ASEND Ltd is committed to safeguarding and promoting the welfare of children and young people. We expect all staff and candidates who work through ASEND to share this commitment and to be fully aware of the importance of Child Protection. We believe that all children deserve the opportunity to achieve their full potential.

Contents: 

Key Contacts

1. Safeguarding Essentials

Do not at any time:

• Teach a young person when there is no additional adult at home during a session. If this happens, end the session and report this as a safeguarding concern.

• Do not allow a young person to be in their bedroom during a session unless the door is open and another adult is present to supervise.

• Do not share personal details with parents or students unless absolutely necessary, such as a contact number or email address. Avoid sharing personal information like social media accounts, photos of your family or children, or any other private details.

• Engage with a young person via their own email addresses unless it has been agreed in writing with us AND the Primary Contact. In this situation, the Primary Contact and the young person should be cc'd in all correspondence with the young person. In all other circumstances, contact should be made to the Primary Contact directly.

• Play online games with a young person outside of tuition time.

• Interact with a young person or their family via social media, send personal photographs, or arrange social visits outside of tuition times.

• Have any physical contact with a young person unless there is an emergency situation, or safe touch is agreed as part of your tuition (intensive interaction, tac-pac, rebound therapy, etc.).

• Go off-site with a young person unless you have previsited the location and the pupil risk assessment has been thoroughly updated to reflect the new risks. The risk assessment must be signed off by your SEND manager prior to the visit.

• Take a young person in your car unless this has been agreed with the family, SEND manager, and commissioners. The tutor must have appropriate experience of transporting vulnerable clients and hold the appropriate business insurance. A robust risk assessment must be in place.

Make sure to:

• Keep a professional relationship with the parent/carer.

• Be aware of any conflict between the family/LA/School and remain impartial – present no comment.

• For online sessions, keep your video on at all times.

• Report to us if you are told a young person has gone missing from care.

2. What to do if you have a concern

Ask - why are you concerned?

For example:

• A direct disclosure has been made

• Child’s appearance

• Behaviour change

• Witnessed concerning behaviour

If the child is at immediate risk of harm and it is an emergency where you cannot wait for advice, you can call the police or the LADO directly.

If the situation is not an emergency but you have a safeguarding concern. You must alert the DSL using the red button alert on the portal. This will send a direct message to a DSL and you can expect a response in 15 minutes or less.

When talking with the child:

• Clarify concerns if necessary. DO NOT ASK LEADING QUESTIONS

• (TED: Tell, Explain, Describe)

• Reassure the child

• Write down everything the child has said immediately after the conversation has ended.

• Use the child’s own words

• Seek support for yourself if required from the DSL

• Follow up in person, either by visiting the DSL’s office, or by contacting them by telephone.

REMEMBER - it is vitally important that, if in a school, you are conversant with the exact policies and procedures of any school in which you are working, as their DSL will be the key point of contact when safeguarding their own children.

The Designated Safeguarding Lead reviews referral and makes a decision about next steps.

Feedback (on a need-to-know basis) is given to staff/referrers on next steps.

The DSL will record the decision.

For any child deemed at risk of harm, the LADO, LA DSO, or social care to be informed. The police may also be informed.

The child’s circumstances will be kept under review by the DSL to ensure the child’s

continued safety.

 

3. Introduction and ethos

ASEND is a close community and all those directly connected (staff, parents, contractors, families and pupils) have an essential role to play in making it safe and secure. We recognise our moral and statutory obligations to safeguard and promote the welfare of children with their best interests at the centre of our work.

 

 

ASEND’s arrangements for our organisation and for the individuals working within it should be read in conjunction with the following guidance:

• Keeping Children Safe in Education (DfE, 2025)

• The Safeguarding Policy of any school or institution in which a professional is working 

• The ASEND organisation Staff Behaviour Policy - known as our Staff Code of Conduct 

• The safeguarding response to children missing from education.

• The role of the designated safeguarding lead (Annex C of KCSIE).

• The ASEND Tuition Behaviour Policy

• The ASEND Risk Assessment Policy 

• The ASEND Safer Recruitment Statement

• For Staffordshire referrals: Safeguarding Guidance - Staffordshire

• For Hampshire referrals: Safeguarding Guidance - Hampshire

 

Safeguarding and promoting the welfare of children (everyone under the age of 18) is defined in Keeping Children Safe in Education as:

• providing help and support to meet the needs of children as soon as problems emerge

• protecting children from maltreatment, whether that is within or outside the home, including online

• 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

• taking action to enable all children to have the best outcomes

There is government guidance set out in Working Together (DfE, 2023) on how agencies must work in partnership to keep children safe. This guidance places a shared and equal duty on three Safeguarding Partners (the Local Authority, Police and Health) to work together to safeguard and promote the welfare of all children in their area under multi-agency safeguarding arrangements

ASEND recognises the importance of providing an ethos and environment within the organisation that will help all the children we support to feel safe, secure and respected; we strive to encourage children to talk openly; and we enable them to feel confident that they will be listened to. 

We are alert to the signs of abuse and neglect and follow our procedures to ensure that children always receive effective support, protection and justice.

Our core safeguarding principles are as follows:

• It is an organisation-wide responsibility to safeguard and promote the welfare of children. 

• All children (defined as those up to the age of 18) regardless of age, gender, ability,

• culture, race, language, religion, or sexual identity, have equal rights to protection.

• All children have a right to be heard and to have their wishes and feelings taken into

• account.

• All staff and ASEND professionals understand safe professional practice and adhere to our code of conduct and other associated policies.

• All ASEND professionals have a responsibility to recognise vulnerability in children and act on any concern in accordance with this guidance.

There are four main elements to our safeguarding approach:

• Prevention (e.g. positive, supportive, safe organisation culture, curriculum and pastoral opportunities for children, and safer recruitment procedures).

• Protection (by following the agreed procedures, ensuring all staff are trained and supported to respond appropriately and sensitively to safeguarding concerns).

• Support (for all students, parents and staff, and where appropriate specific intervention for those who may be at risk of harm).

• Working with parents and other agencies (to ensure appropriate communications and actions are undertaken).

The safeguarding policy requires that:

• All ASEND professionals must read this Safeguarding and Child Protection policy and as a minimum at least Part 1 of Keeping Children Safe in Education (2025).

• All new ASEND professionals will attend the safeguarding induction and follow our training plan.

• All ASEND professionals are required to have passed a Level 2 Safeguarding Course annually to understand and discharge their role and responsibilities and keep up to date with any relevant safeguarding and child protection developments.

• All ASEND professionals will undertake regular performance management and have regular supervision from a senior tutor and/or one of the Directors.

• All ASEND professionals to reference the UKCCIS Guidance: Sexting in schools and colleges, responding to incidents and safeguarding young people (2016).

• All ASEND professionals are to be informed of and how to access key policies on our website portal, including those directly concerning safeguarding and child protection.

