Updated September 2025

Creative Mindset

Review:   

All staff MUST agree to ‘read, understand and adhere to the following:    

Version	Date	Description	Written / Reviewed By	Next Review Date
1	27/05/2022	Initial Policy	Mary Sharon Collins and Danielle Barker	27/05/2023
Amendments	29/01/2023	Policy Amendment	Mary Sharon Collins and Danielle Barker	27/05/2023
1st Review	22/05/2023	Policy Review	Mary Sharon Collins and Danielle Barker	22/05/2024
Updates	26/08/2023	Policy Updates	Mary Sharon Collins and Danielle Barker	26/08/2024
Updates	13/02/24	Policy Updates	Mary Sharon Collins and Danielle Barker	26/08/24
Updates	12/09/24	Policy Updates	Mary Sharon Collins and Danielle Barker	12/09/25
Updates	12/09/2025	Policy Updates	Mary Sharon Collins and Danielle Barker	12/09/2026

Details of Policy Updates: 

Date	Details
29/01/23	Policy updated  and Amended
11/05/23	Dani Added as DSL
26/08/23	Amendments shown in BOLD to reflect updates in Keeping Children Safe in Education 2023.
13/02/24	Amendment. Added Norfolk Safeguarding Children Partnership and email address to PROCEDURES   2:1 and Norfolk Safeguarding contacts to Appendix C
12/09/2024	Amendments to reflect changes made to KCSIE 2024
12/09/2025	Amendments to reflect changes made to KCSIE 2025

  

INTRODUCTION

Creative Mindset fully recognises the responsibility it has under section 175 of the Education Act 2002, the Non-Maintained Special Schools (England) Regulations 2015, and the Apprenticeships, Skills, Children and Learning Act 2009 to have arrangements in place to safeguard and promote the welfare of children.  Safeguarding and promoting the welfare of children is everyone’s responsibility. ‘Children’ includes everyone under the age of 18.

This responsibility is more fully explained in the statutory guidance for schools and colleges ‘Keeping Children Safe in Education’ (September 2025).  All staff must be made aware of their duties and responsibilities under Part One of this document, which are set out below.

Staff should read the above document together with ‘Annex B’ of ‘Keeping Children Safe in Education’, 2025 and ‘What to do if you’re worried a child is being abused: Advice for practitioners’ (March 2015) if they are working directly with children.  For those staff who do not work directly with children Annex A can be issued instead, but this is a matter for Creative Mindset to decide.  At Creative Mindset all staff are issued with Annex B regardless of their job role.

Through their day-to-day contact with pupils and direct work with families all staff  have a responsibility to:

·      Identify concerns early to prevent them from escalating;

·      Provide a safe environment in which children can learn;

·      Identify children who may benefit from early help;

·      Know what to do if a child tells them he/she is being abused or neglected or exploited

·      Follow the referral process if they have a concern.

This policy sets out how Creative Mindset discharges its statutory responsibilities relating to safeguarding and promoting the welfare of children. Our policy applies to all staff, paid and unpaid, working for Creative Mindset. office staff as well can be the first point of disclosure for a child.  Concerned parents/carers may also contact Creative Mindset.

It is consistent with the Safeguarding Children Partnership Board procedures.

There are four main elements to our policy:

PREVENTION through the teaching and pastoral support offered to pupils and the creation and maintenance of Creative Mindset protective ethos;

PROCEDURES for identifying and referring cases, or suspected cases, of abuse or exploitation. The definitions of the categories of abuse are attached (see Appendix A);

SUPPORTING CHILDREN particularly those who may have been abused or witnessed violence towards others;

PREVENTING UNSUITABLE PEOPLE WORKING WITH CHILDREN

Processes are followed to ensure that those who are unsuitable to work with children are not employed.

This policy is available to schools and parents on request and is on the Creative Mindset website.

1.0          PREVENTION

1.1          We recognise that high self-esteem, confidence, supportive friends and good lines of communication with a trusted adult help to protect children.

1.2          Creative Mindset will therefore:

1.2.1     Establish and maintain an environment where children feel safe, including in a digital context, and are encouraged to talk and are listened to.

1.2.2     Ensure children know that there are trusted adults in Creative Mindset whom they can approach if they are worried or in difficulty and their concerns will be taken seriously and acted upon as appropriate.

1.2.3     Tailor our consultation sessions to be age and stage of development appropriate so that it meets the specific needs and vulnerabilities of individual children, including children who are victims of abuse, and children with special educational needs or disabilities.

1.2.4     Incorporate into the sessions, activities and opportunities that enable children to develop their understanding of stereotyping, prejudice and equality.

1.2.5     Ensure that all Creative Mindset staff challenge instances of prejudice related behaviour, including but not limited to, instances of sexism, misogyny/misandry, homophobia, biphobic and sexual violence/harassment. Any prejudice related incidents will be responded to and reported/logged quickly and appropriately.

1.2.6     For Primary:

Incorporate into sessions when needed under the direction of commissioning school, activities and opportunities which equip children with the skills they need to stay safer from abuse and exploitation in all contexts based on the current 2019 RSE guidance.

During the course of this year, schools will be moving towards delivering the following content from the 2025 RSE guidance:

• That families are important for children growing up safe and happy because they can provide love, Security and stability.

•       How to recognise if family relationships are making them feel unhappy or unsafe and how to seek help or advice from others if needed.

•       How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable and how to seek help or advice from others, if needed.

• That healthy friendships are positive and welcoming towards others and do not make others feel lonely or excluded. Pupils should learn skills for developing caring and kind friendships.
• How to recognise when a friendship is making them fell unhappy or uncomfortable and how to get support.
• How to critically evaluate their online relationships and sources of information, including awareness of the risks associated with people they have never met, for example, that people sometimes behave differently online, including pretending to be someone else, or pretending to be a child and that this can lead to dangerous situations.
• How to recognise harmful content or harmful contact and how to report this.

•       About the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe.

•       That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe Contact, including physical contact.

•       How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know.

•      How to report abuse, concerns about something seen online or experienced in real life, or feelings of being unsafe or feeling bad about any adult and the vocabulary and confidence needed to do so.

• How to report concerns or abuse, and the vocabulary and confidence needed to do so.

• How to ask for advice or help for themselves or others, and to keep trying until they are heard. Where to get adice e.g. family, school and/or other sources.

