Wellington College Prep Lent
A note from the Deputy Head Safeguarding
Dear Parents and Guardians,
Welcome to our Lent term edition of the Safeguarding Newsletter – a little different from usual as this edition is specifically aimed at the Wellington College Prep community.
At Wellington College Prep, the safety and well-being of your children are of paramount importance. This work is not done in isolation but in partnership with you as parents and carers.
In this issue, we are pleased to share with you the insights and results from two crucial surveys which inform our strategies moving forwards: the Pupil Staying Safe Survey and the Safeguarding Parent Survey.
Through the annual Pupil Staying Safe Survey, we aim to understand how our students perceive their safety at school, identify any areas where they may feel vulnerable, and gather suggestions for improvement. Meanwhile, the Safeguarding Parent Survey provided a platform for you, our valued parents, to voice your opinions about the safeguarding measures in place, and to highlight areas of safeguarding you would like to know more about.
We believe that by openly discussing these survey results, we can strengthen our collaborative efforts to ensure a safe and nurturing environment for every child. Your feedback is invaluable, and together, we can continue to build a community where safeguarding and well-being are at the forefront of everything we do.
We also love collaborating with other schools, both locally and internationally. In this newsletter, you'll get to meet Paul Vanni, our International Director for Wellington College International, and learn more about his role. Plus, Dragana Popovic from our China schools has written an article about safeguarding from an international perspective – a bit different from our usual newsletter, but I hope you will find it an interesting read nonetheless.
Thank you for your continued support and partnership. Best wishes,
Jessica
Table of Contents
Introducing Paul Vanni, International Director for WCI
Highlight ... Karl Hopwood talk to Year 7 and 8
In the spotlight ... staying safe survey results
Safeguarding in our China schools
What’s going on in safeguarding in the UK
Importance of sleep
E-guarding - a guide for parents
Introducing .... Paul Vanni, International Director for WCI
Tell us your story
I was fortunate to go to an independent school on a fully funded government assisted place; the experience was utterly transformational. I loved my own schooling, and it somehow seemed quite natural to me to go into education I am a career teacher and taught French and Italian for 20 years before taking on my first school headship. The school in question was a new central London day and boarding school with Chinese owners, and it was from this slightly unusual angle that I began to be drawn into the world of international education, which has led me to Wellington.
What does your role with Wellington College International involve?
My job has three main strands: I work with prospective and new partners to develop additional school opportunities; as a governor of some of our schools in China and India I support existing Masters and their schools; and, finally, at group level I have oversight of a number of areas including the quality assurance programme for all our schools.
What is currently your biggest challenge in your role and how do you overcome it?
On a weekly basis I have meetings with people around the world on a range of incredibly varied topics It’s exciting! Sometimes we discuss stimulating educational matters, on other occasions we could be discussing weighty safeguarding issues or business terms enshrined in legal language. Switching from one mindset and context to another can be challenging, as can having so many online conversations when sometimes you sense that being able to look someone directly in the eye and shake their hand at the beginning and end of a meeting would unlock a discussion so much more easily and make things more personable I think to overcome this you have to make sure you are extremely well prepared for every meeting, and this involves understanding who you are talking to as well as what you are talking about In the digital age, it is more important than ever to remember the personal side of every spoken interaction
How does safeguarding feature in your role?
Safeguarding features in my role in several ways For example, the quality assurance processes that I oversee look at the safeguarding systems and student wellbeing in our schools In addition, I am the safeguarding governor for some schools and as such I meet with Designated Safeguarding Leads on a regular basis to offer support and provide accountability
What do you enjoy doing when you are not working?
I am a keen sports fan and love attending live sports events
One of my sons is a Harlequins fan, while the other has taken a shine to Brentford Trips to the Stoop and the Gtech Community Stadium are always fun days out.