4. Scope

This policy applies to all teaching, non-teaching, support, supply, peripatetic, contract staff and third-party contractors, interns, volunteers or any others working in or on behalf of the organisation. All references in this document to ‘staff’ or ‘members of staff’ or ‘ASEND professionals’  or ‘adults’ should be interpreted as relating to all those specified above. It also includes adults who educate pupils off-site, in schools, in transition hubs, community centres and other community spaces.

Rather than duplicating content from Keeping Children Safe in Education (2025) in this policy, it should be understood that ASEND will always refer to KCSIE as the benchmark for all safeguarding practice and decision-making. 

At ASEND we manage and regularly update our database of staff, detailing their full vetting and enhanced DBS status, in line with our policy.

5. Context

This policy has been developed in accordance with the principles established by the Children Acts 1989 and 2004 and related guidance. This includes:

• Keeping Children Safe in Education (DfE, 2025)

• Working together (DfE, 2023)

• The Education Act (2002)

• The Counterterrorism and Security Act (HMG, 2015).

• Serious Crime Act (Home Office, 2015)

• Children and Social work act (2017)

• Children missing education-statutory guidance for local authorities (DfE, 2025)

• The sexual offences act, (2003)

• Information sharing advice for safeguarding practitioners (DfE, 2025)

• The data protection act (2018)

•  UK General Data Protection Regulation (UK GDPR)

• What to do if you’re worried a child is being abused (HMG, 2015)

• Searching, screening and confiscation (DFE, 2022)

• The Children’s Act (1989 and 2004)

• Preventing and tackling bullying (DFA, 2017)

• Female Genital Mutilation Act (2003)

• Serious crime act (2015)

• Emotional wellbeing and reducing the risk of suicide (ESCB, 2025)

• Preventing youth violence and gang involvement (Home Office, 2015)

• Criminal exploitation of children and vulnerable adults: county lines guidance (Home Office, 2023)

• Teaching online safety in schools (DFA, 2019)

• Education access team CME/home education policy and practice (ECC, 2023) 

• Understanding and supporting behaviour-safe practice for schools in educational settings (ESCB, 2022) 

6. Definition of safeguarding

“Safeguarding is not just about protecting children from deliberate harm. It includes a wide range of issues relating to pupil’s welfare, health and safety.” (Inspecting safeguarding in early years, education and skills, Ofsted, September 2016). 

ASEND acknowledges that safeguarding is what we do for all children and child protection is what we do for children at risk of significant harm or deemed to be at risk or in danger.

We ensure that the child is looked at holistically and is at the centre of decision-making within each area below (but not limited to):

• Anti-bullying policies 

• Child protection

• Early Help

• Staff conduct & Safer work practice

• Curriculum

• Attendance, Exclusions, Children Missing Education, Transition

• Health and Safety

• Behaviour Management

• Governance

• SEND & Inclusion

• Training

• Whistleblowing

• A listening School/Service

• Specific Issues

• Complaints/ Managing allegations against staff

• The School Environment Inc. Building & Security

• Safe recruitment and selection

• Online safety

We further acknowledge safeguarding can impact upon a range of different areas and issues including (but not limited to):

• Bullying including cyberbullying

• Criminal exploitation of children and vulnerable adult’s county lines

• Child missing education

• Child missing from home or care

• Child sexual exploitation (CSE)

• Domestic violence

• Drugs

• Fabricated or induced illness

• Faith based abuse

• Female Genital Mutilation (FGM)

• Forced Marriage

• Gangs and youth violence

• Gender based violence / violence against women and girls (VAWG)

• Hate

• Mental health

• Private fostering

• Preventing Radicalisation

• Protecting children from radicalisation

• Relationship abuse

• Sexual violence and sexual harassment between children in schools and colleges

• Sexting

• Trafficking and modern slavery

7. Key Responsibilities

Everyone who comes into contact with children and their families has a role to play in safeguarding children. All adults working on behalf of children have a responsibility to protect them and to provide a safe environment in which they can learn and achieve their full potential. However, there are key people within schools, within our organisation and within the local authority who have specific responsibilities on the child protection procedures. The names of those in our organisation with specific responsibilities (the designated safeguarding lead and the deputy safeguarding lead - are shown at the start of this document). 

ASEND professionals working within schools or other institutions are aware that they need to find out who the safeguarding lead is where they are placed and that they must be fully conversant with the procedures and processes outlined in school policy.

SEND Director 

The SEND Director  holds responsibility for overseeing and supervising day-to-day safeguarding matters within the organisation and will ensure that staff/contractors have appropriate safeguarding awareness and relevant training to safeguard and promote the welfare of children.

The SEND  Director recognises that staff anxiety around child protection can undermine good practice and so has established clear lines of accountability and case management to support staff with that process. ASEND also has access to counselling support for members of staff who may be detrimentally affected by their work or the circumstances of the young people they support.

The SEND Director will ensure safeguarding practices are audited annually and that any weaknesses are recorded as an action in the company action plan. The SEND Director  will ensure that the Safeguarding policies and procedures stipulated are fully implemented, understood and followed by all staff and adhered to at all times. She will ensure that the DSL’s are properly supported and supervised so her role can be filled confidently and with a high level of skill.

Designated Safeguarding Lead (DSL) and Deputy DSLs

The DSL has the overall responsibility for day-to-day safeguarding and for child protection systems. The DSL will undergo appropriate and specific training to provide them with the knowledge and skills required to carry out the role. The DSL’s training will be updated formally every year to keep up with any developments relevant to her role.

Additionally, the DSLs knowledge and skills will be updated regularly through a variety of other methods, e.g. e-bulletins and briefings, organising, and participating in conferences and local meetings.

The DSL will deputise to the  Deputy DSL when required. The Deputy DSL will have attended appropriate training, which enables them to be fully conversant and to fulfil this role.

It is the role of the DSL to:

• Act as the central contact point for all staff to discuss any safeguarding concerns.

• Maintain a confidential electronic recording system for safeguarding and child protection concerns. 

• Coordinate safeguarding action for individual children. In the case of Children in Care, the DSL will ensure that the designated teacher for LAC maintains the details of the child’s social worker and the name of the virtual school head in the authority that looks after the child (DSL liaising closely with the designated teacher).

• Liaise with other agencies and professionals in line with Working Together to Safeguard Children.

• Ensure that locally established procedures are followed and make referrals to other agencies, including Early Help, LA multi agency safeguarding hub (MASH Teams) and CAMHS as necessary.

• Represent, or ensure that ASEND is appropriately represented at inter-agency safeguarding meetings (including Child Protection conferences).

• Manage and monitor the organisation’s part in Early Help/Child in Need/Child Protection/TAC/ TAS plans.

• Ensure all staff access appropriate safeguarding training and relevant updates in line with the recommendations within KCSIE (2025).

