Safeguarding - Then & Now

S A F E G U A R D I N G

Then and Now

Safeguarding students at Reading School is the single highest priority for the School’s Governors, Leadership Team and staff. Our goal has been to build a culture that keeps students safe, that nurtures and protects them and enables them to flourish. This should be the first pursuit of every school, and we make it as clear as we possibly can during our annual staff days as well as in our regular communication with parents, that safety comes first, wellbeing second and happiness third. We are convinced that students in Reading School make the most educational progress in a happy and healthy way when these foundations are in place.

Across the world, and through history, robust safeguarding processes haven’t always been a part of institutions’ responsibilities. Legislation to prosecute people accused of child cruelty has been in force in the UK since 1889, when the first Act of Parliament for the prevention of cruelty to children, commonly known as the "Children's Charter" was passed. This enabled the state to intervene, for the first time, in relations between parents and children. Police could arrest anyone found ill-treating a child, and enter a home if a child was thought to be in danger. The act included guidelines on the employment of children and outlawed begging. However, the Children Act 1989 and the Children Act 2004 introduced changes that render previous frameworks unrecognisable. Other reforms have included the introduction of Criminal Records checks in the UK through Part V of the Police Act 1997 and legislation to protect children from adults who pose a risk to them, through the Safeguarding Vulnerable Groups Act 2006 was introduced in a response to the murders of Holly Wells and Jessica Chapman, both aged 10 who were killed by their school caretaker in 2002. Today, safeguarding arrangements are governed in accordance with ‘Keeping Children Safe in Education’, which was first released by the Department for Education on 3 April 2014. Annual updates are reviewed by all staff in Reading School, and annual training is undertaken as the first training priority of each academic year. Staff are regularly reminded of contextual safeguarding (an approach to understanding, and responding to, children’s experiences of significant harm beyond their families), being aware of the signs to look out for when a child has or is coming to harm and referral procedures to Children’s Social Care.

“Safeguarding is at the heart of everything we do” Ms L Ayres, Designated Safeguarding Lead

Then

A matter of deep regret for the school, however, is that occasionally, former students report instances of behaviour, conduct or abuse which would be illegal by today’s standards, but which were accepted, or ‘brushed under the carpet’ at the time they happened. On more than one occasion, physical assault, that would today would undoubtedly lead to prosecution and disbarring from the teaching profession, has been alleged. Corporal punishment was only prohibited in all state-supported education in 1986, and this prohibition was finally extended to cover private schools as recently as 1998. Despite this, there has never been any moral argument to justify excessive use of force in chastisement.

We would encourage any former students with adverse childhood experiences, who believe they may be victims of any historic abuse, to consider reporting this to the Police. Challenging abusive behaviour and shining a light on practices, cultures or individuals who have perpetrated abuse, is one of the ways we can ensure that children today are kept safe. Organisations that learn through review of historic cases are best placed to develop strong safeguarding cultures that prevent history repeating itself.

Now

Reading School currently has a team of 6 full-time safeguarding professionals who manage concerns and worries found for children and young people. Together, they possess over 70 years combined experience of keeping children safe, protecting them from harm, promoting their welfare, wellbeing and human rights. Led by a designated safeguarding lead and using a wholeschool approach, the team actively and continuously promotes a culture of safeguarding throughout the school so that all members of the school community can play a part in keeping students safe.

Some key findings from Reading School’s most recent independent safeguarding audit, completed in June 2022, found that: Safeguarding is clearly a priority at Reading School and there is awareness of the ‘golden thread’ across the school body. Safeguarding training is an integral part of the Continuing Professional Development programme for all staff. The Assistant Head (Designated Safeguarding Lead) has undertaken training and is keen to further develop and improve safeguarding processes in the school and to work with local colleagues. Working with external agencies is an important aspect of safeguarding and all safeguarding staff are aware of this. School, including Boarding staff, are open to working with the police, CAMHS, social care and the Local Authority. It is clear, through a discussed example, that the school is prepared to hold others to account to ensure young people are safeguarded as effectively as possible and to be held to account. Safeguarding feedback from staff, students and the Safeguarding team was consistent; there was a clear message about feeling safe on site / knowing how to ask for support / advice / help from all parties. The section on Safeguarding in the Headmaster’s Bulletin was mentioned by both staff and students. Thorough record keeping is essential for safeguarding, which is recognised by the safeguarding, boarding, pastoral teams and Senior Leadership Team. Boarding records are consistently recorded, which reflect advice from Ofsted. This recent independent audit provides a brief snapshot of some of the ways that Reading School safeguards its students, and it reflects the increasing importance and profile of safeguarding in schools today. We acknowledge the experiences of some former students and are sorry to hear about their experiences. We have no hesitation in reminding current students that they can find help by emailing safeguarding@reading-school.co.uk and recommending that any alumni with historic concerns contact NAPAC (National Association for People Abused in Childhood / www.napac.org.uk) or indeed, their local Police force. It can be difficult and painful to recall past experiences, but professional organisations like NAPAC really can help. Much has changed in society in the past 50 years. With regard to safeguarding children and vulnerable adults, the overwhelming majority of these changes have helped institutions like our own to become safer, more protective and more child-centred environments.