


The internet and constantly evolving technology continually changes the way that we all interact with the world. Whilst advances in technology offer a plethora of excellent opportunities for teaching and learning, this technology comes with some potential risks.

Online safety is not purely about technology. Many of the issues arising from online activity are behavioural and consequently will be managed in the same way as any other inappropriate behaviour.

Online safety messages such as ‘don’t post personal information online’ are now almost meaningless, as the whole point of social media for many young people is to share personal information. Also, the huge range of online applications now used means that locking information down via privacy settings is almost impossible.

Our key aim with respect to the use of technology is that there is no substitute for a strong established culture of safeguarding within the College, which prioritises the safety of both our students and staff, especially in relation to the use of online apps, social media and wireless technology.


To achieve these aims our policies, systems and procedures are designed to:

  • help students and staff, through education and professional learning, to identify and manage risks when using technology.
  • use filtering and monitoring technologies to prevent students and members of staff from gaining either accidental or deliberate access to unacceptable online content whilst on the College’s premises or using College facilities.
  • encourage students and staff to report anything they encounter online which concerns them.
  • ensure, wherever possible, that students and staff do not engage in inappropriate activities when
  • using technology whilst at school.
  • encourage students and staff to communicate appropriately, for example using only school email addresses to communicate with students.
  • regularly inform students, parents and staff about the latest potential online risks and concerns, also alerting them to related matters that include, online reputation, data protection and identity theft.

Systems and Procedures:


  • have a responsibility to familiarise themselves with the most up to date Education Online Safety policy and procedures documentation.
  • are required to sign the JCG Staff Acceptable Use Agreement and the JCG Child Protection Policy
  • have a responsibility to follow the College Safeguarding reporting procedure and it is essential that any information or concerns regarding onine safety are communicated as soon as is reasonably possible to the Designated Safeguarding Lead. (See College Safeguarding and Child Protection Policy)
  • should be aware of online safety s procedures and positively communicate the importance of maintaining Digital Safeguarding in the use of technology with their students
  • should, when using social networking sites for their private use ensure that their privacy settings are appropriate, protecting their online reputation and they should not, for example, befriend students, and also be aware of potential risks associated with befriending ex-students
  • have a responsibility to ensure that any online information, in either a personal or professional capacity, protects their professional integrity and does not bring their self, the College, the States of Jersey nor the teaching profession into disrepute
  • should, when selecting websites/ online content for learning, review it to use with students, check their Terms & Conditions with regard to data protection compliance and the minimum age set for the websites to protect children from risk of harm or to comply with legal requirements
  • should participate in appropriate online safety and child protection training when requested
  • should keep themselves informed of current online online safety issues (for example, by engaging with updates shared through staff briefings and email)
  • have a responsibility to teach and support students to identify and manage risks associated with online behaviour and reputation
  • have a responsibility to maintain and keep data secure, ensuring all sensitive data is stored in the ‘Staff Sensitive’ area of Office 365 and is appropriately encrypted
  • should never allow their network log-in to be used by a student
  • who wish to use social networking sites for educational purposes must complete an appropriate risk assessment and have approval from the eSafety officer.

Online Safety Training for Staff:

  • All new staff will be given guidelines and procedures during their induction period.
  • The College will provide appropriate online safety training.
  • NQTs will receive training from the Education department as part of their induction programme.
  • Where appropriate, individual staff may access further relevant training.

The e-Safety Officer and the DSL have joint responsibility for:

  • having a clear understanding of child protection, online and data protection policies and procedures – and be able to determine the applicable policies/ procedures for different situations
  • acquiring appropriate relevant training regarding new technologies and their impact on Online Safety
  • attending online safety conferences and strategy meetings
  • identifying training needs for the Student Support Team (through, for example, use of National Online Safety webinars and resources)
  • being the primary point of contact between the College and the Education department’s Head of Governance.
  • planning and delivering student and parent awareness programmes (e.g. information booklets, parent information evenings)
  • sharing and evaluating concerns held by staff so that appropriate action to safeguard the welfare of students can be taken
  • ensuring members of staff are informed about lines of external support that are available to them, such as the Professionals’ Online Safety Helpline ([email protected]) operated by the UK Safer Internet Centre
  • monitoring and responding to Lightspeed (filtering) and alerts as appropriate
  • ensuring online safety signage and information is visible around the College and is regularly updated
  • supporting students who may be the subject of any online safetyconcerns and referring to outside agencies if appropriate
  • liaising with and supporting staff who have concerns about online safety
  • maintaining confidential records of meetings and events relating to online safety issues
  • making use of a self-review tool to inform the College Online Safety Policy
  • maintaining a record of staff who are using social media with their students and ensuring that risk assessments where appropriate are updated for websites and Apps

All Students should be encouraged to take responsibility for:

  • their own online safety and, together with parents, sign and abide by the student AUA
  • ensuring that their Online Profile is secure and does not make them vulnerable
  • respecting personal privacy and keeping their own and other people’s personal information private, including photographs, passwords and any staff mobile phone numbers given out for the purposes of a school trip.
  • realising that the need to respect each other is equally as important online as it is in face to face contacts
  • reporting inappropriate use of technology immediately to a teacher
  • engaging in lessons on online safety awareness and Online Safety training
  • behaving in a healthy and positive manner towards digital technologies and when engaging in online activities

Parents/guardians have responsibility for:

  • discussing and supporting their child abide by the AUA
  • discussing the need to be safe online with their child
  • encouraging their daughters to report any concerns regarding online safety to them or to the school
  • accessing support systems in school and via the Internet to develop an appropriate awareness of how to protect their child
  • Contacting the College (eSafety Co-ordinator or DSL) with any concerns regarding Online Safety
  • respecting data protection issues when sharing images, videos and text, especially personal information about their child on social media networking sites
  • respecting school passwords and encouraging their child never to attempt to obtain or to use another child’s or an adult’s password
  • encouraging their child to read and respect (or to ask for advice or permission as appropriate) the Terms & Conditions of web services, especially with regard to the minimum age that some companies set for their websites in order to protect children from risk of harm or to comply with legal requirements

The Principal has responsibility for:

  • overseeing the application of the Online Safety Policy
  • supporting the eSafety Officer as appropriate.
  • ensuring that a member of the SLT team assumes the responsibility of the eSafety officer should the DSL or the designated eSafety Officer be absent.

Relationships to other policies

External policies to be found at:

Internal Policies:

Appendix 9 - JCG Student Acceptable Use Agreement (AUA) for use of technology in College

Appendix 10 - JCG Staff Acceptable Use Agreement (AUA) for use of Technology in College

Appendix 11 - Confirmation of receipt and reading of policy

Please confirm your receipt and reading of this policy using this Form: Microsoft Forms