ASEND Professionals

All ASEND professionals have a responsibility to:

• Provide a safe environment in which children can learn

• Ensure all children are able to develop appropriate strategies to recognise and respond to risk and build resilience

• Identify and recognise children who may be in need of extra help, who are suffering, or are likely to suffer significant harm

• Provide help for children, where appropriate and reasonable

• Take appropriate action to prevent safeguarding concerns escalating and work with other services as needed to safeguard children’s wellbeing

• Be aware of and take appropriate action to raise concerns regarding poor or unsafe practice or potential failures in the organisation’s safeguarding regime as directed by ASEND 

• Maintain an attitude of ‘it could happen here’ where safeguarding is concerned and to always act in the best interests of the child

• Respond to and refer any concerns about children or other members of the community in accordance with this policy

• Contribute towards, read and adhere to organisation policies

• Display ASEND identification at all times during contact time 

• Immediately Inform management of any cautions, new charges, allegations, incidents or police involvement that has already or will imminently impact upon their enhanced DBS status (please also see p27 on safe working practices).

All ASEND professionals are clear about what to do if a child tells them he/she is being abused or neglected. Members of staff know to maintain an appropriate level of confidentiality whilst at the same time liaising with relevant professionals such as the DSL and other agencies as appropriate. Members of staff know they must never promise a child that they will not tell anyone about a concern or allegation as this may ultimately not be in the best interests of the child. There will be at least one focused safeguarding question in every interview for new staff.

The welfare and safety of children are the responsibility of all staff in or organisation and ANY concern for a pupil’s welfare MUST always be reported to the School Designated Safeguarding Lead (if working within a school or institution) or the ASEND DSL (if working with a child at home, in a community space or on a transition hub).

Children and young people

Children and young people (pupils) have a responsibility to:

• Seek help from a trusted adult if things go wrong, and support others that may be experiencing safeguarding concerns

• Develop and take responsibility (at a level that is appropriate to their individual age, ability and vulnerabilities) for keeping themselves and others safe, including online.

Parents and carers

Parents/carers have a responsibility to:

• Discuss safeguarding issues with their children, support the organisation in their safeguarding approaches, and reinforce appropriate safe behaviours at home

• Identify changes in behaviour which could indicate that their child is at risk of harm online

• Seek help and support from the school, or other appropriate agencies, if they or their child encounters any safeguarding concern

• Inform ASEND immediately of any changes to personal details – telephone numbers, addresses etc.

• Inform ASEND of any known risks to the child or behaviours/ needs that may pose a direct risk to the child or others in their proximity

• Contribute to the development of the organisation’s safeguarding policies.

ASEND will always follow up with parents/carers when pupils are not at school or do not present for tuition. This means we need to have at least two up to date contact numbers for parents/carers plus one other in case of emergencies. 

8. Recognition and types of abuse and neglect

All staff in our organisation should be aware of the definitions, signs, and symptoms of abuse. Abuse can include:

• Physical abuse

• Sexual abuse

• Emotional abuse

• Neglect

• Domestic violence

• Psychological abuse

• Child on child abuse 

• Upskirting

• Online abuse

• Child exploitation

“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, including where they see, hear or experience its effects. 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 12 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.”

All ASEND Professionals are aware of the signs of abuse and neglect so we are able to swiftly identify children who may be in need of help or protection. We are aware of environmental factors which may impact on a child’s welfare and safety. We understand safeguarding in the wider context. We understand that abuse, neglect and safeguarding issues are rarely standalone events and that in many cases multiple issues will overlap.

In addition, ASEND professionals are aware of other types of abuse and safeguarding issues that put children at risk of harm and understand that behaviour is linked to issues such as drug taking, alcohol abuse, deliberately missing education and sexting can place children in danger.

Child criminal exploitation

Child criminal exploitation is a geographically widespread form of harm which is a typical feature of county lines criminal activities. County lines are when drug networks or gangs groom and exploit children to carry drugs and money from urban areas to suburban areas or seaside towns. Our organisation works with key partners locally to prevent and respond to child criminal exploitation. 

Child Sexual Exploitation (CSE)

Child Sexual Exploitation is a form of child sexual abuse. It occurs when 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.

It is understood that a significant number of children who are victims of CSC go missing from home, care and education at some point. Our organisation works closely with schools and local authorities to identify children whose attendance falls below 80%. We are alert to the signs and indicators of a child becoming a risk of, or subject to CSA and will take appropriate action to respond to any concerns. 

Children missing from education

All children, regardless of their age, ability, aptitude and any special educational needs they may have, are entitled to a full-time education. Our organisation recognises that a child missing education is a potential indicator of abuse or neglect and will follow the organisation’s procedures for unauthorised absence and for children missing education. It is also recognised that, when not in school, children may be vulnerable or exposed to other risks, so we work with parents and other partners to keep children in education and strive to support transition back into school whenever possible. Parents should always inform us of the reason for any absence, and where contact is not made and the team is concerned about the welfare of the child, a referral can be made to another appropriate agency including social care or the police. Parents are required to provide an emergency contact number to enable us to communicate with somebody close to the family if needed. ASEND will inform the local authority if any pupil’s attendance drops below 90% in any two-week period. if we have concerns because we cannot easily reach a family or where a family has failed to provide accurate contact or emergency contact details.

Contextual safeguarding

Safeguarding incidents and behaviours can be associated with factors outside of our organisation. All ASEND professionals are aware of contextual safeguarding and the fact that they should consider whether wider environmental factors present in a child’s life are a threat to their safety and welfare. To this end, we will consider relevant information when assessing any risk to a child and share this with our staff and with other agencies to support better understanding of the child and their family. All students tutored with ASEND will have a full and personalised risk assessment, including an addendum for Covid risk management. No tutor can begin work with a pupil until a risk assessment is in place and they have successfully completed their safeguarding training course.

Domestic abuse

Domestic abuse can encompass a wide range of behaviours and may be a single incident or pattern of incidents. Domestic abuse is not limited to physical acts of violence or threatening behaviour, and can include emotional, psychological, controlling or coercive behaviour, sexual and/or economic abuse. Our organisation recognises that exposure to domestic abuse can cause serious, long-term emotional and psychological impact. We work with other key partners (for example local authorities, schools, social services and other key stakeholders) to ensure that relevant information is shared wherever there are concerns that domestic abuse may be an issue for a child or family, or where we suspect that anyone within the family is at risk of harm. 

So-called ‘honour-based violence’ (including Female Genital Mutilation and forced marriage) 

Female Genital Mutilation (FGM) comprises all procedures involving partial or total removal of the external female genitalia or other injury to female genital organs. It is illegal in the UK and a form of child abuse. In line with the Serious Crime Act (2015), as an organisation we are aware of our duty to notify the police of any known cases of FGM. Our organisation will operate with local safeguarding procedures in the local authority where the child is located. 

