SAFEGUARDING AND CHILD PROTECTION
FOR BANGKOK PATANA SCHOOL PARENTS AND GUARDIANS
OUR MISSION
Our mission is to ensure that students of different nationalities grow to their full potential as independent learners in a caring British international community. Our vision is to develop global citizens who shape their world through independence, empathy, creativity and critical thinking. We value well-being, learning and global citizenship.
We hold ourselves to a high standard of effective practices with specific attention to child protection. We are committed to safeguarding and promoting the welfare of children and young people. We have developed and adopted a Code of Ethics, Conduct and Safe
Working Practices which explains the appropriate and inappropriate behavior of adults towards children.
We expect all staff, volunteers and other third parties to share our commitments and it is a condition of entry to our site that they have read, understood, and will abide by these.
All of our practices reflect and are aligned with the written expectations of the International Taskforce on Child Protection. Whilst we have detailed policies and procedures which govern us, this guide has been designed as a more accessible summary to aid understanding.
Safeguarding
The broader responsibility of protecting children from harm, ensuring their safety and care as well as providing education to learn about keeping safe.
Child ProteCtion
A subset of safeguarding that focuses specifically on protecting children who are suffering or at risk of significant harm.
abuSe
The intentional act of causing harm or knowingly failing to prevent harm. harm
The negative impact caused by abuse which can be intentional, neglectful or inadvertent.
HARM AND ABUSE TO CHILDREN
Children can be abused in a family, an institution, a community setting, online, by those known to them or, more rarely, by others. The perpetrator of harm can be another adult or child.
OUR CONTEXT AS A BRITISH INTERNATIONAL SCHOOL IN THAILAND
THAI LAW AND UNITED NATIONS HUMAN RIGHTS OF THE CHILD
Child abuse is a criminal offence under the Child Protection Act, B.E. 2546 (2003). Thailand is also a signatory of United Nations Human Rights of the Child (UNHCR) which sets out the rights of children regardless of age, circumstances, gender, ability, culture, race, language, sexual identity or religion. Our policies meet the requirements of both these legal frameworks and all members of the school community are expected to abide by them. Some of the key provisions are:
Article 3: All actions concerning children should prioritise their best interests. This underpins the need for policies that protect children from harm, including child-on-child abuse.
Article 12: Children have the right to express their views freely in all matters affecting them, and their views should be taken seriously— especially in safeguarding investigations.
Article 36: Children should be protected from all other forms of exploitation that could harm their welfare.
Article 37: No one is allowed to punish children in a cruel or harmful way.
Article 39: Children have the right to help if they have been hurt, neglected or badly treated.
THE INTERNATIONAL TASKFORCE FOR CHILD PROTECTION
The International Taskforce on Child Protection (ITFCP) was formed in 2014 after its members recognized that the sector needed to work together, set new standards and raise awareness about particular risks for international school communities. The ITFCP provides collective resources, expertise, and partnerships to our school so that we can audit, evaluate and continue to support our community in protecting children from harm.
INTERNATIONAL BACCALAUREATE ORGANISATION (IBO)
We are accredited with IBO every five years and self-evaluate our provision for protecting and safeguarding children. This includes confirming:
• our safer recruitment practices
• our staff are suitable for the roles they are appointed to
• our spaces and environment are safe for teaching and learning
• our policies and practices promote physical, social and emotional wellbeing for the community
COUNCIL OF INTERNATIONAL SCHOOLS
CIS plays a vital role in promoting safeguarding and child protection through our accreditation. CIS accreditation recognizes schools that meet high standards of professional performance in international education, including a commitment to student well-being and safeguarding. In addition, we engage with training and professional networks to share best practice and respond to the changing risks which students face.
THE FEDERATION OF BRITISH INTERNATIONAL SCHOOLS IN ASIA
Our membership of FOBISIA as a key accreditation partner confirms our policies and practice to keep children safe from harm. In addition, we participate in annual conferences and training events as part of a network of expert practitioners. This means that we help build a safer international school community across the South East Asia region.
KEEPING CHILDREN SAFE IN EDUCATION (KCSIE), UK DEPARTMENT FOR EDUCATION
Finally, we align our practice with the annual publication of KCSIE which sets out the statutory requirements for all UK schools in keeping children safe. This publication is recognised as providing some of the highest standards of practice internationally.