(Relationships Education, Relationships and Sex Education (RSE) & Health Education, DfE, 2019)

(Relationships Education, Relationships and Sex Education (RSE) & Health Education, DfE, 2025 – to be fully implemented by 2026)

1.2.7      For Secondary:

Incorporate into sessions when needed under the direction of commissioning school, activities and opportunities which equip children with the skills they need to stay safer from abuse and exploitation in all contexts, including: for appropriate pupils

• How to judge when a relationship is unsafe and where to seek help when needed, including when pupils are concerned about violence, harm, or when they are unsure who to trust.
• The characteristics of positive relationships of all kinds, online and offline, including romantic relationships. For example, pupils should understand the role of consent, trust, mutual respect, honesty, kindness, loyalty, shared interests and outlooks, generosity, boundaries, tolerance, privacy, and the management of conflict, reconciliation and ending relationships.
• The role of consent, including in romantic and sexual relationships. Pupils should understand that just because someone says yes to doing something, that doesn’t automatically make it ethically ok.
• Pupils should have an opportunity to discuss how some sub-cultures might influence our understanding of sexual ethics, including the sexual norms endorsed by so-called “involuntary celibates” (incels) or online influencers.
• Online risks, including the importance of being cautious about sharing personal information online and of using privacy and location settings appropriately to protect information online.
• Not to provide material to others that they would not want to be distributed further and not to pass on personal material which is sent to them. Pupils should understand that any material provided online might be circulated, and that once this has happened there is no way of controlling where it ends up. Pupils should understand the serious risks of sending material to others, including the law concerning the sharing of images.
• Pupils should understand the potentially serious consequences of acquiring or generating indecent or sexual images of someone under 18, including the potential for criminal charges and severe penalties including imprisonment.
• What to do and how to report when they are concerned about material that has been circulated, including personal information, images or videos, and how to manage issues online.
• That the internet contains inappropriate and upsetting content, some of which is illegal, including unacceptable content that encourages misogyny, violence or use of weapons. Pupils should be taught where to go for advice and support about something they have seen online.
• That pornography, and other online content, often presents a distorted picture of people and their sexual behaviours and can negatively affect how people behave towards sexual partners.
• The concepts and laws relating to domestic abuse, including controlling or coercive behaviour, emotional, sexual, economic or physical abuse, and violent or threatening behaviour.
• What constitutes sexual harassment or sexual violence, and that such behaviour is unacceptable, emphasising that it is never the fault of the person experiencing it. 
• The concepts and laws relating to harms which are exploitative, including sexual exploitation, criminal exploitation and abuse, grooming, and financial exploitation.
• (Relationships Education, Relationships and Sex Education (RSE) & Health Education, DfE, 2019)
• (Relationships Education, Relationships and Sex Education (RSE) & Health Education, DfE, 2025 – to be fully implemented by 2026)

2.0      PROCEDURES

We will follow the procedures set out in the Cambridgeshire and Peterborough Safeguarding Children Partnership Board ‘Multi-Agency Procedures’.  A copy of these procedures can be found on their website: Multi-Agency Policies and Procedures | Cambridgeshire and Peterborough Safeguarding Partnership Board (safeguardingcambspeterborough.org.uk)

2.2.1   The Designated Safeguarding Lead’s are:

 Danielle Barker and Mary Sharon Collins

2.2.2    The Deputy Designated safeguarding lead is :   

Gemma Clay

2.3    Creative Mindset will:

2.3.1   Appoint senior members of staff, to the role of Designated Safeguarding Lead (DSL). The DSL will take lead responsibility for safeguarding and child protection. Whilst the activities of the DSL can be delegated to appropriately trained deputies, (Deputy Designated Safeguarding Lead, DDSL), the lead responsibility for safeguarding and child protection remains with the DSL and cannot be delegated.

2.3.2   Ensure that the role of DSL and DDSL is explicit in the role holder’s job description (as outlined in KCSIE 2025 Annex C)

2.3.3   Ensure that the DSL’s have the appropriate status and authority within Creative Mindset to carry out the duties of the post.  Give the DSL the time, funding, training, resources and support to provide advice and support to other staff on child welfare and child protection matters. (See ‘Keeping Children Safe in Education, 2025 Annex C). Ensure that the DSL and deputies have undertaken the two-day training provided by the Cambridgeshire Education Safeguarding Team and that this training is updated at least every two years.

2.3.4     Ensure that in addition to the formal training set out above, the DSL and DDSLs refresh their knowledge and skills e.g. via updates, meetings or further additional training at least annually.

2.3.5     Ensure that every member of staff, paid and unpaid, and the governing body knows who the Designated Safeguarding Leads and Deputies are and the procedures for passing on concerns from the point of induction.

           Staff members are required to log a concern via the electronic system and submit it to the DSL/DDSL immediately. 

 

2.3.6  Ensure that the DSL or DDSL are always available (during school hours, during term-time) to discuss any safeguarding concerns and that all staff are clear upon the course of action they must take if in exceptional circumstances the DSL and DDSL are not available. 

At least 1 DSL will be on site at all times.  In the unlikely event that this is not possible then at least 1 DSL will be available on the phone at all times during the school day.  During out of hours a DSL is not present then the group leader will have contact details for at least 2 DSL’s who can be contacted via the phone if required.  

If in the extremely rare event that no DSL’s are available either in person or on the phone staff should contact the Cambridgeshire Safeguarding Referral Centre 0345 045 5203, Essex 0345 603 7627 or Suffolk 0345 606 1499. / 0345 606 1499.

See Annex C, page 171 of Keeping Children Safe in Education 2025 for details of requirements. 

2.3.7 Liaise with the three safeguarding partners (Local Authority, Integrated Care Board and Police) as appropriate and work with other agencies in line with Working Together to Safeguard Children, 2023.

2.3.8     Ensure every member of staff  knows:

·      the name of the Designated Safeguarding Lead/Deputies and their role;

·      how to identify the signs of abuse and neglect and exploitation,; understanding that children can be at risk of harm inside and outside of the school, inside and outside of home, and online.

·      that children may not feel ready or know how to tell someone that they are being abused, exploited or neglected and/or they may not recognise their experiences as harmful

·      how to pass on and record concerns about a pupil/student;

·      that they have an individual responsibility to be alert to the signs and indicators of abuse and exploitation; and for referring safeguarding concerns to the DSL/DDSL;

·      what is meant by, and the importance of, showing professional curiosity

·      that they have a responsibility to provide a safe environment in which children can learn;

·      where to find the Multi–Agency Procedures on the Safeguarding Children Partnership Board website;

·      their role in the early help / targeted support process;

·      the process for making referrals to children’s social care;

·      the safeguarding response to children who go missing in education.

·      the safeguarding response to children who are absent from education, particularly on

repeat occasions and/or prolonged periods.