ASEND professionals are fully aware that a forced marriage is one entered into without the full consent of one or both of the parties. Forced marriage is a crime. Our team knows how to report concerns where this is suspected.

Mental health

ASEND is fully aware that mental health problems can, in some cases, be an indicator that the child has suffered or is at risk of suffering abuse, neglect or exploitation. We understand that, where children have suffered abuse or other potentially traumatic adverse childhood experiences, this can have a lasting impact throughout their childhood and adolescence and even into adulthood. Where we have concerns that this may be the case and that there is a notable impact on the mental health of a young person we are supporting, we will seek advice and work with the other known agencies to plan appropriate support, for example through a Multi Disciplinary Team (SEND DirectorT), Team Around the Family (TAF) or Team Around the Child (TAC). We can also refer to external agencies such as CAMHS or social care to ensure a child has access to the help and support they need. Particularly now, positive mental health is a concern for the whole community, and we recognise that organisations like ours can play a key part in developing the emotional well-being of the pupils we support, their families and also our own team. 

We understand that there are risk factors which increase someone’s vulnerability and also protective factors that can promote strength and resilience within an individual. The more risk factors present in an individual’s life, the more protective factors and support mechanisms will be required to counterbalance and to promote further growth, resilience and well-being.

At ASEND we understand it is vital to work in partnership with our parents to support the well-being of the children in our care. Parents/carers are considered to be an integral part of the team around the child. We will always consult with them carefully prior to taking on a new student.  Parents and carers should share any concerns about the well-being of their child with us, so that appropriate support and interventions can be identified and put into place.

Online safety

We recognise that children are growing up in an increasingly complex world, living their lives both on and off-line. This presents many positive and exciting opportunities, but we recognise that it also presents challenges and risks (particularly to young people who are vulnerable, have existing mental health needs, or learning difficulties that make social communication more challenging). Any person can be vulnerable online, and their vulnerability can fluctuate according to their age, developmental stage, and personal circumstances. We always aim to equip our pupils with the knowledge needed to make them as safe as possible when using the Internet and technology. 

We can specifically target those young people in particular need of guidance and help them to develop their use of technology in a safe, considered, and respectful way, so that they are consistently able to reap the benefits of the online world and minimise any potential risk to themselves or others.

The three main areas of online risk can be categorised as: 

• Content - Being exposed to illegal, inappropriate, pornographic or otherwise harmful material. Inappropriate content can also include fake news, exposure to racist, sexist or otherwise prejudiced views, or radicalised/extremist viewpoints.

• Contact - Being exposed or subjected to harmful online interactions with others, for example commercial advertising, adults posing as children or young adults, individuals that set out to target or groom vulnerable others online.

• Conduct - Being exposed to online behaviour that increases the likelihood of, or causes, harm. This could include such things as making, sending or receiving explicit images, or online victimisation and bullying.

ASEND professionals are fully aware that online safety is every bit as important as real-world safety; we will take exactly the same decisive steps to safeguard our children regardless of whether the safeguarding issue occurs online or face-to-face.

Child on child abuse

We understand that our interactions may represent the only stable, secure and safe elements in the lives of some of our ‘at risk’ children who have previously suffered harm. Nevertheless, whilst engaging with one of our professionals, a child may present with behaviour that could be perceived as challenging or of concern. A child may present as withdrawn, or display what could be perceived as abusive behaviours towards other children. Our professionals fully recognise that some children may abuse their peers and that this in itself, may be a sign that safeguarding actions need to be taken for them as well as for the victim of their abuse. 

Child on child abuse will be managed in exactly the same way as any other child protection concern and we will follow the same stringent procedures. We will seek advice and support from other agencies wherever appropriate to safeguard both the victim and the perpetrator. We understand that child on child abuse can manifest itself in many ways; this may include bullying (including cyber bullying), physical abuse, sexual violence or harassment, up skirting, sexting, initiation type violence and rituals. We do not tolerate any harmful behaviour within our organisation and will take swift action to intervene where we suspect that harm has occurred. 

We use lessons suited to the child's cognitive capacity and level of understanding to help our young people understand, in an age-appropriate way, what abuse is; we will always encourage children to tell one of our trusted adults if someone is behaving in a manner that makes them feel uncomfortable or afraid. We fully understand that gender issues can be prevalent when dealing with child-on-child abuse. 

Prevention of radicalisation 

As of July 2015, the counterterrorism and Security act (HMG, 2015) placed a new duty on education providers. Under section 26 of the act, schools are required, in the exercise of their functions, to have due regard to the need to prevent people from being drawn into terrorism, this is known as the Prevent Duty. As part of this, the professionals working with us are bound to:

• Teach a broad and balanced curriculum which promotes spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities, responsibilities and experiences of life and must promote community cohesion

• Be in safe spaces where children/young people can understand and discuss sensitive topics, including terrorism and the extremist ideas that are part of terrorist ideology, and learn how to challenge these ideas

• Be mindful of their existing duties to forbid political indoctrination and secure a balanced presentation of political issues

Professionals with us are aware that CHANNEL is a national program which focuses upon providing support as an early stage to any young people identified as vulnerable to being drawn into terrorism. Our organisation operates in accordance with local procedures for PREVENT. 

Working alongside other agencies, we will share information and concerns as appropriate whenever we have any concerns about potential extremism radicalisation. We will always seek advice from other appropriate agencies and if necessary, we will refer to social care, the CHANNEL panel or report directly to the police.

Serious violence

All professionals working with us are aware of indicators which may signal the children are at risk or are involved with serious and violent crime. These may include:

• Increased absence from school

• A change in friendship groups

• Relationships with other individuals or groups who are older

• A significant dip in performance

• Physical signs of injury or self-harm

• A significant change in well-being or presentation

• Signs of self-neglect

• Signs of assault or battery

• Unexplained injuries

• Unexplained gifts of money or new possessions.

Where a child is in receipt of unexplained gifts this could be a sign that they have been approached by, or are currently involved with, individuals who are associated with criminal networks or gangs, including those working county lines.

Working with Children and Families potentially at risk of greater harm

We recognise that many of the children and families we directly support may be at greater risk of harm than typical students within mainstream schools and organisations. This is because we primarily work with young people who have Education Health and Care Plans (EHCPs), are out of school, have complex needs, have learning disabilities, social emotional or mental health needs, or physical disabilities, or who otherwise have known barriers to learning and inclusion. Some of these children may have a child in need plan or a child protection plan in place. Some may be looked after children who live within a foster family or a care home provision. Please also see the following sections in which these groups are considered in more detail. 

Additionally, some of the young people we work with may require mental health support in the short or long term. Some of the young people we work with will be non-verbal or have very limited communication; this means it may be more difficult for them to express when something troubling has happened to them. 

