ASHURST CE AIDED PRIMARY SCHOOL
SAFEGUARDING AND CHILD PROTECTION POLICY
This document is based on WSCC Model Policy (updated September 2025) and has been 
created following guidance in KCSiE 2025 and Working Together to Safeguard Children 2023.
The Designated Safeguarding Lead in this school is:
Name: Mrs Sarah Smith Date: 1st September 
2025
The Deputy Safeguarding Leads in this school are:
Name: Mrs Lindsey Welstead Date: 1st September 
2025
Name: Mrs Katy Sansbury Date: 1st September 
2025
Additional core members of the safeguarding team are;
Mrs Sue Uff, Mrs Sally Double, Mrs Tina Clarke, Mrs Nikki Cunningham, Mr James 
Julian, Mrs Sarah McLarin, Mrs Joy King and Ms Susan Webster
Our Designated Teacher for Looked After Children is: 
Name: Mrs Sarah Smith Date: 1st September 2025
Our school has an Emotional Well-being Lead 
Name: Mrs Sarah Smith Date: 1st September 2025
Our school has two Emotional Well-being Lead Governors
Name: Mr M Garnett Date: 1st September 2025
Name: Ms N Gobat Krish Date: 1st September 2025
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Table of Contents
Ashurst CE Aided Primary School Child Protection Policy 3
Roles and responsibilities within Ashurst CE Aided Primary School 7
Ashurst CE Aided Primary School Child Protection Procedures 10
Annex 1 - Flowchart for child protection procedures 12
Annex 3 - Skin map 13
Annex 4 - Dealing with disclosures 15
Annex 5 - Allegations against adults who work with children 18
Annex 6 - Sexual violence and sexual harassment between children in schools and colleges 21
Annex 7 - Online Safety and Artificial Intelligence (AI) 25
Annex 8 - Whistleblowing 27
Annex 9 - Briefing sheet for temporary and supply staff 28
Annex 10 - What is child abuse? 29
Annex 11 - Useful contacts 36
Annex 12 - Table of changes 2025 37
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Ashurst CE Aided Primary School Child Protection Policy
Definitions
Child protection is an aspect of safeguarding but is focused on how we respond to children 
who have been significantly harmed or are at risk of significant harm. 
The term staff applies to all those working for or on behalf of the school, full time or part time, in 
either a paid or voluntary capacity. This also includes parents and governors.
Child refers to all young people who have not yet reached their 18th birthday. On the whole, this 
will apply to pupils of our school; however, the policy will extend to visiting children and students 
from other establishments
Parent refers to birth parents and other adults in a parenting role for example adoptive parents, 
step-parents, guardians and foster carers.
Abuse could mean neglect, physical, emotional or sexual abuse or any combination of these, as 
well as children witnessing domestic abuse. Parents, carers and other people can harm children 
either by direct acts and / or failure to provide proper care. Explanations of these are given 
within the procedure document. 
Policy Statement
‘Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone
who comes into contact with children and their families has a role to play. In order to fulfil this 
responsibility effectively, all practitioners should make sure their approach is child centred. 
This means that they should consider, at all times, what is in the best interests of the child.’ 
Keeping Children Safe in Education – Statutory guidance for schools colleges (KCSiE)
We recognise our moral and statutory responsibility to safeguard and promote the 
welfare of all children. 
We make every effort to provide a safe and welcoming environment underpinned by a 
culture of openness where both children and adults feel secure, able to talk and 
believe that they are being listened to. 
We maintain an attitude of “it could happen here” where safeguarding is concerned.
The purpose of this policy is to provide staff, volunteers and governors with the 
framework they need in order to keep children safe and secure in our school, and to 
inform parents and guardians how we will safeguard their children whilst they are in our 
care. 
Specific guidance is available to staff within the procedure documents.
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Principles and Values
• Children have a right to feel secure and cannot learn effectively unless they do so. 
• All children have a right to be protected from harm.
• All staff have a key role in prevention of harm and an equal responsibility to act on any 
suspicion or disclosure that may indicate a child is at risk of harm, either in the school or in 
the community, whilst taking into account any contextual safeguarding.
• We acknowledge that is essential that we work in partnership with other agencies that 
protect children and reduce risk and so we will engage in partnership working throughout 
the child protection process to safeguard children. 
• Whilst the school will work openly with parents as far as possible, it reserves the right to 
contact Children’s Social Care or the police, without notifying parents if this is believed to be 
in the child’s best interests.
• All adults working within the school should maintain professional curiosity if they are 
concerned about a child.
Leadership and Management 
We have established clear lines of accountability, training and advice to support the process of 
child protection and individual staff within that process. 
In this school, any individual can contact the Designated Safeguarding Lead (DSL) or 
their Deputy (DDSL) if they have concerns about a child or young person.
The DSL is Mrs Sarah Smith and the DDSL are Mrs katy Sansbury and Mrs Lindsey 
Welstead There is a nominated safeguarding governor, Mrs Helen Garnett, who will take 
leadership responsibility for safeguarding. The Chair of Governors Mr Tom Sheldon will 
receive reports of allegations against the headteacher and act on the behalf of the 
governing body.
As an employer we follow safer recruitment guidance as set out in KCSiE 2025 including 
informing shortlisted candidates that online searches will be carried out.
Training
All staff in our school are expected to be aware of the signs and symptoms of abuse and must be 
able to respond appropriately. Training is provided annually at INSET days and updated as 
required . Separate training is provided to all new staff on appointment by lead DSL Mrs Smith 
using the same materials as at annual staff training. The DSL will attend training at least every 
other year to enable them to fulfil their role.
Any update in national or local guidance will be shared with all staff in briefings and then 
captured in the next whole school training. This policy will be updated during the year to reflect 
any changes brought about by new guidance.
Aims
• To provide staff with the framework to promote and safeguard the wellbeing of 
children and in so doing ensure they meet their statutory responsibilities. 
• To ensure consistent good practice across the school.
• To demonstrate our commitment to protecting children. 