·      the role of filtering and monitoring and the process for reporting issues

2.3.9     Ensure all staff receive appropriate safeguarding and child protection training (including online safety, which, amongst other things, includes an understanding of the expectations, applicable roles and responsibilities in relation to filtering and monitoring, at induction. The training should be regularly updated, as required, and at least annually, to continue to provide them with relevant skills and knowledge to safeguard children effectively. .   

2.3.11 Ensure that all staff, paid and unpaid, recognise their duty and feel able to raise concerns about poor or unsafe practice in regard to children and that such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle-blowing policies including low level concerns and allegations against staff.

2.3.12 Ensure that parents are informed of the responsibility placed on Creative Mindset and staff in relation to child protection by setting out these duties. 

2.3.13 Ensure that this policy is available publicly either via or website.

2.3.14 Help promote educational outcomes by sharing the information about the welfare, safeguarding and child protection issues that children who have or have had a social worker are experiencing with staff.

2.3.15 Where pupils are educated off site in their home or in alternative provision, Creative Mindset and the school will have clear procedures about managing safeguarding concerns between the two agencies. Written confirmation that Creative Mindset has carried out appropriate safeguarding checks on individuals working at the establishment will be provided to the Commissioning school so they can carry out a safeguarding check on the provision to ensure they are satisfied any children attending will be safe.  

           Home visits – If staff are providing consultations/support/activities in the home a risk assessment will be carried out. Staff have access to a work mobile. Staff should follow usual Creative Mindset. safeguarding procedures.

2.4      Multi-Agency Working

Creative Mindset will:

2.4.1   Work to develop effective links with relevant services to promote the safety and welfare of all Children.

2.4.2   Co-operate as required, in line with ‘Working Together to Safeguard Children,’ (July 2018), with key agencies in their enquiries regarding child protection matters including attendance and providing written reports at child protection conferences and core groups.

2.4.3   Notify the relevant Social Care Team immediately if:

·      there is an unexplained absence/no show/ non-attendance of a child or young person who is subject to a Child Protection Plan.

• should have to suspend or exclude a pupil who is subject to a Child Protection Plan   

·      there is any change in circumstances to a pupil who is subject to a Child Protection Plan.

2.4.4   When a pupil who is subject to a Child Protection Plan leaves, information will be transferred to the new school immediately. The Child Protection Chair and Social Care Team will also be informed.

2.5      Record Keeping

            Creative Mindset will:

2.5.1   Keep clear, detailed, accurate, written records of concerns about children (noting the date, event and action taken), even where there is no need to refer the matter to Children’s Social Care immediately.

2.5.2   All concerns, discussions and decisions made, and the reasons for those decisions, should be recorded in writing.

2.5.3   Records should include:

•          a clear and comprehensive summary of the concern;

•          the child’s wishes and feelings;

•            details of how the concern was followed up and resolved;

•          a note of any action taken, decisions reached and the outcome.

•            a record of any discussion/communication with parents, other agencies etc

2.5.4   Electronic records are stored on an identified, purpose-built, secure platform (e.g. CPOMS). In addition, appropriate secure storage arrangements are in place for any historic hardcopy safeguarding files.

2.5.5   Ensure all relevant safeguarding records are sent to the receiving school or establishment when a pupil moves schools, within five days, in accordance with ‘Keeping Children Safe in Education, 2025, (page 174) and the Cambridgeshire Education Safeguarding Team’s Guidance on Keeping and Managing Child Safeguarding Records.

            The DSL will consider whether it would be appropriate to share information with the new school/college in advance of a child leaving.

2.5.6   Make parents aware that such records exist except where to do so would place the child at risk of harm.

2.5.7   Ensure all actions and decisions are led by what is considered to be in the best interests of the child and rationales are included for all discussions and decisions made.

2.6      Confidentiality and information sharing

2.6.1   Information about children and their families is defined as ‘special category data’, i.e.      information that identifies a living individual.  Collection, storage and sharing of personal           data is governed by the UK General Data Protection Regulations (UK GDPR) and the Data           Protection Act 2018.

            Creative Mindset will:

2.6.2   Ensure all staff and volunteers adhere to confidentiality protocols and that information is shared appropriately.

2.6.3   Ensure all staff are aware that they have a professional responsibility to share information with other agencies in order to safeguard children, (as set out in ‘Information sharing; Advice for practitioners providing safeguarding services to children, young people, parents and carers,’ DfE, May 2024).

2.6.4   Ensure that if a member of staff receives a Subject Access Request (under the Data Protection Act 2018) from a pupil or parent they will refer the request to the DSL or Headteacher of the commissioning school.

2.6.5   Ensure all staff are clear with children that they cannot promise to keep secrets.

            The Designated Safeguarding Lead/Deputies will:

2.6.6  Disclose information about a pupil to other members of staff on a ‘need to know’ basis considering what is necessary, proportionate and relevant. Parental consent may be required.

2.6.7   Aim to gain consent to share information and be mindful of situations where to do so would place a child at increased risk of harm. Information may be shared without consent if a person believes that there is good reason to do so, and that the sharing of information will enhance the safeguarding of a child in a timely manner. Where to do so might place the child or another person at immediate risk of harm or prejudice the prevention or detection of crime.

2.6.8   Record when decisions are made to share or withhold information, who information has been shared with and why. (See ‘Working Together to Safeguard Children,’ 2023)

2.6.9   In cases where the ‘serious harm test’ is met, creative Mindset must withhold providing the data in compliance with schools’ obligations under the Data Protection Act 2018 and the UK GDPR. Where in doubt creative Mindset should seek independent legal advice.

2.6.10 Seek advice about confidentiality from outside agencies if required. (See ‘Information sharing; Advice for practitioners providing safeguarding services to children, young people, parents and carers,’ DfE, May 2024).

2.7      Communication with Parents/Carers

            Creative Mindset will:

2.7.1     Ensure that parents/carers are informed of the responsibility placed on the Creative Mindset and staff in relation to child protection by setting out its duties in the Creative Mindset  website. 

2.7.2     Undertake appropriate discussion with parents/carers prior to involvement of another agency unless the circumstances preclude this action. 

2.7.3     Record what discussions have taken place with parents or if a decision has been made not to discuss it with parents, for example if Creative Mindset believes that notifying parents could place the child or another person at immediate risk of harm or prejudice the prevention or detection of crime, the rationale must be recorded.  Records may subsequently be disclosable to relevant partner agencies if a Child in Need or Child Protection Enquiry is undertaken.