Our professionals are vigilant to signs of distress or other potential indicators of abuse and neglect, even where children are not able to express these directly using language. Our management takes the greatest of care in supervising and vetting individuals who work with such children, knowing that known abusers of children can target those who lack the capacity to report back to adult carers.

Any member of staff who we suspect has harmed a child in any way will be immediately reported to social services and the police will be informed.

We work closely with social care and other appropriate agencies to ensure that there is a joined-up approach to planning for these children and that they receive the right help at the right time. We will contribute to, and attend, professional reviews including Annual Reviews and CIN reviews.

Safeguarding children with special educational needs and disabilities (SEND)

As previously stated, the overwhelming majority of learners supported by ASEND will have special educational needs and/or disabilities. We acknowledge that children with special educational needs (SEN) and disabilities can face additional safeguarding challenges as they may have an impaired capacity to resist or avoid abuse. They may have speech, language and communication needs, which may make it difficult to tell others what is happening.

We will always ensure that children with SEN and disabilities are fully and sensitively supported to ensure that their voice is heard and acted upon.

Members of staff are encouraged to be aware that children with SEN and disabilities can be

disproportionately impacted by safeguarding concerns such as bullying. All members of staff will be encouraged to appropriately explore possible indicators of abuse such as changes to behaviour, low mood and unexplained injuries. Staff will not automatically assume that such indicators are simply related to the child’s disability and will be aware that some children with SEN and disabilities may not always outwardly display indicators of abuse. Concerns will always be reported swiftly to the DSL.

Looked after children (LAC) and previously looked after children

ASEND recognises that most children living in care are kept safe from harm. However, a small number remain at risk of abuse or neglect. Children may enter care for all sorts of reasons but most enter because they have been abused or neglected. These experiences can leave children with complex emotional and mental health needs. Many children also move repeatedly in and out of care, or between placements. This can cause significant attachment difficulties which can prevent them from forming stable relationships with the staff, adults and peers.

Where a young person is in care, we will have in place a specific risk assessment and would defer to the process and procedures in place in that setting. This would also apply if the young person is attending school.

A previously looked after child potentially remains vulnerable and all staff should have the skills, knowledge and understanding to keep previously LAC safe. Designated Teachers for LAC at ASEND are the Associate Director (AD) and Managing Director (SEND Director). The AD and SEND Director have responsibility for promoting the educational achievement of registered pupils who are looked after and certain previously looked after children. The Designated Teachers for LAC will maintain details of the child’s social worker and information of the virtual school head each Local Authority. 

Mental health awareness, including post Covid anxieties.

Many of the pupils at ASEND will have mental health needs and family members who also have some needs in this area. Our therapeutic packages are designed to help learners with identified SEMH needs to meet their potential and to re-engage successfully with learning. 

As part of this, we strive to promote mental health awareness inside community bases, homes and in local schools and facilities across London and the Home Counties. We understand the instances of anxiety and depression are on the rise at the moment due to the Covid pandemic. We are fully aware that some of the young people and professionals we work with will have suffered bereavement and strive to offer the appropriate guidance and support at all times. 

We recognise that we can play a vital role in spotting the early signs of mental health issues and can help children get the support they need. Some pupils can be more vulnerable than others can to issues such as depression, anxiety, self-harm or eating disorders. 

All professionals need to be vigilant to potential emotional and behavioural problems, particularly when supporting children who have:

• Experienced abuse

• Experienced bullying

• Experienced bereavement

• Identified learning difficulties or communication needs

• Been in care (now or previously)

• Experienced complex and challenging personal or family circumstances

Exam or assessment time can also be a time when children experience increased levels of stress and may need extra emotional support. The DSL will ensure at induction and through regular training that staff are aware of the processes for reporting and escalating concerns about mental health. If a member of staff has a concern about the mental health of a pupil, they should speak to the DSL in the first instance.

In the first instance a Strengths and Difficulties Questionnaire (SDQ) can be completed to assess the child’s behaviour. This is often a valuable starting point and can serve as a baseline for future assessments. A number of assessment tools specifically designed to support people with mental health and well-being concerns can be found on our Professionals Portal, as part of the ASEND website. If concerns persist once interventions are in place, external services such as CAMHS and social care can be consulted.

Further guidance on recognising Child Protection and concerns

Members of staff are aware that child welfare concerns may arise in many different contexts, and can vary greatly in terms of their nature and seriousness. For example, children may be abused in a family, in an institutional or community setting, by those known to them or by a stranger. An adult or adults, or another child or children may abuse them. Their peers, family members, unknown, or in some cases unidentifiable individuals, may abuse children via the internet. In the case of honour-based abuse, including forced marriage and female genital mutilation, children may be taken out of the country to be abused. An abused child may often experience more than one type of abuse, as well as other difficulties in their lives. Abuse and neglect can happen over a period of time, but can also be a one-off event. This can have major long-term impacts on all aspects of a child's health, development and well-being. 

The warning signs and symptoms of child abuse and neglect can vary from child to child. Children also develop and mature at different rates, so what appears to be worrying behaviour for a younger child might be normal for an older child. Parental behaviours may also indicate child abuse or neglect, so staff should also be alert to parent-child interactions or concerning parental behaviour; this could include parents who are under the influence of drugs or alcohol or if there is a sudden change in their presentation or mental health. By understanding the warning signs, we can respond to problems as early as possible and provide the right support and services for the child and their family. It is important to recognise that a warning sign does not automatically mean a child is being abused.

Knowing where children are during school hours is an extremely important aspect of Safeguarding. Missing tuition or school can be an indicator of abuse and neglect and may raise concerns about other safeguarding issues, including the criminal exploitation of children.

We monitor attendance carefully and address poor or irregular attendance without delay.

9. Safeguarding and child protection procedures

ASEND is conversant with Local Safeguarding Children Procedures. The full procedures and additional guidance relating to specific safeguarding issues can be found on individual council websites.

Additional guidance for staff includes:

• ‘What to do if you are Worried About a Child Being Abused’ (DfE 2015)

•  Information sharing advice for safeguarding practitioners (DfE, 2025)

‘What to do if you are worried about a child being abused’ (DfE 2015) p.12 (s.24) identifies that there are four key steps for professionals to follow to help identify and respond appropriately to possible abuse and/or neglect. All members of staff are expected to be aware of and follow this approach:

• BE ALERT

• QUESTION BEHAVIOURS 

• ASK FOR HELP 

• REFER 

• RE-REFER IF NECESSARY

It may not always be appropriate to go through all stages sequentially and if a child is in immediate danger or is at risk of harm; where there is immediate danger a referral should be made immediately to children’s social care and/or the police.

The role of our organisation where there are child protection concerns is NOT to investigate but to recognise and refer.

It is the responsibility of the DSL to receive and collate information regarding individual children, to make immediate and on-going assessments of potential risk and to decide actions necessary (with parents/carers in most cases). This includes the need to make referrals to partner agencies and services.