PARTNERSHIPS WITH EXTERNAL AGENCIES
We work in partnership with Thai Government Agencies, Embassies and NGOs who can assist us with supporting children and families depending on their needs. In addition, we may from time to time connect with an official government body and our Senior School Managers act as our liaison when needed.
CHILD SAFEGUARDING STEERING GROUP
Child protection and safeguarding is the responsibility of everyone. The Steering Group meets four times per year to review policy, self-audit, evaluate outcomes and make recommendations for changes to procedures and practice. They are also responsible for professional networking across Bangkok and the region to ensure best practice can be adapted to our context. Members of this group receive and manage
incidents which occur. Membership includes Senior School Leaders and DSL.
SCHOOL ATTENDANCE
Good attendance is essential for all learners and frequently removing a child from their education or colluding with them to remain absent from school can be a form of harm. Persistent absence or infrequent attendance can also suggest a child is suffering from harm or abuse in the home or at school. The School carefully considers the attendance pattern of children as part of its monitoring routines.
NOTIFICATION OF TEMPORARY GUARDIANSHIP
Students may only be considered for enrolment if residing in Bangkok with a parent or legal guardian. For any periods of short-term absence, parents and legal guardians must update the school by submitting a
‘Notification of Temporary Guardianship’ to the Admissions Office. In exceptional circumstances, and with the agreement of the relevant school Principal, students may be given permission to reside with an Appointed Guardian. It is neglectful to leave a child without competent supervision or without an appointed guardian who must be:
• Aged over 25 years and resident in Bangkok
• Able to communicate in either English or Thai
• Able to provide a point of contact at all times
• Nominated by the parent or legal guardian
• Well known, competent and safe to supervise a student
Parents are required to inform the Admissions Office and Class Teacher/Tutor immediately of any change in family circumstances, living arrangements or custody agreements.
CHILD PROTECTION AND SAFEGUARDING POLICY AND PROCEDURES
SAFER RECRUITMENT OF STAFF
We make it clear in our advertising literature and school media channels that we align with the standards of the International Taskforce for Children. This includes sharing the procedures below in our job advertisements and job descriptions.
Our staff who recruit employees have completed specialist training to evaluate potential applicants. This includes checking written applications, clarifying any errors or omissions that may have been made and asking questions of candidates which can demonstrate their commitment to a culture of safety.
The documents which candidates provide to us include proof of identity, qualifications and any professional or specialist licenses. We evaluate the authenticity of documents, including requiring sight of originals or attested copies.
Background checks of criminal records and previous employment records are sourced to screen unsuitable candidates. On first appointment and on an annual basis, staff also make a self-declaration of any new conflicts of interest or criminal records that could affect their continued employment with us. We conduct basic online searches of publicly available information.
A further safety standard is provided by the Thai government who only issue teacher visas following similar documents submitted to their offices. Any discrepancies which arise during or after our hiring pro-
cess can result in the withdrawal of a conditional offer or termination if employment has already begun.
Whilst most staff are directly employed by the School, we require that any contracted staff or casual staff have undertaken the same type of background checks as if they were our own employees.
TRAINING AND PREVENTION
We train a team of senior employees in the prevention and response to children who have or could be at risk of abuse. These are called our Designated (DSL) and Assistant Designated Safeguarding Leads (ADSL). Signs are displayed prominently on our school site at key locations so that they are easily recognisable. In addition, all our staff receive annual general training in child protection and safeguarding to identify any signs or symptoms of abuse.
REPORTING CONCERNS
All staff must report a concern or disclosure that a child is being abused or at risk of potential harm to our DSL team. During a holiday vacation, staff are able to use teams channels or reach out to their Principal. Parents may also contact our DSL team out of hours using safeschool@patana.ac.th if they become concerned about abuse and harm which may be happening to a child enrolled at the school. We also connect with DSL teams in other schools where there is valid information to share.
RESPONDING TO CONCERNS
Our DSL team will follow up concerns depending on the nature of the reported harm. If the harm is caused by parents and it is judged safe to make contact, they will speak directly with them to share concerns and the actions the school must take. The school will work in partnership with parents to create a clear understanding of how family or parenting behaviours may impact on their child’s development.
If the harm is caused by a member of staff, we follow our procedures for determining whether a threshold of harm has been reached. Cultural differences, misunderstandings and inadvertent breach of our codes of conduct are easily rectified and supported with further training. More serious allegations which could meet the threshold of harm are subject to our school’s inquiry procedures. In the case of a substantiated allegation, it leads to dismissal and involvement of external agencies.