2.8      Child-on-Child Abuse

All staff should be aware that children can abuse other children (often referred to as child-on-child abuse), and that it can happen both inside and outside of school or college and online. By definition, it applies to abuse by one child of another child – regardless of the age, of stage of development, or any age differential between them.

We recognise that child-on-child abuse can manifest itself in many ways.  This can include but is not limited to: bullying (including cyberbullying, prejudice-based and discriminatory bullying); abuse within intimate personal relationships between children; physical abuse; harmful sexual behaviour; sexual violence and sexual harassment including upskirting, and online sexual harassment; child sexual exploitation; child criminal exploitation; hate incidents and hate crime; racism; and initiation/ hazing type violence and rituals. Addressing inappropriate behaviour (even if it appears to be relatively innocuous) can be an important intervention that helps prevent problematic, abusive and/or violent behaviour in the future.

2.8.1   All forms of child-on-child abuse are unacceptable and will be taken seriously.

Creative Mindset will therefore:

2.8.2     Create a whole Company protective ethos in which child-on-child abuse, including sexual violence and sexual harassment will not be tolerated.

2.8.3     Provide training for all staff about recognising and responding to child-on-child abuse, including raising awareness of the gendered nature of peer abuse, with girls more likely to be victims and boys perpetrators.

2.8.4     Ensure that all staff do not dismiss instances of child-on-child abuse, including sexual violence and sexual harassment as an inevitable part of growing up or ‘banter’.

2.8.5     Include within sessions, information and materials that support children in keeping themselves safe from abuse, including abuse from their peers and online.

2.8.6     Provide high quality Relationship and Sex Education (RSE) and/or enrichment programmes including teaching about consent. If required to do so by commissioning school/Establishment

2.8.7     Ensure that all staff members follow the procedures outlined in this policy when they become aware of child-on-child abuse, referring any concerns of child-on-child abuse to the Designated Safeguarding Lead (or deputy) in line with safeguarding reporting procedures.

2.8.8     All Staff should be aware that some groups are potentially more at risk. Evidence shows girls, children with special educational needs and disabilities (SEND) and LGBT children are at greater risk. Creative Mindset will ensure that these children have a trusted adult to talk to.

2.8.9     Recognise the risk of intra familial harms and provide support to siblings following incidents when necessary.

2.8.10 The Designated Safeguarding Lead will refer to the Safeguarding Children Partnership Board’s  Child Sexual Behaviour Assessment Tool | Cambridgeshire and Peterborough Safeguarding Partnership Board (safeguardingcambspeterborough.org.uk)   if there is a concern that a young person may be displaying sexually harmful behaviours, may have experienced sexual violence or sexual harassment or other forms of sexual abuse.

2.9        Dealing with Sexual Violence and Sexual Harassment between children

2.9.1   Sexual violence and sexual harassment can occur between two or more children of any age and sex, from primary through to secondary stage and into college. It can occur also 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.

Children who are victims of sexual violence and sexual harassment will likely find the experience stressful and distressing. This will, in all likelihood, adversely affect their educational attainment and will be exacerbated if the alleged perpetrator(s) attends the same school or college. 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.

Creative Mindset will:

2.9.2      Make it clear that there is a zero-tolerance approach to sexual violence and sexual harassment that it is never acceptable, and it will not be tolerated.        

2.9.3     Provide training for all staff on how to manage a report of sexual violence or sexual harassment.                    

2.9.4     Make decisions on a case-by-case basis.

2.9.5     Reassure victims that they are being taken seriously, offer appropriate support and take the wishes of the victim into account when decision making.

2.9.6     Implement measures to keep the victim, alleged perpetrator and if necessary other children and staff members, safe. Record any risk assessments and keep them under review.

2.9.7     Give consideration to the welfare of both the victim(s) and perpetrator(s) in these situations.

.

2.9.8     Liaise closely with external agencies, including police and social care, when required.

2.9.9     Refer to ‘Keeping Children Safe in Education – Part five’, 2025, ‘for full details of procedures to be followed in such cases.  Also see ‘Sharing nudes and semi-nudes: advice for education settings working with children and young people’ (UKCIS, March 2024)

3.0     SUPPORTING CHILDREN

Creative Mindset recognises that any child may be subject to abuse and that 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 and as such will support all children by:

3.1      Providing curricular opportunities to encourage self-esteem and self-motivation.

3.2      Creating an ethos that actively promotes a positive, supportive and safe environment and values the whole community.

3.3      Applying Creative Mindset’s behaviour policy effectively. All staff will agree on a consistent approach, which focuses on the behaviour of the child but does not damage the pupil’s sense of self-worth.  Creative Mindset will ensure that the pupil knows that some behaviour is unacceptable but s/he is valued and not to be blamed for any abuse which has occurred.

3.4      Liaising with the  mental health lead  (Mary Sharon Collins) where safeguarding concerns are linked to mental health in school/college for advice on case management.

3.5      Liaising with other agencies which support the pupil such as Social Care, Child and Adolescent Mental Health Services, Emotional Health and Wellbeing Service,  Cambridgeshire/Norfolk/Suffolk/Essex Sexual Behaviour Service or Early Help (Targeted Support) Teams.

3.6     Promoting supportive engagement with parents and/or carers in safeguarding and promoting the welfare of children, including where families may be facing challenging circumstances

3.7     Creative Mindset recognises that whilst any child may benefit from early help, staff are encouraged to consider the wider environmental factors present in a child’s life, which could pose a threat to their welfare or safety,(Risks outside the home).. Staff are required to be particularly alert to the potential need for early help for children in particular circumstances.  Please see page 10 of Keeping Children Safe in Education, 2025 for the complete list.  The list includes:

3.8   Children with Disabilities, Certain Health Conditions, Additional Needs or Special Educational Needs

We recognise that, statistically, children with additional needs, special educational needs, emotional and behavioural difficulties and disabilities are most vulnerable to abuse.  School staff who deal with children with complex and multiple disabilities and/or emotional and behavioural problems should be particularly sensitive to indicators of abuse. 

Creative Mindset works with pupils with emotional and behavioural difficulties and/or challenging behaviours.  Creative Mindset will support staff to decide appropriate strategies that will reduce anxiety for the individual child and raise self–esteem as part of an overall behaviour support plan agreed with parents/carers and commissioning body.

Children will be taught personal safety skills such as:   

·       how to recognise if they are feeling unsafe including within family relationships and friendships.   

·       how to ask for help 

·       The difference between safe and unsafe secrets  

·       The difference between safe and unsafe physical contact and how recognise and manage risk including online. The content of sessions will be shared with parents/carers so that these skills can be supported at home.  

