Safeguarding children
Safeguarding and promoting the welfare of children is defined as:
- protecting children from maltreatment
- preventing the impairment of children’s mental and physical 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.
At Willerby Carr Lane Primary School safeguarding and promoting the welfare of our pupils is everyone’s responsibility. We adopt a child-centered and coordinated response so that we are always working in the best interests of the child. We have regular training which helps all staff to work proactively to develop a culture in which safeguarding is paramount. The views of children are listened to and valued and we seek to develop partnerships with parents and other agencies. All staff maintain a ‘it could happen here’ attitude and understand that they should always act on any concerns. We work with governors to develop our comprehensive safeguarding policies and also seek parents’ and pupils’ views and input on these. All staff fully understand how to implement school policies and procedures which include those shared here.
Alongside this we ensure that our children know that we think their health, safety and wellbeing are important. They know that we respect them and that they can speak to any adult in school if they are worried.
We have developed our curriculum to provide opportunities to teach children how to recognise risks and keep themselves safe.
If you have any safeguarding concerns or queries please do not hesitate to contact our Safeguarding Team.
Mrs Smith and Mrs Widdowson are the members of staff responsible for Child Protection and Ms K Boughen is the Safeguarding Governor.
Mrs K Smith – Safeguarding Lead
Mrs L Widdowson – Deputy Safeguarding Lead
Mrs K Boughen – Safeguarding Governor
Further info:
Any person employed to work with children in our school is expected to be cleared by a Disclosure and Barring Service check (DBS).
In order to fulfil this responsibility effectively, we have made available the below documents to give you further advice and information:
Below are a number of contact details and links for your information:
Early Help and Safeguarding Hub (EHaSH)
During office hours (Monday to Thursday 9am-5pm, Friday 9am-4.30pm), you can contact EHaSH on:
Outside of office hours, please contact the emergency duty team:
Family Information Services Hub (FISH)
Free, impartial service for children, young people, parents/carers & the people who support them.
The following websites may be helpful:
The NSPCC is the UK’s leading children’s charity, preventing abuse and helping those affected to recover.
Talk PANTS helps children understand that their body belongs to them, and they should tell someone they trust if anything makes them feel upset or worried.
Helping you to better protect your children online.
Child Exploitation and Online Protection.
Tips, advice, guides and resources to help keep your child safe online.
Helpful information and guidance on a range of key online safety topics.
Operation Encompass
Operation Encompass is a Police and Education early intervention safeguarding partnership which supports children and young people exposed to domestic abuse.
Operation Encompass is the reporting to schools before the start of the next school day when a child or young person has been involved or exposed to a domestic abuse incident the previous evening.
The information is given in strict confidence to a school’s Key Adult to enable support to be given dependent on the needs and wishes of the child.
Operation Encompass is a Trauma Informed and Trauma Sensitive charity. We acknowledge and understand the impact of Domestic Abuse as an Adverse Childhood Experience.
Operation Encompass mitigates against the damaged caused by exposure to Domestic Abuse and other ACE’s
‘Enthusiastic Curriculum Leaders: Curriculum leaders have clear visions for their subjects, with PE and mathematics leaders investing in schemes to support teachers.’
‘Effective Phonics Teaching: Reading books match the taught sounds, and additional support is provided for pupils needing extra help.’
‘Effective Phonics Teaching: The phonics leader ensures consistent teaching of phonics across the school.’
‘Support for Early Career Teachers: An emotional literacy support assistant has been employed to enhance the special educational needs and disabilities team, providing valuable support to parents and pupils.’
‘Happy and Safe Environment: Pupils feel happy and safe at school, working cooperatively and responding well to teachers’ instructions. They perceive the behavior policy as fair and report that bullying is rare.’
‘Governance and Safeguarding: Safeguarding arrangements are effective, with consistent training and comprehensive incident logging.’
‘Student Responsibility and Community Engagement: Year 6 pupils are given responsibilities, such as being ‘dinner buddies’ and leading celebration assemblies.’
‘Well-Planned Curriculum: Curriculum leaders have developed knowledge organisers to identify key knowledge, skills, and vocabulary, which are shared with families and pupils.’
‘Well-Planned Curriculum: The school has redesigned its curriculum to build on existing knowledge, with all teachers responsible for specific areas.’
‘Wider Development Opportunities: The school promotes pupils’ wider development through opportunities beyond the curriculum, such as links with a school in Uganda, debates, sustainability awareness, and diverse role models.’
‘Effective Phonics Teaching: The school is considering a new phonics program to maintain high-quality teaching.’
‘Student Responsibility and Community Engagement: Pupils also engage in community activities, like making Christmas food hampers and starting a road safety campaign.’
‘Student Responsibility and Community Engagement: The school offers numerous lunchtime and after-school clubs, fostering interests in sports and creative arts.’
‘Enthusiastic Curriculum Leaders: Pupils, including those with special needs, benefit from scaffolded tasks and appropriately pitched work.’
‘Governance and Safeguarding: Governors have a strong understanding of the school’s strengths and areas for improvement, effectively supporting and challenging the school leadership.’
‘Support for Early Career Teachers: The school supports early career teachers with training from subject leaders.’