The School will respond to incidents between children (either bullying or child-on-child abuse) which have occurred inside and outside of the school premises and has a duty of care in appropriately responding to the developmental needs of both children where this occurs.
POSITIVE BEHAVIOUR
We value a safe, caring and positive school culture. Holistic child development is prioritised and positive role modeling by adults is expected even when remedying student’s poor behaviour.
All behaviour is understood de -
velopmentally, as a form of communication and an opportunity to learn. Restorative approaches in both the primary and secondary behaviour policies enable staff to identify inappropriate behaviour, support children in taking responsibility, use a framework of choice and consequence, as well as seeking ways for repair and growth.
Staff are mindful when working with families that punishment at home can be administered in different ways. We will always model and advise how to set high expectations and assertive language without aggression or the need for unbalanced punishment. Children can learn more from thorough and
age-appropriate responses than from smacking or hitting. Corporal Punishment in any form and anywhere it happens is unlawful in Thailand (2025). Physical punishment in any form and howsoever threatened or administered is never justified in the home and the resolution of the American Psychological Association (2019) has evaluated longitudinal evidence that it is harmful to physical and psychological wellbeing, with the potential for lifelong trauma.
PHYSICAL INTERVENTION
Physical intervention is sometimes required by a staff member to protect a child from harming themselves
and others, to prevent them from committing a criminal offence or to prevent serious damage to property. It must always be in the best interests of the child, reasonable and proportionate and used as a last resort for the shortest time possible. In most instances passive resistance is sufficient eg when it is safe to stand between two students as a last resort to calm an aggressive situation. Its use should be rare and when it is needed, each case must be documented by the Principal.
ANTI-BULLYING
Poor behaviour must never be minimised or brushed off. In particular, all members of staff are expected to respond to reports of bullying which can damage self-esteem and learning progress. Bullying might be physical, verbal or online.
• Jokes about somebody’s disability (cognitive diversity, physical appearance or mental health)
Disability
• Mocking, mimicking or belittling a person’s disability
• Intrusive questions about a person’s disability
• Racist jokes
• Conduct based on stereotypical perceptions about a person because of their race
Race
Religion and Belief
• Intrusive questions about a person’s race, skin colour, nationality or ethnic national origins
• Intrusive questions about a person’s appearance
• Jokes about a particular religious group or people who have no religious beliefs
• Behaviour which fails to tolerate, acknowledge or appreciate others religious convictions and beliefs
• Sexist jokes
Sex
Sexual Orientation
Gender Identity and Expression
• Conduct based on stereotypical perceptions about a person because of their sex
• Intrusive questions regarding a person’s sex
• Homophobic or transphobic jokes
• Intrusive questions about a person’s partnership or domestic circumstances
• Unwanted conduct including touching, pinching, pushing and grabbing
• Slurs/jokes/suggestive behaviour
• Intrusive questions regarding a person’s gender expression or identity
Controlling Behaviour
BEHAVIOURS THAT MAY BE PRESENT
Designed to isolate somebody from a source of support so that a victim cannot resist and escape. Examples may include ignoring somebody so they are not included in the group, only allowing somebody to be part of the group if they meet certain conditions.
Coercive Behaviour
Microaggressions
Threats, humiliation and insults designed to harm, frighten or punish somebody. Examples may include direct or implied threats, humiliating somebody in person or online in public forums.
Brief and sometimes repetitive verbal phrases which may be unintended (due to a lack of knowledge and understanding) but nevertheless cause harm because of how they highlight negative characteristics with a particular group. Examples may include: “You look so normal” – said to somebody with a disability
Banter
The exchange of teasing remarks either individually or in public. The remarks are said in a way where the perpetrator knows they could be interpreted as harmful but often says “Just banter” to minimise the insult.
CHILD ON CHILD ABUSE
The term child-on-child abuse is increasingly used as a broad term to describe any form of physical, sexual, or emotional abuse and/or coercive control exercised between children and within children’s relationships, both intimate and non-intimate. It can, therefore, be used as a term which includes bullying.
The phrase, however, was first used to recognise that some behaviour had become increasingly normalised as a direct result of changing access to technology, the volume of unfiltered material which young people can access and the role of online social influence. The strength of this term helps adults to position and respond appropriately to unacceptable and illegal behaviours.