Under the Equality Act, there is also a duty to make reasonable adjustments for disabled children and young people.

We promote high standards of practice, including ensuring that disabled children know how to raise concerns, and have access to adults with whom they can communicate.  

3.8.1   Young Carers

Creative Mindset recognises recognises that children who are living in a home environment which requires them to act as a young carer for a family member with an illness or disability, mental health condition or an addiction can increase their vulnerability and that they may need additional support and protection.

Creative Mindset will: seek to identify young carers; offer additional support internally; signpost to external agencies; be particularly vigilant to the welfare of young carers and follow the procedures outlined in this policy, referring to Early Help or Social Care as required if concerns arise.

3.8.2   Children at Risk of Criminal Exploitation

Criminal exploitation of children is a form of harm that is a typical feature of county lines   activity. Drug networks or gangs exploit children and young people to carry drugs and money from urban areas to suburban and rural areas.  Exploitation can occur even if activity appears to be consensual.

All staff will consider whether children are at risk of abuse or exploitation in situations outside their families.  These are referred to as Extra-Familial Harms/Contextual Safeguarding and/or Risks Outside the Home.

Creative Mindset will address indicators of child criminal exploitation with staff through training. Staff will follow the procedures outlined in this policy if concerns of criminal exploitation arise.

The Designated Safeguarding Lead will complete Safeguarding Children Partnership Board’s Contextual Risk Screening Tool | Cambridgeshire and Peterborough Safeguarding Partnership Board (safeguardingcambspeterborough.org.uk) and refer to Social Care if there is a concern that a young person may be at risk of criminal exploitation.

Creative Mindset recognises that young people who go missing can be at increased risk of child criminal exploitation, modern slavery and/or trafficking and has procedures in place to ensure appropriate response to children and young people who go missing, particularly on repeat occasions.

3.8.3   Children at Risk of Child Sexual Exploitation

Child sexual exploitation (CSE) is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology.

CSE can be a one-off occurrence or a series of incidents over time and range from opportunistic to complex organised abuse. It can involve force and/or enticement-based methods of compliance and may, or may not, be accompanied by violence or threats of violence.

Potential indicators of sexual exploitation will be addressed within staff training, including raising awareness with staff that some young people who are being sexually exploited do not show any external signs of abuse and may not recognise it as abuse. Staff will follow the procedures outlined in this policy if concerns of child sexual exploitation arise.

The Designated Safeguarding Lead will complete the Safeguarding Children Partnership Board’s Contextual Risk Screening Tool | Cambridgeshire and Peterborough Safeguarding Partnership Board (safeguardingcambspeterborough.org.uk) and refer to Social Care if there is a concern that a young person may be at risk of CSE.

Creative Mindset recognises that young people who go missing can be at increased risk of sexual exploitation and has procedures in place to ensure appropriate response to children and young people who go missing, particularly on repeat occasions.

Creative Mindset are working in partnership with Cambridgeshire Police and Cambridgeshire County Council to identify and provide appropriate support to pupils who have gone missing through the Operation Encompass scheme. Cambridgeshire’s Education Safeguarding Team will share police information of missing child episodes with the Designated Safeguarding Lead(s) (DSL). On receipt of any information, the DSL will decide on the appropriate support the child may require. The Operation Encompass information is stored in line with all other confidential safeguarding and child protection information.

3.8.4     Children Persistently Absent from Education

Creative Mindset recognises that children who have unexplainable and/or persistent absences from education are absent from education, particularly repeatedly, can act as a warning sign of a range of safeguarding possibilities including abuse, neglect, child sexual exploitation and child criminal exploitation, modern slavery, mental health problems, risk of substance abuse, risk of travelling to conflict zones, and risk of FGM or forced marriage.

Creative Mindset monitors and follows up on the attendance of individual pupils closely, as outlined in the Attendance Policy, and analyses patterns of absence to aid early identification of concerning patterns of absence

Creative Mindset endeavors to hold more than one emergency contact for each pupil to provide additional options to make contact with a responsible adult when a child who is absent from education is identified as a welfare and/or safeguarding concern.

When a child is absent from Sessions, Creative Mindset follows the procedure as set out in Cambridgeshire’s Children Missing from Education guidance. Creative Mindset will make commissioning body aware of Non-attendance and inform Social Care if a child who is absent from sessions is subject to a Child Protection Plan or there have been ongoing concerns.

3.8.5   Children Misusing Drugs or Alcohol

            The discovery that a young person is misusing legal or illegal substances or reported evidence of their substance misuse is not necessarily sufficient in itself to initiate child protection proceedings but the school will consider such action in the following situations:

            When there is evidence or reasonable cause:                                                                                                  

·       To believe the young person’s substance misuse may cause him or her to be vulnerable to other abuse such as sexual or criminal exploitation.

The child’s substance misuse dependency is affecting their mental and physical health and social wellbeing

·       To believe the pupil’s substance related behaviour is a result of abuse or because of pressure or incentives from others, particularly adults;

·       Where the misuse is suspected of being linked to parent/carer substance misuse.

Where the child’s substance misuse dependency is putting the child at such risk that intensive specialist resources are required 

·        Where the misuse indicates an urgent health or safeguarding concern

·        Where the child is perceived to be at risk of harm through any substance associated criminality  

3.8.6   Children Living with Substance Misusing Parents/Carers

            Misuse of drugs and/or alcohol is strongly associated with Significant Harm to children, especially when combined with other features such as domestic abuse.

When Creative Mindset receives information about drug and alcohol abuse by a child’s parents/carers they will follow appropriate procedures.

This is particularly important if the following factors are present:

·           Parent/ carer/other family members drug and/or alcohol use is at a problematic level and are unable to provide care to child.

·          Family home is used for drug taking / dealing / illegal activities.

·           Chaotic drug and alcohol use leading to emotional unavailability, irrational behaviour and reduced parental vigilance

·         Evidence of substance/drug misuse during pregnancy

·           Child or household member found in possession of Class A or Class B drugs / drug paraphernalia found in home.

3.8.7  Children Living with Domestic Abuse

The Domestic Abuse Act 2021 applies to those aged 16 or over and introduces the first statutory definition of domestic abuse and recognises the impact of domestic abuse on children, as victims in their own right, if they see, hear or experience the effects of abuse.

All children can witness and be adversely affected by domestic abuse in the context of their home life where domestic abuse occurs between family members. Experiencing domestic abuse and/or violence can have a serious, long lasting emotional and psychological impact on children. In some cases, a child may blame themselves for the abuse or may have had to leave the family home as a result.