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Governor training is provided as required by KCSiE 2025
Referral
Following any concerns raised, the DSL will assess the information and consider if significant 
harm has happened or there is a risk that it may happen. If the evidence suggests the threshold 
of significant harm, or risk of significant harm has been reached, or if it is not clear if the 
threshold is met, the DSL will contact Children’s Social Care and, if appropriate, the police. If the 
DSL or DDSL is not available or there are immediate concerns, the staff member will refer 
directly to Children’s Social Care and the police if appropriate. We will use the guidance from 
NPCC to determine when to contact the police. 
Generally, the DSL will inform the parents prior to making a referral. However, there are 
situations where this may not be possible or appropriate, particularly when informing parents,
may place the child at further risk
N.B. The exception to this process will be in those cases of known FGM where there is a mandatory requirement for 
the teacher to report directly to the police. The DSL should also be made aware. 
Confidentiality
• We maintain that all matters relating to child protection are to be treated as confidential 
and only shared as per the ‘Information Sharing Advice for Practitioners’ (DfE 2024) 
guidance
• There is a lawful basis for child protection concerns to be shared with agencies who 
have a statutory duty for child protection. 
• Information will be shared with individuals within the school who ‘need to know’.
• All staff are aware that they cannot promise a child to keep a disclosure confidential.
As a school we will educate pupils to recognise when they are at risk and how 
to get help when they need it through:
• The content of the curriculum will be tailored to the specific needs and vulnerabilities 
of individual children, including children who are victims of abuse, and children with 
SEND
• A school ethos which helps children to feel safe and able to talk freely about their 
concerns, believing that they will be listened to and valued. 
• Every child having access to a ‘trusted adult’ in the school.
• Children will be taught about how to keep themselves and others safe when on-line
Dealing with concerns and allegations against staff
If a concern is raised about the practice or behaviour of a member of staff, this information will 
be recorded and passed to the headteacher Mrs Sarah Smith. The headteacher will make an 
assessment to determine if the matter is a ‘low level concern’ or an ‘allegation’. The Local 
Authority Designated Officer (LADO) will be contacted for all allegations and the relevant 
guidance will be followed. If the headteacher needs advice or guidance they will contact the 
LADO. If the allegation is against the headteacher, the person receiving the allegation will 
contact the LADO or Chair of Governors directly. (Annex 5)
Dealing with children abusing children 
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If a concern is raised that a child under 18 is abusing another child under 18, the ‘Child on Child 
Abuse’ guidance will be followed (Annex 6)
Policy review 
As a school, we review this policy at least annually in line with DfE, WSSCP and WSCC 
requirements and other relevant statutory guidance.
Date approved by governing body: September 2025
Date to be reviewed by governing body: September 2026 

Roles and responsibilities within Ashurst CE Aided Primary 
School
Staff responsibilities 
All staff have a key role to play in identifying concerns early and in providing help for children. To 
achieve this, they will: 
• Establish and maintain an environment where children feel secure, are encouraged 
to talk and are listened to.
• Ensure children know that there are adults in the school who they can approach if 
they are worried or have concerns.
• Plan opportunities within the curriculum for children to develop skills they need to 
recognise, assess and manage risk appropriately and keep themselves safe. 
• Attend training in order to be aware of and be alert to the signs of abuse.
• Maintain an attitude of “it could happen here” with regards to safeguarding.
• Be aware 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.
• Recognise that abuse, neglect, or other adverse childhood experiences, can have 
an impact on the mental health, behaviour and education of children.
• Record their concerns if they are worried that a child is being abused and report 
these to the DSL as soon as practicable that day. If the DSL is not contactable 
immediately a DDSL should be informed.
• Be prepared to refer directly to social care, and the police if appropriate, if there is a 
risk of significant harm and the DSL or DDSL is not available. 
• Follow the allegations procedures (Annex 5) if the disclosure is an allegation against 
a member of staff.
• Follow the procedures set out by the WSSCP and take account of guidance issued 
by the DfE.
• Support pupils in line with their child protection plan.
• Treat information with confidentiality but never promise to “keep a secret”.
• Notify the DSL or DDSL of any child on a child protection plan or child in need plan
who has unexplained absence.
• Have an understanding of ‘Early Help’ and be prepared to identify and support 
children who may benefit from this intervention. 
• Liaise with other agencies that support pupils and provide early help.
• Ensure they know who the DSL and DDSL are and know how to contact them.
• Have an awareness of the Child Protection Policy, the Behaviour Policy, the Staff 
Behaviour Policy (or Code of Conduct), child on child abuse procedures, the 
safeguarding response for children who go missing or are absent from education 
and the role of the DSL.
Senior Management Team responsibilities:
• Contribute to inter-agency working in line with ‘Working Together to Safeguard 
Children 2023 guidance’
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• Provide a co-ordinated offer of early help when additional needs of children are 
identified
• Ensure staff are alert to the various factors that can increase the need for early help 
(para 18 KCSiE 2024)
• Working with Children’s Social Care, support their assessment and planning 
processes including the school’s attendance at conference and core group 
meetings.
• Carry out tasks delegated by the governing body such as training of staff, safer 
recruitment and maintaining a single central register.
• Provide support and advice on all matters pertaining to safeguarding and child 
protection to all staff regardless of their position within the school.
• Treat any information shared by staff or pupils with respect and follow agreed 
policies and procedures.
• Ensure that allegations or concerns against staff are dealt with in accordance with 
guidance from Department for Education (DfE) and the West Sussex Safeguarding 
Children Partnership (WSSCP) procedures.
• Determine if a concern about a member of staff is a ‘low level concern’ or an 
allegation1
Governing body responsibilities
• Ensure the school has effective safeguarding policies and procedures including a 
Child Protection Policy, a Staff Behaviour Policy or Code of Conduct, a Behaviour 
Policy and a response to children who go missing from education. 
• Ensure WSSCP is informed in line with local requirements about the discharge of 
duties via the annual safeguarding self assessment.
• Recruitment, selection and induction follows safer recruitment practice, including all 
appropriate checks.