It can include misogynistic behaviour between children, creating or sharing sexualised snapchat comments or images, developing unbalanced and extreme attitudes from online influencers, encouraging each other to self-harm or engage in challenges which are dangerous to life.
It also recognises that there is a duty of care in responding appropriately to incidents between children as both victims and perpetra-
tors. It recognises that children can do something without the capacity of maturity, inadvertently or negligently (eg without knowledge of the law or without thinking through consequences) and that behaviour can be motivated by typical development norms such as natural curiosity through sexual maturation or a desire to create popularity in a peer group. Likewise, children who lack supervision, self-management and critical thinking skills, can be unduly influenced. Finally, mental illness or disorder which is more likely to emerge between the ages of 14-22 may explain changed behaviour.
IDENTITY BASED HARM
With at least 68 different nationalities, ‘identity based harm’ is used to describe negligent or intentional “hurt caused by behaviour targeted at a person’s identities ( eg national origin, race, colour, ethnicity, caste, religion, citizenship status, gender, sexual orientation, language, or ability) which may affect their ability to thrive, as well as their sense of safety and well-being”.
It can sometimes be direct discrimination (typically unkind terms and slurs), and sometimes can be without intention (typically when a student is continually isolated from being left out). The harm it causes can have cu-
mulative impact on children’s mental health and wellbeing and may result in a student internalising the views of others which means they do not fulfil their potential, they will endure a lesser state of wellbeing and in an extreme situation may exhibit mental distress or illness.
Identity based harm is a particular risk of international communities which large diverse populations, and where students can be highly transient between different settings. The World Health Organisation recognises that increased childhood transitions between schools is an adverse childhood experience which can lead to poor mental health outcomes in later life. Being able to discuss its cause, reduce the impact and prevent identity based harm is highly protective of young people’s self esteem and sense of self.
Not responding to an incident may mean neglectful or intentional discrimination becomes normalised behaviour in a community. Nothing is ever ‘just banter’ or ‘just kids stuff’ and should be reported so that both the perpetrator and injured are supported intentionally to grow great global citizenship. Teachers should also pay attention to pedagogy, representation in teaching materials and hidden bias.
OUR PHYSICAL ENVIRONMENT
We are committed to building a community of learners who work in partnership for the benefit of children. This means that a large number of people enjoy accessing our campus from time to time when children are learning. This can include staff, family, volunteers and visitors. Colour coded security is used for quick identification purposes and so staff and parents can challenge or report any person that is not respecting our ways of working.
Patana Students Red card and lanyard
Patana Parents, Guardians and Family Members
Blue card and lanyard
Patana employees, board members and contractors Grey card and lanyard
Contracted ECA and Service Providers
Orange card and lanyard
Invited Guests Purple card and lanyard
Visitors Yellow card and lanyard
Only Secondary age students have ID cards.
Family includes parents, grandparents and support/ domestic staff that may regularly drop off and pick up children.
This includes employees and contracted employees who have undertaken our background screening checks.
This includes security guards and staff who running our programmes from swimming to fencing.
This includes people who come to our site infrequently such as professional guests, auditors and contractors.
This could include an alum, family member from overseas attending a school show, weekend parents of another school attending a football match.
PHYSICAL SECURITY
The ID card controls access to different parts of our school depending on the community members profile who agree to abide by our codes of conduct.
Families may use our facilities such as tennis courts during certain times of the day. Parents may have also completed additional safeguarding training to become volunteers, such as assisting with registering a swimmeet or to read to primary aged children.
Visitors to the school can use the iVisitor sign up system prior to arrival at school or visit the Security Office near main reception or at the Sports Complex security office and
have their photo taken. A card will be given in exchange for a photo ID. They must read and sign the Visitors’ Safeguarding Code of Conduct available in several languages. Security guards strictly enforce that nobody may leave or enter without being authorised. Invited guests and visitors are escorted or collected from reception.
TOILETS AND CHANGING ROOMS
All toilets and changing rooms are clearly signposted for adult or student use. Adults must not enter student toilets unless there is an immediate concern for safety. Adults may also not enter a changing room where children may be undressing.
They must give each child their full respect and personal responsibility to undertake these tasks for themselves.