Tell us one thing that no one at Wellington knows about you! I have been to Everest Base Camp
Highlight: Karl Hopwood talk for Year 7 and 8 parents
15th MARCH 2025, 11am, Christopher Lee Theatre
“To filter or not to filter, that is the question…..”
We are excited to invite Year 7 and 8 parents to a vital talk on online safety, featuring Karl Hopwood, an esteemed expert in the field
Join us on Saturday March 15th, at 11am in the Christopher Lee Theatre at Wellington College, to gain invaluable insights into monitoring online activities, using effective parental control apps, and having productive conversations about digital safety with your children. This session is designed to address your concerns and provide practical solutions to protect your children in the digital age Refreshments will be available from 10:40am
Don't miss this opportunity to learn from an expert and enhance your understanding of online safety. Your participation is crucial in ensuring a safe digital environment for our children
Following Karl’s presentation, Delyth Lynch (Director of Safeguarding) will provide a brief overview of 'Lightspeed', our school's filtering and monitoring system, to give you a better understanding of how we protect your children .
while they are using our network and how you can also use this tool during the holidays as well Our Director of IT – Tony Whelton – will also be there to answer some of the more technical questions around filtering and monitoring and vpn usage.
If you are interested in attending please email Ilona Varey, as online bookings have closed (IV@wellingtoncollege.org.uk). You can read more about Karl here
In the spotlight ... Staying Safe Survey Results and Parent Voice
The ‘Staying Safe survey results’
In November, pupils completed the annual ‘Staying Safe’ survey For our Junior School children, this is conducted from EYFS-Year 2 as individual conversations with our pastoral year heads – Lynsey Fripp and Claire Rhodes and for our Year 3 and 4 children they are guided by their tutors through the questions within a class context. For the first time this year the survey for our Upper School pupils was completely anonymous and was completed individually within a form period The survey is carried out in order to take a deep dive into many aspects of school life but especially around whether they feel safe, what they would do in certain situations as well as analyse any trends and patterns, particularly around child-onchild abuse. We always listen and respond to the results; this is not a tick box exercise but done to inform the safeguarding annual development plan and also see where we can improve the student experience Results are presented to staff, Governors, students and parents If you would like any further detail about any aspect of the survey, please do contact Jessica Goves.
The key findings were:
Junior School EYFS
The Nursery children reported high levels of safety and wanting to come to school with 95% saying they like to come to school and feel safe at school.
89% of children stated that other children at WCP behave well. Those who responded negatively had experienced some rough behaviour at playtime and the Nursery team were addressing this at the time of the survey
All Reception children stated that they like coming to school with 96% stating that they feel safe at school
36% of Reception children said that there were areas of the school that they did not feel safe in. Most of these comments were about the back car park.
When asked if they thought that other children at WCP behaved well, 36% responded negatively The team are aware of the behavioural challenges within this year group and have created a plan which has already been put in place, particularly around expectations for listening.
Year 1 and 2
School Enjoyment: A significant majority of students enjoy coming to school, with 64% of Year 1 and 58.8% of Year 2 students always liking it. The remaining students sometimes enjoy school, citing reasons such as tiredness, wanting to be with parents, and finding some activities challenging
Safety at School: An overwhelming 91% of students feel safe at school, and 100% reported that there is no place, time, or person at school that scares them. However, some students mentioned feeling uneasy in the car park and when walking past older children playing ball games.
Care and Support: All students believe that someone at school cares for them and that they know who to ask for help if needed Additionally, 100% of students feel they can show how they are feeling
Listening and Communication: Half of the students feel that people always listen to them at school, while the other half feel that they are sometimes listened to. When feeling sad or worried, 100% of students believe there is someone they can talk to
Behaviour and Self-Expression: Students generally feel they can be themselves at school, with 90% agreeing Some students highlighted areas for improvement, such as the need for more flexible seating arrangements during carpet time.