• Allegations against staff are dealt with by the headteacher. Allegations against the 
headteacher are dealt with by the Chair of Governors.
• A member of the Senior Leadership Team is appointed as Designated Safeguarding 
Lead (DSL) and has this recorded in their job description.
• Staff have been trained appropriately and this is updated in line with guidance 
• Any safeguarding deficiencies or weaknesses are remedied without delay
• A nominated governor for safeguarding is identified.
DSL responsibilities (to be read in conjunction with DSL role description in KCSiE)
In this school the DSL is Mrs Sarah Smith
The Deputy DSL are Mrs Katy Sansbury and Mrs Lindsey Welstead
In addition to the role of all staff and the senior management team, the DSL will
• Refer cases to social care, and the police where appropriate, in a timely manner 
avoiding any delay that could place the child at more risk. 
1 See Keeping Children Safe in Education 2025 Part 4 section 1 paragraph 359
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• Assist the Governing Body in fulfilling their safeguarding responsibilities set out in 
legislation and statutory guidance.
• Attend appropriate training and demonstrate evidence of continuing professional 
development to carry out the role.
• Ensure every member of staff knows who the DSL and the Deputy are, have an 
awareness of the DSL role and know how to contact them.
• Ensure all staff and volunteers understand their responsibilities in being alert to the 
signs of abuse and their responsibility for referring any concerns about a child to the 
DSL and concerns about an adult to the headteacher.
• Ensure that those staff that need to know, are aware of those children who have
experienced, or are experiencing abuse in order to promote their educational 
outcomes and provide the appropriate support. 
• Ensure whole school training occurs regularly with at least annual updates so that 
staff and volunteers can fulfil their responsibilities knowledgeably.
• Ensure any members of staff joining the school outside of the agreed training 
schedule receive induction training prior to the commencement of their duties.
• Keep records of child protection concerns securely and separate from the main 
pupil file and use these records to support the assessment and likelihood of risk.
• Ensure that safeguarding records are transferred accordingly (separate from pupil 
files) and in a timely fashion when a child transfers school, including in-year 
transfers.
• Ensure that where a pupil transfers school and is on a child protection plan or is a 
child looked after, their information is passed to the new school immediately and 
that the child’s social worker is informed. Consideration is given to a transition 
meeting prior to moving if the case is complex or on-going.
• Be aware of the training opportunities and briefings provided by WSSCP to ensure 
staff are aware of the latest local guidance on safeguarding.
• Develop, implement and review procedures in the school that enable the 
identification and reporting of all cases, or suspected cases, of abuse.
• Meet any other expectations set out for DSLs in KCSiE 2025
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Ashurst CE Aided Primary School Child Protection Procedures
Overview
The following procedures apply to all staff working in the school and will be covered by 
training to enable staff to understand their role and responsibility.
The aim of our procedures is to provide a robust framework which enables staff to take 
appropriate action when they are concerned that a child is being harmed or is at risk of 
harm.
The prime concern at all stages must be for the interests and safety of the child. Where 
there is a conflict of interest between the child and an adult, the interests of the child 
must be paramount.
All staff are aware that very young children, those with disabilities, special needs, certain 
medical conditions or with language deficit/English as a second language may have more 
difficulty in communicating concerns or feelings. They may be more likely to 
communicate concerns with behaviours rather than words. Additionally, staff will question 
the cause of knocks and bumps in children who have limited mobility, which will include 
children (for example younger siblings) visiting the site in addition to pupils. 
If a member of staff suspects abuse, spots signs or indicators of abuse, or they have 
a disclosure of abuse made to them they must:
1. Make an initial record of the information
2. Report it to the DSL immediately
3. The DSL will consider if there is a requirement for immediate medical intervention. 
Urgent medical attention should not be delayed if the DSL is not immediately 
available 
4. Make an accurate record (which may be used in any subsequent judicial
proceedings) as soon as possible and within 24 hours of the occurrence. Include 
everything that has happened, including details of:
• Dates and times of observations 
• Dates and times of any discussions in which they were involved
• Any injuries
• Explanations given by the child / adult
• What action was taken
• Any actual words or phrases used by the child
The records must be signed and dated by the author with an equivalent procedure 
in place for electronic based records
5. In the absence of the DSL or their Deputy, be prepared to refer directly to 
Children’s Social Care (and the police if appropriate) if there is the potential for 
immediate, significant harm.
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Following a report of concerns the DSL must:
1. Decide whether or not there are sufficient grounds for suspecting significant harm,
in which case a referral must be made to Children’s Social Care and the police if it 
is in keeping with the National Police Chiefs Council “When to call the Police” 
guidance. The rationale for this decision should be recorded by the DSL
2. Normally the school should try to discuss any concerns about a child’s welfare with 
the family and where possible seek their agreement before making a referral to 
Children’s Social Care. However, in accordance with DfE guidance, this should only 
be done when it will not place the child at increased risk or could have an impact on
a police investigation. Where there are doubts or reservations about involving the 
child’s family, the DSL should clarify with Children’s Social Care or the police 
whether the parents should be told about the referral and, if so, when and by whom. 
This is important in cases where the police may need to conduct a criminal 
investigation. The child’s views should also be considered when appropriate.
3. If there are grounds to suspect a child is suffering, or is likely to suffer, significant 
harm the DSL (or Deputy) must contact Children’s Social Care via Request support 
or raise a concern about a child - West Sussex County Council making a clear 
statement of:
• the known facts
• any suspicions or allegations
• whether or not there has been any contact with the child’s family.
If there is indication that the child is suffering significant harm, a call will also be 
made to Integrated Front Door on 01403 229900
4. If a child is in immediate danger and urgent protective action is required, the police 
must be called. The DSL must then notify Children’s Social Care of the occurrence 
and what action has been taken.
5. When a pupil needs urgent medical attention and there is suspicion of parental 
abuse causing the medical need, the DSL or their Deputy should take the child to 
the nearest hospital with an accident and emergency facility and inform Children’s 
Social Care. Advice should be sought from Children’s Social Care about informing 
the parents, remembering that parents should normally be informed that a child 
requires urgent hospital attention. 