Young people can also experience domestic abuse within their own intimate relationships. This form of child-on-child abuse is sometimes referred to as ‘teenage relationship abuse’. Depending on the age of the young people, this may not be recognised in law under the statutory definition of ‘domestic abuse’ (if one or both parties are under 16).

Domestic Abuse is defined as any incident or pattern of incidents of controlling, coercive or threatening behaviour, violence or abuse between those aged 16 or over who are ‘personally connected’ regardless of gender or sexuality. This can encompass but is not limited to the following types of abuse: psychological, physical, sexual, financial and emotional, coercive or controlling behaviour.

Creative Mindset  recognises that where there is Domestic Abuse in a family, the children/young people will always be affected; the longer the violence continues, the greater the risk of significant and enduring harm, which they may carry with them into their adult life and relationships. Domestic Abuse can also affect children in their personal relationships as well as in the context of home life.

Staff will follow the procedures outlined in this policy if concerns of Domestic Abuse arise. The school will vigilantly monitor the welfare of children living in domestic abuse households, offer support to them and contribute to any Multi-Agency Risk Assessment Conference (MARAC) safety plan as required.

At Creative Mindset, we are working in partnership with Cambridgeshire Police and Cambridgeshire County Council to identify and provide appropriate support to pupils who have experienced domestic abuse in their home; this scheme is called Operation Encompass.  

In order to achieve this, Cambridgeshire’s Education Safeguarding Team will share police information of all domestic abuse incidents to which Police have been called, where one of our pupils has been present, with the Designated Safeguarding Lead(s) (DSL)/Domestic Abuse (DA) Lead.

On receipt of any information, the DSL/DA Lead will decide on the appropriate support the child may require. The Operation Encompass information is stored in line with all other confidential safeguarding and child protection information. All information sharing and resulting actions will be undertaken in accordance with the ‘Cambridgeshire and Peterborough Joint Agency Protocol for Domestic Abuse – Notifications to Schools, Colleges and Early Years settings’.

3.8.8     Children at risk of ‘Honour- Based’ Abuse (HBA) including Female Genital Mutilation (FGM)

Honour-Based Abuse can be defined as:

‘An incident or pattern of violence, threats of violence, intimidation, coercion, control or abuse (including but not limited to psychological, physical, sexual, economic, spiritual, faith-related or emotional abuse) motivated by the perpetrator’s perception that an individual has shamed, or may shame, the perpetrator, the family, or community or has otherwise broken, or may break, the perceived norms of the community’s accepted behaviours, including by speaking out about the abuse and where the perception of shame may also prevent a victim from accessing support or help.’ 

So called ‘honour-based’ abuse (HBA) encompasses incidents which have been committed to protect or defend the honour of the family and/or community, including breast ironing, female genital mutilation (FGM) and forced marriage. Creative Mindset takes these concerns seriously and all staff are made aware of the possible signs and indicators that may alert them to the possibility of HBA through training. Staff are required to treat all forms of HBA as abuse and follow the procedures outlined in this policy.

The new Marriage and Civil Partnership (Minimum Age) Act 2023 bans marriage for 16 and 17-year-olds, who no longer will be allowed to marry or enter a civil partnership, even if they have parental consent, as the legal age of marriage rises to 18.

It is now illegal and a criminal offence to exploit vulnerable children by arranging for them to marry, under any circumstances whether or not force is used.

Creative Mindset will manage any concerns relating to forced marriage sensitively and will report concerns immediately via the procedures outlined in this policy.

FGM is a procedure involving the partial or total removal of the external female genitalia or other injury to the female genital organs. FGM is illegal in the UK. Any indication that a child is at risk of FGM, where FGM is suspected, or where the woman is under 18, will be dealt with under the child protection procedures outlined in this policy. All Staff will report concerns to the DSL, who will make appropriate and timely referrals to social care. In these cases, parents will not be informed before seeking advice and the case will still be referred to social care even if it is against the pupil’s wishes.

In accordance with the Female Genital Mutilation Act, it is a statutory duty for teachers in England and Wales to report ‘known’ cases of FGM in under-18s which they identify in the course of their professional work to the police . Teachers should still consider and discuss any such case with the DSL and involve social care as appropriate, but the teacher will personally report to the police that an act of FGM appears to have been carried out.  

3.8.9  Children previously in care or have returned home to their family from care

Creative Mindset recognises that a previously looked after child potentially remains vulnerable. School will vigilantly monitor the welfare of previously looked after children, keep records and notify Social Care as soon as there is a recurrence of a concern in accordance with the Cambridgeshire and Peterborough Safeguarding Children Partnership Board ‘Multi-Agency  Procedures.’

3.8.10 Children showing signs of Abuse and/or Neglect and/or Exploitation

Creative Mindset recognises that experiencing abuse or neglect or exploitation may have an adverse impact on those children which may last into adulthood without appropriate intervention and support. Creative Mindset/Woodland Well-being, School may be the only stable, secure and predictable element in the lives of children at risk. Children who have experienced abuse or neglect or exploitation may display this through their own behaviour, which may be challenging and defiant or passive and withdrawn. We recognise that children may develop abusive behaviours and that these children may need to be referred on for appropriate support and intervention. 

All staff should be aware that safeguarding incidents and/or behaviours can be associated with factors outside Creative Mindset, the school or college and/or can occur between children outside of these environments. All staff, but especially the designated safeguarding lead (and deputies) should consider whether children are at risk of abuse or exploitation in situations outside their families. Risks outside the home take a variety of different forms and children can be vulnerable to multiple harms including (but not limited to) sexual abuse (including harassment and exploitation), domestic abuse in their own intimate relationships (teenage relationship abuse), criminal exploitation, serious youth violence, county lines and radicalisation.

Creative Mindset will provide training for staff to ensure that they have the skills to identify and report cases, or suspected cases, of abuse in accordance with the procedures outlined in this policy.

3.8.11 Children at Risk of Radicalisation

Children are susceptible to extremist ideology and radicalisation. Similar to protecting children from other forms of harm and abuse, protecting children from this risk should be a part of Creative Mindset’s safeguarding approach.

The Directors will ensure DSL has undertaken Prevent Lead training (which is updated every two years) and that all staff receive training about the Prevent Duty.

Creative Mindset have a duty to identify the Prevent lead for each commissioning school and share this information with the consultant working with a specific child before taking on work with the child. All staff members will have taken the Governments Prevent awareness, Referrals and Channel or Prevent Multi-Agency Panel (PMAP) course. Accesses via  the following link Prevent duty training: Learn how to support people susceptible to radicalisation | Prevent duty training (support-people-susceptible-to-radicalisation.service.gov.uk):

Staff are required to be alert to changes in children’s behavior which could indicate they need help or protection. Concerns that a child is at risk of radicalisation are referred to the DSL in the usual way. The school’s designated safeguarding lead (and any deputies) should be aware of local procedures for making a Prevent referral using the Prevent National Referral Form found on the Cambridgeshire and Peterborough Safeguarding Board website.