Year 3 and 4
School enjoyment: 98.5% of pupils reported always or sometimes liking coming to school this year Only one pupil reported never liking school, and they are being closely monitored by our pastoral team
Safety at school: On a scale of 1-5 (5 feels very safe), 90% of pupils responded 4 or 5, this is a significant increase in pupils feeling very safe at school from previous years data. 39% pupils raised concerns about areas of the school where they didn’t feel safe which included the adventure playground, woods, and swimming pool
Care and Support: 99% of pupils feel that adults at school listen to them 96% said there is an adult in school they can talk to if they are feeling sad or worried. Encouragingly, 50% would speak to their tutor and 19% would speak to Mrs Perry (Pastoral Year Head)
Behaviour and Bullying: 91.4% of pupils believe that children generally behave well at WCP 10% of pupils stated that they felt they were being bullied at the time We are providing support to those affected and working on strategies to prevent bullying in these year groups.
Inclusivity and Expression: The majority of pupils feel they can be themselves and are valued at school. There is a slight rise in pupils reporting difficulty in expressing their feelings compared to last year We are focusing on helping children articulate their emotions
Upper School
The Staying Safe survey for the Upper School at Wellington College Prep was conducted anonymously this year, with an 86% participation rate from Year 5 to 8 pupils.
Overall Safety
Students rated their safety at an average of 8.4/10, an increase from previous years.
53% rated their safety as 9 or 10, up from 50% in 2023.
Notably, 96% of pupils rated their feeling of safety at school as 6 or above, with 83% rating it 8 or above
Areas of Concern
Commonly mentioned unsafe areas include changing rooms, 4 square and the woods. Of the 16% of pupils who reported feeling unsafe in these areas the majority were in Years 5 and 6
Respect and Fair Treatment
83% of pupils feel respected and treated fairly by staff and 86% feel respected and treated fairly by peers and older pupils. This is consistent with previous years.
Year 6 pupils were more likely to report that they were not respected by staff (29%), citing favouritism, unfair accusations of misbehaviour and lack of listening as key issues
Year 7 pupils reported greater feelings of respect by their peers (96%). Year 6 reporting feeling least respected by their peers (20%). There was very little variation between genders.
Bullying
Experiences of bullying is low (9%; national average is 40%), with verbal abuse being the most common form. Over half of bullied pupils had sought help; those who had not asked for help cited that they felt they did not need help and that the bullying had stopped
Sexual Harassment
This was a new question for this year. Rates of sexual harassment were low with just 6% (this equates to 6 girls and 4 boys) reporting that they had been sexually harassed in the last 12 months
Year 7 and 8 girls reported higher rates than younger year groups; 7 pupils reported that they had already spoken to an adult they trust about the incident, 3 said they wanted to speak to an adult and 1 gave their name in order to pursue a conversation with a trusted adult. We are working with all the children affected.
Inclusion and Belonging
Over 90% of pupils agreed or strongly agreed that they were celebrated, valued and can be themselves at school.
Students rated WCP as ‘inclusive’ at an average of 7 89/10 With 90% reporting a 6 or above
To address these concerns, an action plan has been written, and several pieces of work are already in progress, including:
A review of site traffic and car parking by Wellington College Security to ensure the safety of all Duty staff wearing branded Hi-vis jackets to enable children to easily identify staff during break and lunch times.
Ensuring effective staff monitoring in areas of concern such as 4 Square and the changing rooms Changing rooms are now locked when not in use
Emphasising the importance of the tutor role and ensuring all staff are coaching trained by Michaelmas 2025.
Raising awareness and education through LFL and assembly programme about child-on-child incidents, including sexual harassment
Promoting inclusivity and ensuring that all pupils feel valued and respected
Parent Voice – results of the parent education survey, November 2024
We conducted this survey to gather parents’ insights and feedback on various aspects of safeguarding at Wellington College Prep as well as using your feedback to help construct a new parent pastoral and safeguarding education programme Many thanks to the 64 parents who responded to this survey
The key findings were:
1.Awareness and Knowledge:
59% correctly identified Jessica Goves as the Designated Safeguarding Lead 25% did not know who the DSL was.
