Safeguarding At the Leys we work hard to maintain an environment where children are safe and secure. We have the highest expectations of staff, governors and volunteers to adhere to important policies and guidance to protect pupils at all times.
All suspicions and allegations of abuse will be taken seriously and responded to swiftly
The welfare of every child remains paramount
All children have the right to be protected from harm
All staff and volunteers working at the school have a responsibility to report concerns to the designated member of staff
Children know that they can approach any of the adults in school if they are worried and that they will receive a consistent supportive response.
The curriculum is designed to ensure there are opportunities for children to develop the skills they need to recognise and stay safe from abuse. At the Leys we offer a safe and nurturing environment free from discrimination where children can learn and develop happily.
We have clear staff recruitment and selection procedures, ensuring that all staff (including volunteers) who have unsupervised access to children, have been appropriately checked for their suitability through the Disclosure Barring Check.
Alison Barr (Deputy Head Teacher)
Sally Clibbon (Family Worker)
Davinder Khangura (Headteacher)
The Headteacher is the Senior person responsible for Safeguarding arrangements.
Please see further information about: Role of the designated safeguarding lead Annex C, page 161 in KCSIE 2022
Safeguarding is at the heart of everything we do here at The Leys. Great importance is placed on identifying opportunities in the taught curriculum for children to learn about safeguarding.
Our broad curriculum gives pupils opportunities to experience life in all its diversity, to acquire knowledge, understanding, and skills that significantly impact personal development, behaviour, and welfare, and equips every child with the knowledge and skills required for personal safeguarding.
Our PSE curriculum covers all areas of Safeguarding through each of the strands to a different degree, however, some go into more detail. We are sensitive in our teaching and recognise that some more sensitive subjects need to be taught at an age-appropriate level, or at a small group or 1:1 level where a more urgent need arises.
We plan to constantly challenge children to think deeply about safeguarding matters and their own personal physical and mental wellbeing. We value pupils’ questions and give them space for their own thoughts, ideas, and concerns.
We give pupils’ opportunities across the curriculum to explore values, personal rights, responsibilities, and equal opportunities that develop moral concepts that impact positively on safeguarding, promote British values and prevent radicalisation and extremism. There are many opportunities throughout our learning in school to explore safeguarding issues.
Practical safeguarding opportunities are planned into the curriculum. For example:
We have developed an open and safe learning environment in which pupils express their views, seek help, and help others. The promotion of equality of opportunity and diversity, for pupils and staff, helps prevent any form of direct or indirect discriminatory behaviour.
Our children learn to not tolerate any prejudiced behaviour. Our behaviour policy promotes making good choices and exhibiting good learning behaviours. Class times are a time for sharing ideas, addressing concerns, and promoting important values.
Assembly time and circle times are used to promote personal safeguarding matters and explore themes. For example, we talk about anti- bullying including cyber bullying and British values including how these values are promoted in our multi–faith society. Staff and children are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Our school reflects the diversity of pupils’ experiences and provides pupils with a comprehensive understanding of people and communities beyond their immediate experience including the role of women in society and different family groups including same-sex couples.
Throughout the curriculum, there are planned opportunities to promote all forms of equality and foster greater understanding of and respect for people of all faiths (and those with no faith), races, genders, ages, disabilities, and sexual orientations, through their words, actions and in their influence. Opportunities are created in a variety of subjects to address areas of safeguarding, for example, themes are highlighted through novels in English lessons.
Time is taken at the beginning of every new school year to reaffirm school values, expectations, and rules for being part of The Leys Team. This good start to the year, with everyone clear about their roles and responsibilities, sets the tone for the rest of the year and leads to excellent safeguarding outcomes.