National Prevent referral form (safeguardingcambspeterborough.org.uk)

See also Prevent Duty Guidance: for England and Wales,’ HM Government, (March 2024).  

3.8.12 Privately Fostered Children

Private fostering is when a child under the age of 16, (under 18 if disabled) is provided with care and accommodation by a person who is not a parent, person with parental responsibility for them or relative in their own home for 28 days or more.

Creative Mindset will follow the mandatory duty to inform the local authority of any ‘Private Fostering’ arrangements and refer in the usual way via the Customer Service Centre. email: [email protected] 

3.8.13 Children who have Family Members in Prison

Creative Mindset is committed to supporting children and young people who have a parent or close relative in prison and will work with the family to find the best ways of supporting the child.

Creative Mindset recognises that children with family members in prison are at risk of poor outcomes including: poverty, stigma, isolation, poor mental health and poor attendance.

Creative Mindset will treat information shared by the family in confidence and it will be shared on a ‘need to know’ basis.

Creative Mindset will work with the family, specialist organisations and the child to minimise the risk of the child not achieving their full potential.

4.0      PREVENTING UNSUITABLE PEOPLE FROM WORKING WITH CHILDREN

4.1      Creative Mindset will operate safer recruitment practices including ensuring appropriate DBS and reference checks are undertaken according to Part Three of ‘Keeping Children Safe in Education’, 2025. This section should be read in conjunction with the school’s Safer Recruitment Policy.

4.2      The Directors will ensure that at least one of the persons who conducts an interview has completed safer recruitment training.

            The following members of staff have undertaken Safer Recruitment training Danielle Barker and Mary Sharon Collins

4.3      Allegations that may meet the harms threshold (Part Four, Section One)

4.3.1   Any allegation of abuse made against staff, (including supply staff, other staff, volunteers and contractors) that meets the harms threshold as set out in Keeping Children Safe in Education, 2025, Part Four, Section One, will be reported straight away to the Head teacher

4.3.2   In cases where the Director is the subject of an allegation, it will be reported to the other Director. Creative Mindset will follow the    procedures set out in Part Four of ‘Keeping Children Safe in Education’, 2025.

4.3.3   Creative Mindset will consult with the Local Authority Designated Officer (LADO) in the event of an allegation being made against a staff Memeber, member of supply staff or other staff, volunteer or contractor and adhere to the relevant procedures set out in ‘Keeping Children Safe in Education’, 2025, Part Four and the school’s HR Policies, and seek advice from their HR provider

4.3.4   The Directors will ensure that all allegations are reported to the LADO within one working day. The LADO will advise on all further action to be taken. 

4.3.5   Before contacting the LADO, Creative Mindset should conduct basic enquiries in line with local procedures to establish the facts to help them determine whether there is any foundation to the allegation, being careful not to jeopardise any future possible police investigation. Schools and colleges will use the guidance chart found at Appendix B to support their decision-making.

4.3.6   Where Creative Mindset identifies a child has been harmed, that there may be an immediate risk of harm to a child or if the situation is an emergency, they should contact children’s social care and as appropriate the police immediately.

4.3.7   Creative Mindset will consider:

·          Looking after the welfare of the child – the designated safeguarding lead (or deputy) is responsible for ensuring that the child is not at risk and referring cases of suspected abuse to the local authority children’s social care.

·          Investigating and supporting the person subject to the allegation – the case manager should discuss with the LADO, the nature, content and context of the allegation, and agree a course of action.

4.3.8   Creative Mindset will ensure that any disciplinary proceedings against staff, supply staff or volunteers relating to child protection matters are concluded in full even when the member of staff, supply staff or volunteer is no longer employed at Creative Mindset and that notification of any concerns is made to the relevant authorities and professional bodies and included in references where applicable.

4.3.9   Staff (including supply staff and volunteers) who are the subject of an allegation have the right to have their case dealt with fairly, quickly, and consistently and to be kept informed of its progress.  Suspension should not be an automatic response when an allegation is reported. However, in some cases, staff may be suspended where this is deemed to be the best way to ensure that children are protected.

4.4      Concerns that do not meet the harms threshold (Part Four, Section Two)

4.4.1   Low level concerns that do not meet the harms threshold should be reported to the Directors NB: The term low level does not mean that it is insignificant, it means that the behaviour towards a child does not meet the harms test.

4.4.2   In cases where one of the Directors is the subject of a low level concern, it will be reported to the Other Director. Creative Mindset will follow the procedures set out in Part Four Section Two of ‘Keeping Children Safe in Education’, 2025.

4.4.3   Creative Mindset will deal with any such concern, no matter how small, where an adult working in or on behalf of the school or college may have acted in a way that:

·      is inconsistent with the staff code of conduct, including inappropriate conduct outside of

work; and

·      does not meet the allegations threshold or is otherwise not considered serious enough to consider a referral to the LADO.

4.4.4   All low-level concerns should be recorded in writing. The record should include details of the concern, the context in which the concern arose, and action taken. The name of the individual sharing their concerns should also be noted, if the individual wishes to remain anonymous then that should be respected as far as reasonably possible.

4.4.5   creative Mindset can decide where these records are kept, but they must be kept confidential, held securely and comply with the Data Protection Act 2018 and the UK General Data Protection Regulation (UK GDPR)

            Creative Mindset holds online records securely.

4.4.6   Creative Mindset will promote an open and transparent culture in which all concerns about all adults working in or on behalf of Creative Mindset (including supply staff, volunteers and contractors) are dealt with promptly and appropriately.  This will enable the Creative Mindset to identify concerning, problematic or inappropriate behaviour early; minimise the risk of abuse; and ensure that adults working in or on behalf of the Creative Mindset are clear about professional boundaries and act within these boundaries, and in accordance with the ethos and values of the institution.

4.4.7   Creative Mindset should ensure that all staff, including supply staff, volunteers and contractors, are aware of the need for maintaining appropriate and professional boundaries in their relationships with pupils and parents/carers as advised within the Local Authority’s Code of Conduct: ‘Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings’ (February 2022). As part of the Induction process, all staff, including supply staff, volunteers and contractors, will receive guidance about how to create appropriate professional boundaries (both online and offline) with all children, especially those with a disability or who are vulnerable. Staff are encouraged 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.