6. If there is not a risk of significant harm, the DSL will either actively monitor the 
situation or consider the Early Help process.
7. In cases of allegations against staff or low level concerns, the WSSCP procedure or
the school Low Level Concerns (LLC) procedure will be followed. 
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Annex 3 - Skin map
Name of Child: _______________________________________________________
Date of birth: _________________________ Date of recording: _________________
Name of person completing: ____________________________________________________
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Any additional information:
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Annex 4 - Dealing with disclosures
All staff should
A members of staff who are approached by a child should maintain a positive attitude and 
try to reassure them. They should not promise complete confidentiality and should explain 
that they may need to pass information to other professionals to help keep the child or 
other children safe. The degree of confidentiality should always be governed by the need 
to protect the child.
Additional consideration needs to be given to children with communication difficulties and 
for those whose preferred language is not English. It is important to communicate with 
them in a way that is appropriate to their age, understanding and preferred communication 
method. 
All staff should know who the DSL is and who to approach if the DSL is unavailable. 
Ultimately, all staff have the right to make a referral to the police or social care directly and 
should do this if, for whatever reason, there are difficulties following the agreed protocol, 
e.g. they are the only adult on the school premises at the time and have concerns about 
sending a child home.
Guiding principles, the Three R’s 
Recognise
• Listen to what is being said, without displaying shock or disbelief
• Accept what is said and take it seriously
• Make a note of what has been said as soon as practicable
• Reassure the pupil, but only so far as is honest and reliable 
• Don’t make promises you may not be able to keep e.g. ‘I’ll stay
with you’ or ‘everything will be alright now’ or ‘I’ll keep this confidential’
• Do reassure e.g. you could say: ‘I am listening to you’, ‘I am glad you came to me’, ‘I 
am sorry this has happened’, ‘We are going to do something together to get help’
Respond
• Respond to the pupil only as far as is necessary for you to establish whether you 
need to refer this matter, but do not interrogate for full details
• Do not ask ‘leading’ questions i.e. ‘did he touch your private parts?’ or ‘did she hurt 
you?’ Such questions may invalidate your evidence (and the child’s) in any later 
court proceedings
• Do not ask the child why something has happened
• Do not criticise the alleged perpetrator; the pupil may care about them, and 
reconciliation may be possible
• Do not ask the pupil to repeat it all for another member of staff. Explain what you 
have to do next and to whom you need to talk. Reassure the pupil that it will be a 
senior member of staff in confidence.
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Report
• Share concerns with the DSL as soon as possible
• If you are not able to contact your DSL or the Deputy, and the child is at risk of 
immediate harm, contact the children’s services social care department directly.
• If possible, make some very brief notes at the time, and write them up as soon as 
possible
• Keep your original notes on file
• Record the date, time, place, persons present and noticeable nonverbal behaviour, 
and the words used by the child. If the child uses sexual ‘pet’ words, record the 
actual words used, rather than translating them into ‘proper’ words
• Complete a body map to indicate the position of any noticeable bruising or marks
• Record facts and observable things, rather than your ‘interpretations’ or 
‘assumptions’.
• Support the child: listen, reassure, and be available
• Complete confidentiality is essential. Share your knowledge only with appropriate 
professional colleagues
• Try to get some support for yourself if you need it.
• All staff should be aware that children may not feel ready or know how to tell 
somebody that they are being abuse, exploited or neglected and/or they may not 
recognise their experiences as harmful. 
Consideration
• Has the action taken provided positive outcomes for the child?
• Did the procedure work?
• Were any deficiencies or weaknesses identified in the procedure? Have these been 
remedied?
• Is further training required?
What happens next?
It is important that concerns are followed up and it is everyone’s responsibility to ensure 
that they are. The member of staff should be informed by the DSL what has happened 
after the report being made. If they do not receive this information, they should be 
proactive in seeking it out.
If a staff member believes that their concerns have not been dealt with effectively or that 
the child remains at risk, they should initially ask the DSL to reconsider ensuring that the 
risks are understood. If this does not result in a satisfactory outcome, or the DSL rationale
appears to miss the risk to the child, then the Whistleblowing procedures of the school 
should be followed. If the DSL is unhappy with the response from Children Social Care, 
they should consider following the WSSCP escalation protocol, beginning with a manager 
to manager conversation.
Receiving a disclosure can be upsetting for the member of staff and schools should have a 
procedure for supporting them after the disclosure. This might include reassurance that 
they have followed the procedure correctly and that their swift actions will enable the 
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allegations to be handled appropriately. For some staff, use of an employee-based 
counselling service may be appropriate. 
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Annex 5 - Allegations against adults who work with children 
There is now a requirement to produce a Lower Level Concern (LLC) policy and process
to be set out in your existing Codes of Conduct/Safeguarding Policy.
Working Together to Safeguard Children (2023) states that organisations should have 
clear policies for dealing with allegations against people who work with children. Those 
policies should make a clear distinction between an allegation, a complaint or a concern 
about the quality of care or practice.
Allegations as defined by KCSiE should be reported to the LADO. Complaints or concerns 
can be managed independently by the school or college under internal procedures. 
Complaints could include: -
• Breaches of the code of Conduct
• Any breach of data protection or confidentiality
• Poor behaviour management
• Inappropriate use of social media
• Misadministration of medication 
Concerns could include: -
• Inappropriate use of language, shouting or swearing
• Discussing personal or sexual relationships with, or in the presence, of pupils
• Making (or encouraging others to make) unprofessional comments which scapegoat, 
demean or humiliate children, or might be interpreted as such. 
Lower Level Concerns LLC’s , which do not reach the allegations harm threshold (or 
complaints criteria) should be dealt with under a school LLC procedure. 
Procedure for Allegations that meet the harm threshold. 