66% knew how to access significant school policies. 8% had accessed policies, the most commonly accessed being the Child-on-Child Abuse policy
2. Perception of Safety and Policies:
92% strongly agree or agreed that their child feels safe at Wellington College Prep
72% of parents have confidence in the school’s safeguarding policies, systems and structures at the school
66% of parents believe that the leadership of safeguarding is effective.
3. Online Safety:
100% of parents take an interest in their child’s online activities, and 80% have had conversations about online behaviour.
63% of parents have systems at home to block inappropriate web content, and 75% set screen time limits.
4. Knowledge and Education:
Mental health has the highest level of parent knowledge at 3.08/4.0, while Equality, Diversity, and Inclusion (EDI) has the lowest at 2.56/4.0.
Most parents prefer receiving education and information via face-to-face talks/workshops with a hybrid approach the second most preferred method
5. Interest in Parental Masterclasses:
The top 3 themes parents asked to receive further information about were: Online safety and screen time management; behavioural reporting mechanisms at school and child-on-child abuse
Whilst the survey results indicate positive levels of awareness and confidence in the school’s safeguarding policies and practices among parents, there is still room for improvement We were particularly grateful for the honest feedback that you gave about some of your own experiences The areas that we are focussing on particularly are looking at our parental talks programme, in conjunction with Dee Guest (Deputy Head Pastoral) and continuing to raise the profile of the safeguarding team amongst the parent body across all age groups.
Safeguarding in our China Schools
An international perspective
by Dragana Popovic (Director of Quality Assurance and Standards, The Bridge, China)
Safeguarding is a paramount concern for educational institutions worldwide, and Wellington College schools in China are no exception. Ensuring the safety and well-being of every pupil has been integral to Wellington College China (WCC) schools since their inception over a decade ago Inspired by stringent UK safeguarding standards, these schools work collectively with guidance from the Central Office to maintain and enhance safeguarding measures By sharing resources, training frameworks, and best practices, they have established uniform standards for child protection that resonate across all schools within the group, creating a safe and conducive learning environment for every pupil
Balancing UK standards with local requirements
Setting up safeguarding in schools in China based on UK standards presented unique challenges and opportunities While ensuring high standards of child protection, WCC schools also needed to adapt to local requirements, which have only recently begun to focus comprehensively on safeguarding measures The schools integrate rigorous UK safeguarding procedures with Chinese educational regulations, striking a balance that respects local laws while maintaining international best practices. This dual focus underscores the group’s commitment to pupil welfare, aligning with both global and local safeguarding measures Close collaboration with local authorities (such as educational bureaus and police) and international organisations ensures that practices are both globally informed and locally applicable
Continuous professional development and collaborative efforts
Continuous professional development for staff is a key component of this integrated safeguarding approach. Regular training sessions, conducted in both English and Chinese, as well as frequent professional development opportunities for senior leaders and Designated Safeguarding Leads, are critical
to maintaining high standards. WCC schools also undergo regular internal and external audits to stay ahead of trends and ensure best practices in safeguarding These efforts ensure that all staff members have a comprehensive understanding of safeguarding, covering physical safety, emotional well-being, and online environments. Additionally, the schools maintain close connections with Wellington College’s safeguarding team, frequently seeking their input and advice. Their participation in bi-annual meetings adds another layer of checking but also expert input.
Commitment to excellence at all times
Safeguarding at WCC schools is a dynamic process that integrates UK and international best practices with local requirements to ensure the highest level of protection for all pupils Through collaboration, dedicated leadership, and continuous training, these schools exemplify a commitment to creating safe educational spaces that prioritise the welfare of every child
What’s going on in safeguarding in the UK?
Start with Privacy Settings
WhatsApp – is it safe for my child?
The NSPCC has written a guide: “Is Your Child Using WhatsApp? Here's What Parents Need to Know”.