4.4.8   All staff have signed to confirm that they have read ‘Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings’ (February 2022).

4.4.9   Creative Mindset will ensure that staff, supply staff and volunteers are aware that sexual relationships with pupils aged under 18 are unlawful and could result in legal proceedings taken against them under the Sexual Offences Act 2003 (Abuse of Position of Trust).

5.0      OTHER RELATED POLICIES AND PROCEDURES

5.1      Use of Mobile Phones and other Smart Devices Policy

5.1.1   This is a requirement for all Nursery or primary schools with EYFS but any school may wish to adopt the policy.

5.1.2   Our policy on use of mobile phones and other smart devices, cameras and sharing of images is set out in a separate document and is reviewed annually. It is recognised that personal mobile phones have the potential to be used inappropriately and therefore the Creative Mindset has developed a policy to outline the required protocol for all staff, students, volunteers and parents/carers.

            For Nursery and Primary Schools – Section 3 – The Safeguarding and Welfare

Requirements of the Statutory Framework for the Early Years Foundation Stage.

This policy links to our:

            Anti-bullying policy

            Attendance policy (including Children who are absent from Education)

            Behaviour policy

            Complaints policy

            Equality policy

            Health and Safety policy

            Online Safety and Acceptable Use policy

            Safer Recruitment policy

Staff Code of Conduct/Safer Working Practice

whistle blowing policy

Appendix A

Categories of abuse neglect and exploitation

Abuse 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. Harm can include ill treatment that is not physical as well as the impact of witnessing ill treatment of others. This can be particularly relevant, for example, in relation to the impact on children of all forms of domestic abuse. 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.

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.

Neglect – 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.

It may occur during pregnancy as a result of maternal substance misuse.

It may involve the neglect of or lack of responsiveness to a child’s basic emotional needs.

It also includes parents or carers 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
• Ensure access to appropriate medical care or treatment
• Provide suitable education
•  

Emotional Abuse – Is the persistent emotional maltreatment so as to cause severe and adverse effects on a child’s emotional development.

It may involve conveying to a child that they are:

• Worthless

• Unloved

• Inadequate

• Valued only insofar as they meet another persons needs

It may include:

• not giving the child opportunities to express their views
• deliberately silencing them
• ‘making fun’ of what they say or how they communicate

It may also feature age or developmentally inappropriate expectations being imposed on children including:

·      interactions that are beyond the child’s developmental capability

·      overprotection and limitation of exploration and learning

·      preventing participation in normal social interaction.

It may involve:

• Seeing or hearing the ill-treatment of another
• Serious bullying (including cyberbullying) causing children frequently to feel frightened or in danger
• The exploitation or corruption of children

Some level of emotional abuse is involved in all types of maltreatment 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 or not the child is aware of what is happening.

This may involve:

• physical contact including assault by penetration (e.g. rape or oral sex)

·      non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing

·      non-contact activities involving:

·      children in looking at, or in the production of, sexual images,

·      children in watching sexual activities

·      or encouraging children to behave in sexually inappropriate ways

·      grooming a child in preparation for abuse (including via the internet).

Sexual abuse is not solely perpetrated by adult males.  Women can also commit acts of sexual abuse, as can other children.

Child Criminal Exploitation – Both Child Sexual Exploitation (CSE) and Child Criminal Exploitation (CCE) are forms of abuse that occur where an individual or group takes advantage of an imbalance in power to coerce, manipulate or deceive a child into taking part in sexual or criminal activity, in exchange for something the victim needs or wants, and/or for the financial advantage or increased status of the perpetrator or facilitator and/or through violence or the threat of violence. CSE and CCE can affect children, both male and female and can include children who have been moved (commonly referred to as trafficking) for the purpose of exploitation.

Risks Outside the Home – is an approach that considers children and young people’s experiences of significant harm beyond their families. The approach considers children and young people’s experiences being not only influenced by their family, but also by their peer network, wider community and society in general. These threats can take a variety of different forms, including: Exploitation by criminal gangs and organised crime groups; Children who go missing and trafficking; Online abuse; Sexual exploitation; Influences of extremism leading to radicalisation

Appendix A:1

Creative Mindset Staff Guidance for Reporting Safeguarding

Concern Flow chart

                       

     Creative Mindset  Staff Info Reporting Safeguarding concern Flow chart

Recording Form for Safeguarding Concerns

Staff, volunteers and regular visitors are required to complete this form and pass it to DSL at school if they have a safeguarding concern about a child in school.

Or DSL (Mary Sharon Collins or Danielle Barker )at Creative Mindset if not at School Placement  

Body Maps

To download click the relevant button, complete and email to DSL / Mary Sharon Collins at: [email protected]

Appendix B

Appendix C

Useful Contacts – Cambridgeshire 

Education Safeguarding Team                                                      [email protected]

Education Safeguarding Manager – Sara Rogers                     [email protected]

Early Help Hub (EHH) – Targeted Support Service                                            Tel: 01480 376666

Customer Service Centre – Social Care referrals                                             Tel: 0345 045 5203

Emergency Duty Team (out of hours)                                                                 Tel: 01733 234724

Police Child Abuse Investigation Unit                                                                  Tel: 101

Local Authority Designated Officer (LADO)                                [email protected]

                                                                                                                                   Tel: 01223 727967

Senior Leadership Adviser – Phil Nash                                                              Tel: 07920 270820

Prevent Officers                                                                               [email protected]

                                                                                                                                    Tel: 01480 422277

Relevant Documents

“Keeping Children Safe in Education: Statutory guidance for schools and colleges” (September 2025)

“Keeping children safe during community activities, after-school clubs and tuition: non-statutory guidance for providers running out-of-school settings” (May 2025)

“Guidance for Safer Working Practice for those working with children and young people in education settings”(February 2022)

“Information sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers” (May 2024)

“Meeting digital and technology standards in schools and colleges, Filtering and monitoring standards for schools and colleges” (March 2025)

“The Prevent duty: an introduction for those with safeguarding responsibilities – GOV.UK (www.gov.uk)  (Jun 2023) 

“Prevent Duty Guidance: for England and Wales” (March 2024)  

“Sharing nudes and semi-nudes: advice for education settings working with children and young people” (UKCIS, March 2024)

“What to do if you’re worried a child is being abused: Advice for practitioners” (March 2015)

“When to Call the Police: guidance for schools and colleges,” (National Police Chief Council)

“Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children” (December 2023)

Policy updated in line with amendments to KCSIE 2025

Date : 12/09/2025

By: Mary Sharon Collins and Danielle Barker