To help with this decision s/he may choose to consult with the LA multi agency safeguarding hub (MASH)/social care duty team/Early Help team.

Advice may also be sought from our Head of Safeguarding.

Issues discussed during consultations may include the urgency and gravity of the concerns for a child or young person and the extent to which parents/carers are made aware of these.

All members of staff are made aware of the Early Help process, and understand their role within it. This includes identifying emerging problems, liaising with the designated safeguarding lead, sharing information with other professionals to support early identification and assessment and, in some cases, supporting the DSL in undertaking an early help assessment.

If Early Help is assessed to be appropriate, then the DSL will support staff members involved with the family in liaising with other agencies and submitting an Early Help Notification Form. The DSL will keep all early help cases under constant review and will consider making a referral to Social care if the situation does not appear to be improving for the child. New referrals to services will be made using the agreed LA multi agency referral form.

In all but the most exceptional circumstances, parents /carers will be made aware of the concerns felt for a child or young person at the earliest possible stage. In the event of a referral to the LA social care team being necessary, parents/carers will be informed and consent to this will be sought unless there is a valid reason not to do so or it will place the pupil at further harm or risk.

10. Record keeping

The DSL or Deputy DSL will record any welfare concern that they have about a child on our database. The database will be updated each time a wider professional team member raises a concern around safeguarding. Where a member of our professional team has spotted physical signs that a child has been injured, we will send a pro forma that allows them to record where exactly they have seen physical injuries. These forms are then swiftly emailed back to the management team for processing (See Appendix A).

All referrals must be passed without delay to the DSL. Records will be completed as soon as possible after the incident/event using the child’s words and will be signed and dated.

All safeguarding concerns, discussions and decisions made and the reasons for those decisions will be recorded and maintained by the DSL. If members of staff are in any doubt about recording requirements staff will discuss their concerns with the DSL.

Safeguarding records are kept for individual children and are maintained separately from all other records. Safeguarding records are kept in accordance with data protection legislation and retained centrally and securely by the DSL and are shared with staff on a ‘need to know’ basis only.

The DSL will ensure that the organisation has more than one available contact for pupils.

The SEND Director will be kept informed of any significant issues by the DSL.

All safeguarding records will be transferred in accordance with data protection legislation to a child’s subsequent school/setting, under confidential and separate cover to the new DSL or Principal/Head of School and a receipt of delivery will be obtained.

11. Inter-agency working 

ASEND recognises and is committed to its responsibility to work with other professionals and agencies in line with statutory guidance (WTSC 2018). We must ensure children’s needs are met and to protect them from harm. All ASEND professionals will endeavour to identify those children and families who may benefit from the intervention and support of external professionals and will seek to enable referrals, in discussion with parents/carers as appropriate.

We are aware that our organisation and the schools we support are not the investigating agencies when there are child protection concerns, we will therefore pass all relevant cases to the statutory agencies. We will willingly contribute to the investigation and assessment processes as required and recognise that a crucial part of this may be in supporting the child while these take place.

ASEND recognises the importance of multi-agency working and will ensure that staff are enabled to attend relevant safeguarding meetings, including Child Protection Conferences, Core Groups, Strategy Meetings, Child in Need meetings and Early Help Teams around the Child/Family. The Leadership Team and DSL will work to establish strong and co-operative relationships with relevant professionals in other agencies.

12. Confidentiality, information sharing and GDPR

ASEND recognises that all matters relating to child protection are confidential. The SEND Director/DSL will only disclose information about a pupil to other members of staff on a ‘need to know basis’. All members of staff must be aware that whilst they have duties to keep any information about children, families and colleagues to which they have access because of their role confidential, they also have a professional responsibility to share information if it is necessary and proportionate with other agencies in order to safeguard children. All staff must be aware that they cannot promise a child to keep secrets which might compromise the child’s safety or wellbeing. This is considered so important that, on interview, all new ASEND professionals will be asked a safeguarding question to this effect prior to being able to start work. All new team members will also be expected to complete an accredited Level 2 safeguarding course with us before they can work with any child or family. Everyone at ASEND who deals with personal data shares the responsibility for data protection.

Responsibilities:

• At ASEND the SEND Director will organise regular training and is responsible for guiding the organisation on data protection matters.

• Senior team members who manage data should be aware of the content of UK GDPR in order to oversee how the organisation is complying with data protection legislation.

• Staff who use data in their day-to-day work must be aware of lawful reasons for processing data and for minimising risks.

• All staff should be aware of what personal data is, how it can be used, and any risks involved.

• All staff are aware that the local authority is the body that owns the pupil data (Data Controllers) and that we are Data Processors.

13. Complaints

ASEND has a Complaints Procedure available to parents, pupils and members of staff if they wish to report concerns. This can be supplied electronically or requested in hard copy.

All reported concerns are taken seriously and considered within the relevant and appropriate process. Anything that constitutes an allegation against a member of staff, volunteer or professional will be dealt with under the specific Procedures for Managing Allegations Against Staff.

14. Staff induction, awareness and training

All members of staff have been provided with a copy of part one of “Keeping Children Safe in Education'' (2025) which covers Safeguarding information. The DSL and Deputy DSL will read the entire document. All ASEND Professionals who work directly with children will access Annex A within Keeping Children Safe in Education 2025. Members of staff have signed to confirm that they have read and understood Part One and Annex A of KCSIE 2025 and this information is kept on our induction record.

The SEND Director and the DSL are expected to hold an up to date Level 3 Safeguarding qualification. The DSL will ensure that all new staff and volunteers including teaching, tutoring, non-teaching, support, peripatetic, contract staff and all other ASEND Professionals are appropriately inducted as regards the organisation's internal safeguarding procedures and communication lines.

The key contacts sheet is available to be given to staff and volunteers to support safeguarding.

All ASEND Professionals will receive appropriate safeguarding and child protection training (organised by the DSL) which will enable them to:

• Recognise potential safeguarding and child protection concerns involving pupils and adults (colleagues, other professionals and parents/carers)

• Respond appropriately to safeguarding issues and take action in line with this policy

• Record concerns in line with the school policies

• Refer concerns to the DSL and be able to seek support external to the school if required

15. Safe working practice

All ASEND professionals are required to work within clear guidelines on Safe Working Practice/the organisation’s Code of Conduct. Children may make allegations against staff in situations where they feel vulnerable or where they perceive there to be a possible risk to their welfare. As such, all staff should take care not to place themselves in a vulnerable position regarding child protection or potential allegations. For example, it is always advisable for interviews or work with individual children or parents to be conducted where they can be observed.