This procedure should be used in all cases when it is alleged a member of staff, supply 
staff, volunteer, Governor, or another adult who works with children has either:
• behaved in a way that has harmed a child, or may have harmed a child; or
• possibly committed a criminal offence against or related to a child; or 
• behaved towards a child or children in a way that indicates he or she would 
pose a risk of harm to children; or
• behaved or may have behaved in a way that indicates they may not be suitable 
to work with children.
When considering allegations of suitability, (the fourth criteria above) the LADOs would 
consider the following situations:
• Parents of children who are placed on a CIN plan or are receiving Early Help; 
• Arrests for offences against adults; 
• Presentation to other professionals around mental health, domestic abuse and/or
substance misuse; 
• Extreme political or religious viewpoints which could be considered Hate Crime; 
• Concerns about behaviour in their private lives which may impact on children
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In any of these situations the LADO criteria for intervention will be assessed against the 
likelihood and impact of transferable risk to children.
In line with our referral process:
• Staff will report any concerns about the conduct of any member of staff, supply 
staff or volunteer to the headteacher as soon as possible. 
• If an allegation is made against the headteacher, the concerns need to be raised 
with the Chair of Governors as soon as possible. If the Chair of Governors is not 
available, then the LADO should be contacted directly. 
• There may be situations when the headteacher or Chair of Governors will want 
to involve the police immediately, if the person is deemed to be an immediate 
risk to children or there is evidence of a possible criminal offence. 
• Once an allegation has been received by the headteacher or Chair of Governors,
they will contact the LADO via the portal Online Portal or as soon as possible 
and before carrying out any investigation into the allegation. 
• Inform the parents of the allegation unless there is a good reason not to
In liaison with the LADO, the school will determine how to proceed and if necessary, the 
LADO will refer the matter to Children’s Social Care and/or the police. 
When receiving information from outside agencies about school staff, the LADO will assess 
the potential for transferable risk and make a disclosure to the school where there is the 
likelihood of transferable risk to children and there is a pressing need. 
If the matter is investigated internally, the LADO will advise the school to seek guidance 
from their personnel/HR provider in following procedures set out in Part 4 of ‘Keeping 
Children Safe in Education’ (2025) and the WSSCP procedures.
Supply Staff 
While supply staff are not employees of the school, it is still required that the school report 
the allegation to the LADO. 
If the matter requires an internal investigation, this will be carried out by the school in 
liaison with an HR rep (acting as the employer) from the supply agency.
Lower Level Concerns (LLCs)
Please see : APS Low Level Concerns Policy
 
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The LLC policy is part of the whole school approach to safeguarding. The purpose of the 
policy is to encourage an open and transparent culture, which enables the school or 
College to identify concerning, problematic or inappropriate behaviour at an early stage. It 
should also empower staff to share LLCs with the DSL. LLCs will be managed 
independently by the school or college under internal procedures. 
Examples of LLCs include, but is not limited to:-_ 
• being over friendly with children;
• having favourites; 
• taking photographs of children on their mobile phone; 
• engaging with a child on a one-to-one basis in a secluded area or behind a 
closed door; 
or, 
• using inappropriate sexualised, intimidating or offensive language.
The LLC policy will:-
• Ensure that staff are clear about what constitutes appropriate behaviour, and are 
confident in distinguishing expected and appropriate behaviour from concerning, 
problematic or inappropriate behaviour, in themselves and others; 
• Empower staff to share any low-level safeguarding concerns with the DSL
• Address unprofessional behaviour and support the individual to correct this at an early 
stage.
• Provide a responsive, sensitive and proportionate handling of such concerns when they 
are raised.
• Help identify any weakness in the school or colleges safeguarding system.
In line with the LLC policy:-
• All LLCs will be shared responsibly with the DSL, recorded in writing and dealt with
in an appropriate and timely manner. 
• All LLCs will be reviewed, so that potential patterns of concerning, problematic or 
inappropriate behaviour can be identified. 
• If LLCs are found to be escalating and are reaching the harm threshold, A referral 
will be made to the LADO. 
If there is any doubt about the level at which behaviour needs to be addressed, LADO 
advice will be taken.
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Annex 6 - Sexual violence and sexual harassment between children in 
schools and colleges
Child on child – Model Policy.
Context
This policy is about how staff should respond to all reports and concerns of child-on-child 
sexual violence and sexual harassment, including those that have happened outside of 
school or college premises, and or online. All staff are advised to maintain an attitude of “It 
could happen here” 
Schools and colleges not recognising, acknowledging or understanding the scale of 
harassment and abuse, and /or downplaying some behaviours relating to abuse can lead to 
a culture of unacceptable behaviour, an unsafe environment and in a worst-case scenario 
a culture that normalises abuse leading to children accepting it as normal and not coming 
forward to report it. 
Sexual violence and sexual harassment can occur between two children of any age and 
sex. It can also occur through a group of children sexually assaulting or sexually harassing 
a single child or group of children.
Children who are victims of sexual violence and sexual harassment will likely find the 
experience stressful and distressing. This can adversely affect their educational attainment
as well as their emotional well-being. Sexual violence and sexual harassment exist on a 
continuum and may overlap; they can occur online and offline (both physically and 
verbally) and are never acceptable. It is important that all victims are taken seriously and 
offered appropriate support. It is also important to recognise that some perpetrators may 
themselves also be victims. 
Reports of sexual violence and sexual harassment are extremely complex to manage. It is 
essential that victims are protected, offered appropriate support and every effort is made 
to ensure their education is not disrupted. It is also important that other children and young 
people including school and college staff are supported and protected as appropriate.
Policy
We believe that all children have a right to attend school and learn in a safe environment. 
Children should be free from harm by adults in the school and by other children. 
We recognise that children are capable of abusing their peers and this will be dealt with 
under our child protection policy and in line with KCSiE (2025)
This policy is underpinned by the principle that there is a zero-tolerance approach to 
sexual violence and sexual harassment. We are clear that sexual violence and sexual
22
harassment is not acceptable, will never be tolerated and is not an inevitable part of 
growing up.