Foundation and Key Stage 1 staff do not help younger student with personal tasks, such as changing and toileting, that students can manage on their own. At nursery, where intimate care is required, there are strict guidelines, training and agreements between school and parents in place.
MEDICAL CARE AND ASSISTANCE
The School employs a team of four Full Time and seven part-time nurses who work across our site. There are a further 23 nurses who
are contracted as needed to provide medical assistance during trips, residentials and large- scale events. They are registered professional nurses who are supervised by a Lead Nurse and who can administer and safely store medications according to their professional registrations.
SITE SECURITY
CCTV is used in public areas on our premises to protect our community from harm. The school complies with the Thai Personal Data Protection Act (PDPA) and provides guidance on how personal data is collected, stored, accessed, used, and deleted.
OUT OF HOURS
COMMUNITY CAMPUS USE
Community use of facilities out of hours still requires an ID badge which records access to permitted areas. Bathrooms and changing rooms designated for adult or student’s use must be respected at all times and adult supervision for primary children must be provided at all times.
RESIDENTIAL AND OVERNIGHT STAYS IN HOTELS, RESORTS AND ON CAMPUS
We have specific policies which govern our day and overnight visits, trips and residentials. This includes
Codes of Conduct for Residential Activity Providers and Code of Conduct for Hotels and Resorts. It also includes staffing ratios, risk assessments for activities undertaken and scenario planning for emergency situations.
Accompanying drivers/guides are never roomed in the same block or floor as students during a residential that includes overnight stays. Sleeping areas, spacing and staff supervision for any campus sleepovers should be in line with overnight expectations set out in our policies.
OUR DIGITAL AND VIRTUAL ENVIRONMENT
• The unauthorised access to physical equipment and school systems is a potential risk for harm to children. Each employee to whom equipment, email and/or school accounts are issued, sign a user agreement at the beginning of their employment.
• The unsafe use of social and electronic media may cause accidental or inadvertent harm to students. Personal digital cameras or mobile phones are only used by staff for creating or transferring media (images, video, audio) of students. This media is downloaded to a school system and deleted from the personal device at the earliest opportunity.
• Staff, Parents, guardians and visitors are generally not permitted to take and share images of students and staff. They are asked to follow the direction of school employees re -
garding when and where it is appropriate or inappropriate to take photographs, videos, or other forms of digital media and must never assume this is acceptable. School staff will politely remind parents who do not follow these rules. Parents may reshare any content that already has been uploaded on official school channels as permission has been sourced.
• Parents and guardians may not provide images, video or audio taken at the school to the press or other media organisations. Thailand Child Protection Act 2003 Section 27 stipulates than no person shall disseminate through the mass media, or any informative media, information related to a child or guardian with an intention to cause damage to mental, reputation, prestige, or any interest of a child.
• All school-related social media accounts must be approved by Development, Alumni and Marketing and where appropriate, public@ patana.ac.th used as a backup email address within these accounts. Staff should not accept invitations from students to be ‘friends’ on social networking sites as this is not consistent with expected professional conduct.
• Staff should remain alert to the specific issues related to supervising students using computers or technology on the school site. Harm can be caused by over reliance on technology, gaming or social media, accessing inappropriate materials, being influenced unduly by media and algorithms which can distort perceptions and thinking.
CODES OF CONDUCT
Appropriate Codes of Conduct have been developed for all members of our community: Board Members, staff who work for us and with us, parents on our site, volunteers and children. These set out the minimum standards we expect in keeping children free from harm. Any breaches of this code may result in disciplinary actions for employees or contractors, withdrawal of site-passes for parents and volunteers, or behaviour consequences for students. These codes create an explicit culture of child protection and safeguarding. These are shared from time to time as members join our community or we work with others from outside our school:
• Staff Code of Ethics, Conduct and Safe Working Practices
• Parent Code of Conduct
• Student Code of Conduct
• Volunteers Code of Conduct
• External Providers Code of Conduct
PHYSICAL TOUCH AND PERSONAL SPACE
Appropriate touch plays a vital role in child development, and inappropriate touch is harmful, unsafe and never permitted. In the rare situation when touch is needed such as offering comfort to a small child
or part of a physical coaching session, staff must follow general principles of seeking consent, checking for understanding and ensuring safeguards are in place eg having completed professional training and never coaching in private.