Physical intervention should only be used when the child is endangering him/herself or others and such events should be recorded and signed by a witness. ASEND professionals working with children with challenging behaviour will be aware of the positive behaviour approach used by ASEND and will attend low arousal and Positive Handling training (such as Team Teach) courses when offered. Any physical interventions must be in line with agreed policy and procedure in which appropriate training should be provided. Any instances of violent behaviour will be recorded on a VIR (Violent Incident Form) and these will be sent to the AD for analysis. This is because it may be the case that a child who is behaving in a challenging or aggressive manner may be using their behaviour as a form of communication, and this needs close monitoring for possible referral for further investigation.

Full advice and guidance can be found in Guidance for Safer Working Practice for Adults who Work with Children and Young People in Education Settings (2015), and Use of reasonable Force: Advice for head teachers, staff and governing bodies (July 2013).

ASEND Professionals should be particularly aware of the professional risks associated with the use of social media and electronic communication (email, mobile phones, texting, social network sites etc.). Professionals will familiarise themselves with advice and expectations outlined in Guidance for Safer Working Practice for Adults who Work with Children and Young People in Education Settings.

16. Staff supervision and support

Any member of staff affected by issues arising from concerns for children’s welfare or safety can seek support from the DSL. The induction process will include familiarisation with child protection responsibilities and procedures to be followed if staff have any concerns about a child’s safety or welfare. ASEND will provide appropriate supervision and support for all members of professionals to ensure that:

• All are competent to carry out their responsibilities for safeguarding and promoting the welfare of children

• All are able to create an environment where members of staff feel able to raise concerns and feel supported in their safeguarding role

• All have regular reviews of their own practice to ensure they improve over time.

• All can have personalised access to our BACP registered counsellor if they feel they have been affected detrimentally by any aspect or their work or if they are personally affected by the difficulties of any child or family they support.

17. Safer recruitment

ASEND is committed to ensuring all steps are taken to recruit staff, professionals and volunteers who are safe to work with our pupils and have their welfare and protection as the highest priority (see the ASEND Safer Recruitment Policy).

We are responsible for ensuring that safe recruitment processes outlined within guidance, including an application, vetting and recruitment process which places safeguarding at its centre, regardless of whether it is an employee or voluntary role.

ASEND holds a single central record of all our professionals - staff, volunteers and contractors - this includes appropriate recruitment and training information including:

• Dates of recruitment

• Identity checks

• Disclosure Barring (DBS) reference number, including date obtained and details of who obtained it

• Eligibility to work in the UK checks

• Prohibition, sanctions and restrictions and s128 direction 

• Two references

• Further checks on those who have lived outside the UK

• Professional qualifications check

• Confirmation that key policies have been read and understood (such as Safeguarding and KCSIE 2025)

• Risk assessments, where appropriate, if any staff members have outstanding documentation (i.e. are awaiting a reference)

The Employment of Ex-Offenders 

ASEND acknowledges that all people can have experienced difficult life circumstances prior to and whilst working for us. We do not believe that having committed an offence should necessarily automatically preclude a team member from being able to work for our organisation. An exception to this however, would be where the candidate has previously harmed children or members of the public, has been involved in sexual violence, or otherwise poses a risk to the public.

As part of safer working practice in recruitment and deployment we require a detailed RISK ASSESSMENT to be in place prior to work beginning where there is a cause for concern around a member of our team. Such concerns may include:

1. An existing or new DBS disclosure

2. A notification of concern from an external authority

3. A disclosure of an offence from the employee directly

This Risk Assessment is used to assist in assessing and recording the risks of allowing someone to start or restart work where a situation such as those recorded above has arisen.          A situation of concern is one that calls into question whether a tutor, teaching assistant or ASEND associate can take up a new role within the organisation, or continue within an existing role. The completion of this risk assessment form is the responsibility of a Director or one of their appointed delegates. This completed risk assessment form must be placed on the individual's file or other appropriate file and made available to Local Authorities, commissioners, the Section 11 Safeguarding auditors and other inspectors. The risk assessment must be carefully considered by the DSLs and, if a combined risk evaluation score of 5 or more is achieved, the candidate will not be used. Where the DSL’s agree to work with an ex-offender the risk assessment must be shared with the commissioning local authority  so that they can decide whether they wish the candidate to work with their young people or not. DSL’s will consider who else needs to know about the conviction on a case-by-case basis.

We advise all staff to disclose any reason that may affect their suitability to work with children including convictions, cautions, court orders, cautions, reprimands and warnings. Additionally, we make all staff aware that they may also be disqualified because they live in the same household as another person who is disqualified.

18. Allegations against members of staff, visitors and volunteers

ASEND recognises that it is possible for professionals to behave in a way that might cause harm to children and takes any allegation received very seriously. We understand that on occasions pupils may make allegations against those working with them or supporting them; however, our professionals know that they should take great care not to place themselves in a vulnerable position with a pupil where an allegation can be made.  

If such an allegation is made, the member of staff receiving the allegation will immediately inform the AD/SEND Director. In the event of allegations of abuse, the Designated Officer (LADO) for the LA must be informed of all allegations that come to ASEND’S attention and appear to meet the criteria to discuss the content of the allegation.

ASEND will follow DfE guidance for managing allegations against staff as outlined in Part 4 of “Keeping Children Safe in Education (2025)”.

In a transition setting, leads working in a base will apply appropriate judgement regarding the need to supervise and escort visitors and will provide them with appropriate safeguarding information.

It is agreed that all staff and contractors will undergo an enhanced Disclosure and Barring Service (DBS) check. 

19. Whistleblowing

All professionals should feel able to raise concerns about poor or unsafe practice and the senior leadership team will always take such concerns seriously. 

All members of staff are made aware of ASEND’s Whistleblowing procedure and that it is a disciplinary offence not to report concerns about the conduct of a colleague that could place a child at risk. 

Members of Staff can also access the NSPCC whistleblowing helpline if they do not feel able to raise concerns regarding child protection failures internally, the NSPCC can be reached on: 0800 028 0285 (8:00 AM to 8:00 PM Monday to Friday) or emailed at: help@nspcc.org.uk.

20. Curriculum and staying safe

We recognise that tutors/other professionals can play an essential role in helping children to understand and identify the parameters of what is appropriate child and adult behaviour; what is ‘safe’; to recognise when they and others close to them are not safe; and how to seek advice and support when they are concerned. ASEND will use the curriculum to provide opportunities for increasing self-awareness, self-esteem, social and emotional understanding, assertiveness and decision making so that students have a range of contacts and strategies to ensure their own protection and understand the importance of protecting others. This will include online safety.

Where appropriate, students will be educated at a level appropriate to their age and ability about a range of safeguarding concerns through personal, social, health and economic education (PSHE), tutorials (if appropriate) and through sex and relationship education. Where appropriate, and where agreed by the commissioning service, this can include, but is not limited, to bullying (including cyber bullying), radicalisation, child sexual exploitation (CSE), stranger danger, road safety, sexual abuse, neglect, online safety, gender-based violence/sexual assaults and ‘sexting’.

Appropriate learners will be supported to develop their confidence within the community and their travel training skills as part of their personalised curriculum.