We will minimise the risk of child-on-child abuse by: -
Prevention:
• Taking a whole school approach to safeguarding and child protection
• Providing training to staff 
• Providing a clear set of values and standards, underpinned by the school’s 
behaviour policy and pastoral support system, and by a planned programme of 
evidence-based content delivered through the curriculum 
• Engaging with specialist support and interventions. 
Responding to reports of sexual violence and sexual harassment:
• Children making a report of sexual violence or sexual harassment will be taken 
seriously, kept safe and be supported.
• Understanding that our initial response to a report from a child is incredibly 
important and can encourage or undermine the confidence of victims of sexual 
violence and harassment to report or to come forward in the future.
• If the report includes an online element, staff will be mindful of the Searching, 
Screening and Confiscation: advice for schools (DfE 2022): Searching, Screening 
and Confiscation (publishing.service.gov.uk) guidance.
• Staff taking the report will inform the DSL or their Deputy as soon as practicably 
possible but at least within 24 hours. 
• Staff taking a report will never promise confidentiality.
• Parents or carers will normally be informed (unless this would put the child at 
greater risk).
• If a child is at risk of harm, is in immediate danger, or has been harmed, a referral 
will be made to Children’s Social Care (01403 229900). 
Risk Assessment: 
Following a report, the DSL will make an immediate risk and needs assessment on a caseby-case basis.
The risk assessment will consider:
• The victim, especially their protection and support.
• The alleged perpetrator, their support needs, and any disciplinary action. 
• All other children at the school.
• The victim and the alleged perpetrator sharing classes and space at school. 
The risk assessment will be recorded and kept under review.
Where there has been other professional intervention and/or other specialist risk 
assessments, these professional assessments will be used to inform the school’s approach 
to supporting and protecting pupils and form a risk reduction plan. 
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Action: The DSL will consider: -
• The wishes of the victim.
• The nature of the incident including whether a crime has been committed and the 
harm caused.
• Ages of the children/young people involved.
• Developmental stages of the children/young people.
• Any power imbalance between the children/young people.
• Any previous incidents. 
• On-going risks.
• Other related issues or wider context.
Options: The DSL will manage the report with the following options: -
• Manage internally
• Refer to Early Help
• Refer to Children’s Social Care
• Report to the police (generally in parallel with a referral to Social Care) 
Ongoing Response:
• All concerns, discussions and decisions made, and the reasons for those decisions, 
should be recorded in writing. Records should be reviewed so that potential 
patterns of concerning, problematic or inappropriate behaviour can be identified 
and addressed. 
• The DSL will manage each report on a case-by-case basis and will keep the risk 
reduction plan under review.
• Where there is a criminal investigation into a rape, assault by penetration or sexual 
assault, the alleged perpetrator should be removed from any classes they share with 
the victim during that investigation.
• The DSL will consider how best to keep the victim and perpetrator apart on school 
premises and transport where appropriate. 
• Where a criminal investigation into a rape or assault by penetration leads to a 
conviction or caution, the school will take suitable action. In all but the most 
exceptional of circumstances, the rape or assault is likely to constitute a serious 
breach of discipline and lead to the view, that allowing the perpetrator to remain in 
the same school or college would seriously harm the education or welfare of the 
victim (and potentially other pupils and students).
• Where a criminal investigation into sexual assault leads to a conviction or caution, 
the school or college will, if it has not already, consider any suitable sanctions in 
light of their behaviour policy, including consideration of permanent exclusion. 
Where the perpetrator is going to remain at the school or college, the principle of
keeping the victim and perpetrator in separate classes where possible should be 
maintained and continued. Consideration would be given to the most appropriate 
way to manage potential contact on school and college premises and transport. The 
24
nature of the conviction or caution and wishes of the victim will be especially 
important in determining how to proceed in such cases.
• The victim, alleged perpetrator and other witnesses (children and adults) will receive 
appropriate support and safeguards on a case-by-case basis. 
• When ongoing support is required by the victim, the victim should be asked whether 
they would find it helpful to have a designated trusted adult to talk about their needs. 
The choice of any such adult should be made by the victims (as far as reasonably 
possible) and this choice should be supported. 
• The school will take any disciplinary action against the alleged perpetrator in line 
with behaviour and discipline in the school. 
• The school recognises that taking disciplinary action and providing appropriate 
support are not mutually exclusive actions and will occur at the same time if 
necessary. 
Unsubstantiated, unfounded, false, or malicious reports 
• If a report is determined to be unsubstantiated, unfounded, false or malicious, the 
designated safeguarding lead should consider whether the child and/or the person 
who has made the allegation is in need of help or may have been abused by 
someone else and whether this is a cry for help. In such circumstances, a referral to 
children’s social care may be appropriate. 
• If a report is shown to be deliberately invented or malicious, the school or college, 
should consider whether any disciplinary action is appropriate against the individual 
who made it as per their own behaviour policy.
Physical Abuse
While a clear focus of child-on-child abuse is linked to sexual abuse and harassment, 
physical assaults and initiation violence and rituals from pupils to pupils can also be 
abusive. 
These are equally not tolerated and, if it is believed that a crime has been committed, will 
be reported to the police. 
The principles from the anti-bullying policy will be applied in these cases, with recognition 
that any police investigation will need to take priority.
References: –
KCSiE (DfE 2025) 
25
Annex 7 - Online Safety and Artificial Intelligence (AI)
As a school it is essential that we safeguard children from potentially harmful and 
inappropriate online material. 
A comprehensive approach to online safety empowers staff to protect and educate pupils, 
students, and colleagues in their use of technology and establishes the following mechanisms 
to identify, intervene in, and escalate any concerns where appropriate. 
The breadth of issues classified within online safety is considerable, but can be categorised 
into four areas of risk: 
• content: being exposed to illegal, inappropriate or harmful content, for example: 
pornography, fake news, racism, misogyny, self-harm, suicide, anti-Semitism, 
radicalisation and extremism. 