The concept of personal space is sometimes a concern for young people and adults should be aware of how to read potential signs of discomfort, adjust and respond accordingly to avoid any misunderstandings or distress. They should also observe and give feedback to others who may be unaware of how different cultural groups can be deferential to teachers in authority and may not always say if they feel discomfort.
MENTAL HEALTH, ILLNESS AND CONDITIONS
Students are most likely to develop mental illness or be diagnosed with a condition which is a result of different physiology between the ages of 14-22. These emerge as a young person’s environment becomes more complex. It may also be a result of substance misuse. Symptoms may be temporary or permanent and can range from observing atypical social, emotional, cognitive or behavioural changes in students. The vast majority of people who suffer from symptoms and conditions are not harmful to themselves
or others, however, they often need care, support and adaptions to their learning to avoid self-harm. In addition, they can be more vulnerable to bullying, discrimination and exploitation by others.
Pastoral leaders, teachers of Special Educational Needs, as well as Social and Emotional Counsellors are instrumental in ensuring students are safe from harm and abuse.
SUBSTANCE MISUSE
Students may misuse substances to relieve emotional pain from trauma, experimentation, peer pressure, relief of mental illness symptoms and misguided beliefs about the risks and benefits. The school has a considered approach for supporting individual students who may be misusing substances as well as its larger responsibility to create an environment free from narcotics for the safety and wellbeing of all students.
STAFF TRAINING
All staff will attend basic training in recognising signs and symptoms of harm and abuse in students as well as receiving and responding to disclosure. Our senior staff will attend specialist training in managing incidents reported to them. Some staff attend ‘train the trainer’ so that our community is continually building capacity in our teams.
SIGNS AND SYMPTOMS OF ABUSE OR POTENTIAL HARM
PHYSICAL ABUSE
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.
The child may have:
• unexplained or frequent/repeat injuries
• unexplained bruises including bruising on buttocks, lower back, upper arms, thighs
• bruisers in small clusters/bilateral bruises
• cuts, burns/scalds, teeth marks, ligature marks, fractures – this list is not exhaustive
• fabricated or induced illness
SEXUAL ABUSE
Forcing or enticing a child or young person to take part in sexual activities, not necessarily involving violence, whether or not the child is aware of what is happening. Sexual abuse may involve physical contact, including assault by penetration (rape or oral sex), non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. It may include non-contact activities, such as involving children in looking at pornography, the production of sexual images through medium such as deep fake pornography, encouraging children to behave in sexually inappropriate ways, or grooming a child in prepa-
ration for abuse, including online abuse.
The child may:
• behave or play sexually, use sexual language or have knowledge that you wouldn’t expect them to have
• experience sexual health problems, including soreness in the genital and anal areas
• have a sexually transmitted infection
NEGLECT
The persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the impairment of the child’s health or development such as not providing adequate food, clothing and shelter, not protecting a child from physical and emotional harm, inadequate supervision or not accessing appropriate medical care/treatment.
The child may be:
• a poor attender
• have persistent unexplainable injuries
• have special education needs unaddressed
• left alone, hungry, dirty and/ or without adequate clothing or care when ill
• living in dirty, unsafe or dangerous conditions, i.e. around drugs or alcohol
EMOTIONAL ABUSE
The persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say. It may feature age or developmentally inappropriate expectations being imposed: interactions that are beyond a child’s developmental capability; overprotection.
The parent/caregiver may:
• withdraw their attention from their child
• blame problems on their child
• humiliate The child may:
• be overly fragile or frail, anxious
• have a developmental delay
• exhibit disorder or dysregulation, self harm
• exhibit psychosomatic symptoms
RECEIVING A DISCLOSURE OF ABUSE AND HARM
Students have a class teacher, tutor and Head of Year or Leader of Learning. There are Designated Safeguarding Leads, five specialist social and emotional counsellors and an anonymous ICT reporting system from Year 8. Many
children will not make full and formal disclosure. Sometimes, disclosure can occur over time as trust is built or as a child understands they are experiencing something that is not typical. With younger children in particular, information is often shared incidentally. In all cases staff will: Listen - AcknowledgeSupport – Report
Staff are trained in the principles of receiving disclosure in non-judgemental ways and never promising confidentiality. As soon as possible after a disclosure, written records are made by the adult and shared with the DSL through our onsite systems. All further follow up and actions are then led by the relevant DSL who will protect
privacy and confidentiality. Staff are reminded to never request a child to write a statement of their concern.