Further information in relation to the school’s approach to curriculum and staying safe can be found in Appendix 1 of this policy.

21. Security when working in Schools, Community Spaces, Hubs or in the Wider Community

ASEND staff may support children in a number of different ways and in different settings; this can include assisting them with their travel, having offsite and fun extracurricular activities, attending libraries or Community centres or educating children within allocated transition bases or hubs. All members of staff have a responsibility for maintaining awareness of buildings and grounds security and for reporting concerns that may become known. We operate within a whole community ethos and welcome comments from students, parents and others about areas that may need improvement as well as what we are doing well. Professionals who carry children or their families in a car will hold the appropriate insurance and will inform ASEND and update their risk assessments accordingly. 

Appropriate checks will be undertaken in respect of visitors and volunteers coming into any spaces that we use as outlined within guidance. Regardless of where they are working, our professionals will always have a visual ID, in the form of a visible lanyard on their person at all times. Their DBS number will also be clearly displayed on this lanyard. 

Any individual who is not known or identifiable should be challenged for clarification and reassurance. ASEND will not accept the behaviour of any individual (parent or other) that threatens ASEND professionals or leads others (child or adult) to feel unsafe. Such behaviour will be treated as a serious concern and may result in a decision to refuse access for that individual onto a site.  Transition Hubs are short-medium term part time placements for pupils who are out of school. ASEND always strives to facilitate successful transitions between placements/ contexts by providing access to skilled transition staff who can consistently support students across contexts wherever appropriate. Safeguarding protocols and procedures apply equally where a pupil is undertaking a programme of home tuition in addition to their time at a base.

For more information about any aspect of this policy on Safeguarding and Child protection please contact safeguarding@asend.co.uk

Appendices and Resources for staff

A - Levels of intervention

All partners working with children, young people and their families will offer support as soon as we are aware of any additional needs. We will always seek to work together to provide support to children, young people and their families at the lowest level possible in accordance with their needs.

Children with Additional needs are best supported by those who already work with them, for example, by those working in ASEND Hubs, ASEND professionals in schools, or our home tutors who can refer to the management team to organise additional support with local partners as needed. When an agency is supporting these children, ASEND leaders will liaise with the Lead Professional to share information and coordinate work alongside the child and family.

For children whose needs are Intensive, a coordinated multi-disciplinary approach is usually best, involving a range of professionals. Here a Lead Professional will work closely with the child and family to ensure they receive all the support they require. Examples of intensive services are children’s mental health services and Family Solutions.

Specialist services are where the needs of the child are so great that statutory and/or specialist intervention is required to keep them safe or to ensure their continued development. Examples of specialist services are Children’s Social Care or Youth Offending  Service. By working together effectively with children that have additional needs and by providing coordinated multi-disciplinary/agency support and services for those with intensive needs, we seek to prevent more children and young people requiring statutory interventions and reactive specialist services. ASEND professionals work with professionals in social services, Youth Offending Teams, Care Homes and several other services, including outreach teams.

B - Incident Forms and ABC forms

 For day-to-day incidents or behaviour analysis that does not involve a safeguarding or child protection component, there are incident forms and ABC forms. Both of these forms are accessed via the portal and should be updated whenever a tutor has a concern. As is the case  with tutor reports and safeguarding alerts, these forms are sent to a senior send manager who can help the tutor reflect upon the concern or incident and can help identify triggers or stresses, so that the incident is less likely to recur. Tutors are supported to develop skills of self reflection and they are proactively encouraged to look at ways to improve the learning for the children they support. 

C - How to use an ABC chart

An ABC chart is an observational tool that allows us to record information about a particular behaviour. The aim of using an ABC chart is to better understand what the behaviour is communicating. 

• The ‘A’ refers to the antecedent or the event that occurred before the behaviour was exhibited. This can include what the person was doing, who was there, where they were, what sights / sounds / smells / temperatures / number of people that were in the environment. 

• ‘B’ refers to an objective and clear description of the behaviour that occurred e.g. X threw an item on the floor.

• ‘C’ refers to what occurred after the behaviour or the consequence of the behaviour e.g. children moved away from X, noise levels in the room decreased. 

It is important to decide on one or two target behaviours to record initially. Place the ABC chart in an accessible place to make it easier to use after the target behaviour has been exhibited.

Having recorded the behaviour on numerous occasions check for triggers or situations where the behaviour is most likely to occur:

• When / what time is the behaviour most likely to occur?

• During what activities is the behaviour most likely to occur?

• Are there any times or activities during which the behaviour does not occur?

• Where is the behaviour most likely to occur?

• With whom is the behaviour most likely to occur?

It is also important to look at what consequences might be maintaining the behaviour:

• What does the behaviour achieve for the child?

• Does the child avoid or escape any activity by engaging in the behaviour?

• Is the child rewarded in any way by engaging in the behaviour?

• What might the child be attempting to communicate by engaging in this behaviour?

Having identified the triggers for the behaviour and the consequences that may be maintaining the behaviour you are now ready to develop a plan.

What alternative or more appropriate skill can you teach the child in order to eliminate their need to engage in this behaviour?

What changes can you make to the environment or the child’s schedule in order to decrease their exposure to triggers?

How have you addressed the need that the child was trying to communicate?

Is there any need for a reward / incentive scheme in the short-term?

Have you communicated your plan to everyone who will be caring for the child?

D - Body Map Guidance 

Body Maps should be used to document and illustrate visible signs of harm and physical injuries.  

Always use a black pen (never a pencil) and do not use correction fluid or any other eraser.  

Do not remove clothing for the purpose of the examination unless the injury site is freely available because of treatment.

At no time should an individual teacher/member of staff or school take photographic evidence of any injuries or marks to a child’s person, the body map below should be used.  Any concerns should be reported and recorded without delay to the appropriate safeguarding services, e.g. Social Care direct or child’s social worker if already an open case to social care.

When you notice an injury to a child, try to record the following information in respect of each mark identified e.g. red areas, swelling, bruising, cuts, lacerations and wounds, scalds and burns:

• Exact site of injury on the body, e.g. upper outer arm/left cheek.

• Size of injury - in appropriate centimetres or inches.

• Approximate shape of injury, e.g. round/square or straight line.

• Colour of injury - if more than one colour, say so.

• Is the skin broken?

• Is there any swelling at the site of the injury, or elsewhere?

• Is there a scab/any blistering/any bleeding?

• Is the injury clean or is there grit/fluff etc.?

• Is mobility restricted as a result of the injury?

• Does the site of the injury feel hot? 

• Does the child feel hot?

• Does the child feel pain?

• Has the child’s body shape changed/are they holding themselves differently?

Importantly the date and time of the recording must be stated as well as the name and designation of the person making the record.  Add any further comments as required.

A copy of the body map should be kept on the child’s concern/confidential file.

An example of a body map can be found below: