No single practitioner can have a full picture of a child’s needs and circumstances. If children and families are to receive the right help at the right time, everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action. Rolleston Primary School is committed to safeguarding and promoting the welfare of all its pupils.  We believe that:

• All children/young people have the right to be protected from harm &
• Children/young people need to be safe and to feel safe in school.
• This means our staff consider, at all times, what is in the best interest of the children/ young people.
• Children/young people need support which matches their individual needs, including those who may have experienced abuse.
• All children/young people have the right to speak freely and voice their values and beliefs.
• All children/young people must be encouraged to respect each other’s values and support each other.
• All children/young people have the right to be supported to meet their emotional, and social needs as well as their educational needs – a happy healthy sociable child/young person will achieve better educationally.
• The staff within our school are prepared to identify children and young people who may benefit from Early Help intervention.
• Schools can and do contribute to the prevention of abuse, victimisation, bullying, exploitation, extreme behaviours, discriminatory views and risk-taking behaviours; and
• All staff and visitors have an important role to play in safeguarding children and protecting them from abuse.

Areas of Safeguarding

• Child protection – ensuring that staff respond appropriately to any significant change in a child’s behaviour, report to the Designated Lead any unexplained bruising, marks or signs of possible abuse, report any deterioration in a child’s well-being, are trained to know signs of neglect and respond appropriately to comments children make that cause concern
• Training – ensuring that staff have access to quality training in aspects of safeguarding so they can recognise signs and symptoms of abuse and record/respond using the correct procedures
• Buildings and grounds – ensuring we offer a safe learning environment for children to thrive
• Outside learning – completing risk assessments prior to trips and visits for the establishment along with safe transport
• Visitors – checking DBS forms and qualifications and logging them on our Single Central Register
• Behaviour– promoting positive behaviours towards each other to create a warm, caring environment
• Parents/carers/families – offering a welcoming school and develop home/school links
• Curriculum – ensuring that our curriculum offers a wide range of opportunities for children to learn about safety and they have chances to talk and ask questions

Safeguarding in the Curriculum

PSHE education lessons provide the best context for this learning, as part of a whole school approach and can contribute to safeguarding by:

• Teaching pupils about healthy relationships and helping them recognise unhealthy relationships
• Helping pupils recognise inappropriate behaviour towards them or others and to access help
• Raising pupils’ awareness of abuse, gender-related and gang violence
• Addressing gender stereotypes and challenging the negative attitudes which lead to violence and abuse
• Teaching the language, skills and strategies that enable pupils to tackle and mitigate risks to their (or others’) physical or emotional safety, including bullying, unhealthy relationships, sexual exploitation, gangs, radicalisation, drug and alcohol use and other risky behaviours
• Teaching the knowledge, understanding and skills pupils need to keep safe online
• Broadening pupils’ understanding of concepts such as consent, equality, discrimination, power and exploitation as part of a broader curriculum
• Helping pupils to support and seek help for friends who are in unsafe situations
• Helping pupils to see how their own behaviour can at times put others at risk.
• Supporting the development of personal attributes such as self-esteem, resilience and self-confidence and skills such as managing risk, decision making, emergency aid.