WhatsApp has become the go-to messaging app for many children, with over 2 billion monthly users worldwide As your child navigates the digital world, understanding this popular platform is crucial for ensuring their safety.
While WhatsApp offers valuable ways to connect with friends and family, parents should know that the official age requirement is 13 years old in the UK If your child is using the app, here are essential safety measures you can implement today.
Think of WhatsApp's privacy settings as your first line of defence Head to Settings > Privacy to make crucial adjustments. Set your child's profile visibility to "My Contacts" rather than "Everyone," and restrict who can add them to group chats. These simple changes can significantly reduce unwanted contact.
Understanding Group Chats
Group chats are where most children spend their time on WhatsApp, but they can also present risks. With up to 512 participants possible in a single group, your child might interact with people outside their contact list. Make sure they know they can leave any uncomfortable group conversations by tapping the group name, selecting Group Info, and choosing Exit Group
The "View Once" Feature
WhatsApp's "View Once" feature might give children a false sense of security While messages disappear after viewing, recipients can still take screenshots Have an open conversation with your child about thinking carefully before sending any type of message, even those set to disappear.
Setting Healthy Boundaries
Help your child manage digital pressures by discussing when it's okay to step away from messages There's no obligation to respond immediately, and WhatsApp's "last seen" status can be hidden in privacy settings to reduce social pressure.
Monitoring Without Hovering
Rather than strict surveillance, aim for open dialogue about online experiences Keep devices in common areas during homework and bedtime, and consider using WhatsApp Web on a family computer for easier oversight while respecting privacy.
Red Flags to Watch For
Pay attention if your child shows anxiety about WhatsApp notifications, becomes secretive about certain group chats, or receives messages from unknown contacts. These could signal problems requiring parental intervention.
Making WhatsApp Work for Your Family
Used responsibly, WhatsApp can support your child's social development and academic collaboration. Encourage positive uses like homework groups while maintaining clear guidelines about usage times and appropriate sharing.
Taking Action
If you encounter serious issues like cyberbullying or inappropriate content, don't hesitate to contact school authorities or law enforcement. WhatsApp also offers built-in features to block and report problematic users. Remember, your engagement in your child's digital life makes all the difference By implementing these safety measures and maintaining open communication, you can help ensure WhatsApp remains a positive tool in your child's social toolkit.
If you are interested in further advice into what parents should be considering here is an article from ParentZone
Importance of sleep
A Reminder of the Importance of Quality Sleep for Children by Lynsey Fripp (EYFS lead)
Sleep is a cornerstone of children’s physical, emotional and cognitive development It is the time for restoration and for children’s bodies to recharge and retain the information they have learned throughout the day Sleep is as essential for the body as eating, drinking and breathing, and it helps to repair the brain, not just the body. Despite its importance, many children experience barriers to achieving the restful sleep they need, affecting their learning, behaviour and overall wellbeing
Why Quality Sleep Matters:
Physical Growth and Development: Sleep promotes the release of growth hormones essential for healthy development
Cognitive Function: Quality sleep sharpens focus, supports memory and strengthens decision making and emotional regulation skills.
Emotional Wellbeing: Consistent sleep patterns help reduce stress, regulate mood and support mental health
Common Barriers to Quality Sleep:
Irregular Sleep Schedules: Inconsistent bedtimes disrupt the body’s internal clock, making it harder to fall asleep and wake up refreshed.
Screen Time Before Bed: Using electronic devices before bed suppresses melatonin, the hormone that regulates sleep
Dietary Factors: Consuming sugary or caffeinated food and drink close to bedtime can interfere with sleep quality.
Uncomfortable Sleep Environment: Bright lighting, loud noises or uncomfortable room temperatures can disrupt sleep
Inconsistency: Forming good sleep habits at a young age requires consistent bedtime rules and routines.
Lack of Awareness About Sleep Importance: Children may resist bedtime routines if they do not understand the value of sleep
According to the National Sleep Foundation, children aged 3-5 years should get 10 – 13 hours of nightly sleep, while children aged 6 – 13 years should strive for 9 – 11 hours of sleep.
It is reported that nearly 30% of children and 75% of teenagers are not getting enough sleep.
As parents, caregivers and educators, we play a vital role in identifying these barriers to help children enjoy consistent, restorative sleep Children who get enough quality sleep are more likely to excel academically, regulate their emotions effectively and maintain good physical health Promoting regular sleep patterns from an early age ensures children reach their full potential and thrive in all aspects of their development
E-guarding – a guide for parents
There is so much information out there for parents at the moment; the safeguarding team have selected a few highlights which we hope will be useful for you
When are kids ready for social media? An Article from the Child Mind Institute asks when are out children ready for social media and how to monitor it when they are starting to use it Read here
Online safety: government priorities: The Department for Science, Innovation and Technology announced new online safety priorities for Ofcom in November as it continues its work to implement the Online Safety Act. Ofcom will have to report back to the Secretary of State on what action it has taken against the priorities The draft Statement of strategic priorities for online safety focuses on five key areas: implementing safety by design; increasing transparency and accountability of online platforms; maintaining regulatory agility to keep pace with changing technology and behaviour; building an inclusive and resilient online society of wellinformed users; and supporting continued innovation in safety technologies Read the press release here and the draft paper here
The Centre for Countering Digital Hate has produced a series of videos which are available on YouTube How do parents feel about their children on social media? Watch here. They have also produced a handy parent’s guide which you can download here.
Online behaviours: Ofcom has published its annual report looking at the online behaviours and habits of children and adults in the UK and how they are served by online content providers and platforms Findings show: older children were more concerned than younger ones about the time they spent online; one in five 8- to 15 year-olds have a user age of at least 18 on a social media platform; and teenage boys were more likely to encounter content showing dangerous stunts, while girls were more likely to encounter potential harms relating to body image. You can read the full report here
Springer has published a free eBook on the impact of digital media on infants, children and adolescents. With each chapter written by different academics and experts, the book explores current research on the cognitive, physical, mental and psychosocial impacts on children and how digital media influences relationships, family, culture, and society You can download the Handbook of children and screens: digital media, development, and well-being from birth through adolescence here.
Oxford researchers outline recommendations for studying the impact of artificial intelligence on young people’s mental health Read the OII press release here
Online child sexual exploitation: WeProtect Global Alliance has released a new film exploring how Artificial Intelligence (AI) is being used to exploit children online The film discusses the use of generative AI technologies to create fake yet convincing sexually explicit images and child sexual abuse material (CSAM) The film also highlights the need for governments, technology companies, and society to work together to address these issues Watch here
AI tips for parents: Learn more about artificial intelligence content and tools and discover ways to help your children stay safe here
Manipulative Marketing in Mobile Games - Better Internet for Kids: Children are increasingly becoming major components in the online games industry Many games are deceptively pay to play, whilst claiming to be free. For most of these apps the download is free but most of the gameplay is locked Free in the context of apps is a highly flexible term Online gaming firms use the ‘free’ label to draw in players, whom when talking about minors may be attractive due solely to that quality. Money making tactics such as these, can be hard to detect even for adults Their use of bright colours, distracting music and other methods can be highly persuasive in gaining players. Better Internet for Kids has crafted a learning module designed to explore digital marketing tactics You will learn why companies use these tactics and how they can impact your child and their rights You will also learn how you can support your child to spot and avoid these issues, as well as where you can seek help and support If interested, please follow the link here
Online Scams: The UK Safer Internet Centre has published a report on children and young people’s exposure to online scams Findings show: 79% of children are coming across scams online at least once a month; 27% of parents and carers say their child has been the victim of an online scam; and 26% of children who had been scammed said they blamed themselves The report highlights the emotional impact on children and a culture of victim-blaming surrounding online scams. Safer Internet Day research report 2025
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