• contact: being subjected to harmful online interaction with other users; for example: 
peer to peer pressure, commercial advertising and adults posing as children or young 
adults with the intention to groom or exploit them for sexual, criminal, financial or other 
purposes. 
• conduct: personal online behaviour that increases the likelihood of, or causes, harm; 
for example, making, sending and receiving explicit images (e.g. consensual and nonconsensual sharing of nudes and semi-nudes and/or pornography, sharing other 
explicit images and online bullying; and 
• commerce - risks such as online gambling, inappropriate advertising, phishing and or 
financial scams. If we feel pupils, students or staff are at risk, we will report it to the 
Anti-Phishing Working Group (https://apwg.org/). 
We ensure that online safety is a running and interrelated theme when devising and 
implementing policies and procedures. 
There should be appropriate filtering and monitoring in place on all school devices and school 
networks. That staff training should include understanding roles and responsibilities in relation 
to filtering and monitoring. To support schools with this the DfE have produced the following 
guidance: Appropriate Filtering and Monitoring - UK Safer Internet Centre
Education settings are directly responsible for ensuring they have the appropriate level of 
security protection procedures in place in order to safeguard their systems, staff and learners 
and review the effectiveness of these procedures periodically to keep up with evolving cybercrime technologies. Guidance on e-security is available from the National Education Network.
In addition, schools and colleges should consider meeting the Cyber security standards for 
schools and colleges.GOV.UK. Broader guidance on cyber security including considerations 
for governors and trustees can be found at Cyber security training for school staff -
NCSC.GOV.UK
26

Annex 8 - Whistleblowing
Whistleblowing in a safeguarding context
Every school should have a whistleblowing procedure. Whistleblowing procedures protect 
staff members who report colleagues they believe are doing something wrong or illegal, or 
who are neglecting their duties.
This does not replace the whistleblowing policy and should be read in conjunction with the 
school policy. 
The whistleblowing policy is not designed to be used for concerns that fall under statutory 
procedures (for example child protection or allegations against staff) as these should be 
reported under the relevant procedures. However, the whistleblowing policy will apply if there 
is good reason to believe that the relevant procedure is not being followed or will not be 
followed effectively.
Within Ashurst CE Aided Primary School, the headteacher, Mrs Sarah Smith, is the senior 
manager and responsible for all staff. If you are concerned that any member of staff within the 
school is not following safeguarding processes or behaving in a way that is placing children at 
risk, you should make the headteacher aware. 
If your concern is about the headteacher, you should raise this with the Chair of Governors by 
[process to contact CoG or equivalent]
If you would prefer to raise your concerns outside the school environment you can contact 
Children’s Social Care by calling 01403 229900 Local Authority Designated Officer via Online 
Portal
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Annex 9 - Briefing sheet for temporary and supply staff
For supply staff and those on short contracts in Ashurst CE Aided Primary School
While working in Ashurst CE Aided Primary School, you have a duty of care towards the 
children and young people here. This means that at all times you should act in a way that is 
consistent with their safety and welfare. In addition, if at any time you have a concern about a 
child or young person, particularly if you think they may be at risk of abuse or neglect, it is 
your responsibility to share that concern with the school designated safeguarding lead (DSL), 
who is Mrs Sarah Smith 
This is not an exhaustive list, but you may have become concerned as a result of: 
• Observing a physical injury, which you think may have been non-accidental.
• Observing something in the appearance of a child or young person which suggests 
they are not being sufficiently well cared for.
• Observing child behaviour that leads you to be concerned about a child or young 
person.
• A child or young person telling you that they have been subjected to some form of 
abuse
• Observing adult behaviour that leads you to be concerned about their suitability to 
work with children or young people. 
In any of the circumstances listed here, you must write down what you saw or heard, date and 
sign your account, and give it to the DSL as soon as possible and no longer than 24 hours 
later. This may be the beginning of a legal process – it is important to understand that legal 
action against a perpetrator can be seriously damaged by any suggestion that the child has 
been led in any way. 
If a child talks to you about abuse, you should follow these guidelines: 
• Rather than directly questioning the child, just listen and be supportive
• Never stop a child who is freely recalling significant events, but don’t push the child to 
tell you more than they wish.
• Make it clear that you may need to pass on information to staff in other agencies who 
may be able to help – do not promise confidentiality. You are obliged to share any 
information relating to abuse or neglect.
• Write an account of the conversation immediately, as close to verbatim as possible. Put 
the date and timings on it, and mention anyone else who was present. Then sign it and
give your record to the DSL who should follow due process, including contacting
Children’s Social Care if appropriate.
The school has a policy on safeguarding children and young people which you can find, 
together with the local procedures to be followed by all staff, in the staff room.
If your concern involves the DSL or a member of the senior staff, inform the head teacher and 
consider/discuss contacting the LADO via the Online Portal
Remember, if you have a concern, report it.
29
Annex 10 - What is child abuse? 
The following definitions are taken from Working Together to Safeguard Children HM 
Government (2023) In addition to these definitions, it should be understood that children can 
also be abused by being sexually exploited, through honour-based violence, forced marriage 
or female genital mutilation. To support the local context, all staff have access to the West 
Sussex Safeguarding Children Partnership (WSSCP) threshold chart.
https://www.westsussexscp.org.uk/wp-content/uploads/2024/02/Thresholds-on-a-pageFINAL-Feb2024.pdf
What is abuse and neglect? 
Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a 
child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a 
family or in an institutional or community setting, by those known to them or, more rarely, by a 
stranger. They may be abused by an adult or adults, or another child or children. 
Physical abuse 
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. 
Emotional abuse 
The persistent emotional maltreatment of a child such as to cause severe and persistent 
adverse effects on the child’s emotional development. It may involve conveying to a child that 
they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of 
another person. It may include not giving the child opportunities to express their views, 
deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may 
feature age or developmentally inappropriate expectations being imposed on children. These 
may include interactions that are beyond a child’s developmental capability, as well as 
overprotection and limitation of exploration and learning, or preventing the child participating 
in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It 
may involve serious bullying (including cyber bullying), causing children frequently to feel 
frightened or in danger, or the exploitation or corruption of children. Some level of emotional 
abuse is involved in all types of maltreatment of a child, 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. The activities may involve physical contact, including assault by penetration (for 
example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and 
touching outside of clothing. They may also include non-contact activities, such as involving 
children in looking at, or in the production of, sexual images, watching sexual activities, 
encouraging children to behave in sexually inappropriate ways, or 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. 
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Neglect
Neglect is the 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. Neglect may 
occur during pregnancy as a result of maternal substance abuse. Once a child is born, 
neglect may involve a parent or carer 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 caregivers) 
• ensure access to appropriate medical care or treatment.
Neglect may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
The WSSCP neglect strategy is used to provide a more detailed summary of neglect and the 
local thresholds for referrals. 
Indicators of abuse
Neglect
The nature of neglect 
Neglect is a lack of parental care, but poverty and lack of information or adequate services 
can be contributory factors. 
Far more children are registered to the category of neglect on child protection plans than to 
the other categories. As with abuse, the number of children experiencing neglect is likely to 
be much higher than the numbers on the plans. 
Neglect can include parents or carers failing to: 
• provide adequate food, clothing and shelter 
• protect a child from physical and emotional harm or danger 
• ensure adequate supervision or stimulation 
• ensure access to appropriate medical care or treatment. 
NSPCC research has highlighted the following examples of the neglect of children 
under 12:
• frequently going hungry 
• frequently having to go to school in dirty clothes 
• regularly having to look after themselves because of parents being away or having 
problems such as drug or alcohol misuse 
• being abandoned or deserted 
• living at home in dangerous physical conditions 
• not being taken to the doctor when ill 
• not receiving dental care. 
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Neglect is a difficult form of abuse to recognise and is often seen as less serious than other 
categories. It is, however, very damaging: children who are neglected often develop more 
slowly than others and may find it hard to make friends and fit in with their peer group. 
Neglect is often noticed at a stage when it does not pose a risk to the child. The duty to 
safeguard and promote the welfare of children (What to do if You’re Worried a Child is Being 
Abused DfE 2015) would suggest that an appropriate intervention or conversation at this early 
stage can address the issue and prevent a child continuing to suffer until it reaches a point 
when they are at risk of harm or in significant need.
Neglect is often linked to other forms of abuse, so any concerns school staff have should at 
least be discussed with the DSL.
Indicators of neglect 
The following is a summary of some of the indicators that may suggest a child is being 
abused or is at risk of harm. It is important to recognise that indicators alone cannot confirm 
whether a child is being abused. Each child should be seen in the context of their family and 
wider community and a proper assessment carried out by appropriate persons. What is 
important to keep in mind is that if you feel unsure or concerned, do something about it. Don’t 
keep it to yourself. The WSSCP neglect toolkit provides a more detailed list of indicators of 
neglect and is available to all staff
Physical indicators of neglect
• Constant hunger and stealing food 
• Poor personal hygiene - unkempt, dirty or smelly 
• Underweight 
• Dress unsuitable for weather 
• Poor state of clothing
• Illness or injury untreated 
Behavioural indicators of neglect
• Constant tiredness 
• Frequent absence from school or lateness 
• Missing medical appointments 
• Isolated among peers 
• Frequently unsupervised 
• Stealing or scavenging, especially food 
• Destructive tendencies
Emotional abuse
The nature of emotional abuse 
Most harm is produced in low warmth, high criticism homes, not from single incidents. 
Emotional abuse is difficult to define, identify/recognise and/or prove. 
Emotional abuse is chronic and cumulative and has a long-term impact. 
All kinds of abuse and neglect have emotional effects although emotional abuse can occur by 
itself. 
Children can be harmed by witnessing someone harming another person – as in domestic 
violence. 
32
It is sometimes possible to spot emotionally abusive behaviour from parents and carers to 
their children, by the way that the adults are speaking to, or behaving towards children. An 
appropriate challenge or intervention could affect positive change and prevent more intensive 
work being carried out later on. 
Indicators of emotional abuse
Developmental issues 
• Delays in physical, mental and emotional development 
• Poor school performance 
• Speech disorders, particularly sudden disorders or changes. 
Behaviour 
• Acceptance of punishment which appears excessive 
• Over-reaction to mistakes 
• Continual self-deprecation (I’m stupid, ugly, worthless etc)
• Neurotic behaviour (such as rocking, hair-twisting, thumb-sucking) 
• Self-mutilation 
• Suicide attempts 
• Drug/solvent abuse 
• Running away 
• Compulsive stealing, scavenging 
• Acting out 
• Poor trust in significant adults 
• Regressive behaviour – e.g., wetting 
• Eating disorders 
• Destructive tendencies 
• Neurotic behaviour 
• Arriving early at school, leaving late 
Social issues 
• Withdrawal from physical contact 
• Withdrawal from social interaction 
• Over-compliant behaviour 
• Insecure, clinging behaviour 
• Poor social relationships 
Emotional responses 
• Extreme fear of new situations 
• Inappropriate emotional responses to painful situations (“I deserve this”)
• Fear of parents being contacted 
• Self-disgust 
• Low self-esteem 
• Unusually fearful with adults 
• Lack of concentration, restlessness, aimlessness 
• Extremes of passivity or aggression 
Physical abuse
33
The nature of physical abuse
Most children collect cuts and bruises quite routinely as part of the rough and tumble of daily 
life. Clearly, it is not necessary to be concerned about most of these minor injuries. However,
accidental injuries normally occur on the bony prominences – e.g., shins. Injuries on the soft 
areas of the body are more likely to be inflicted intentionally and should therefore make us 
more alert to other concerning factors that may be present. 
A body map (annex 3) can assist in the clear recording and reporting of physical abuse. The 
body map should only be used to record observed injuries, and no child should be asked to 
remove clothing by a member of staff of the school.
Indicators of physical abuse / factors that should increase concern 
• Multiple bruising or bruises and scratches (especially on the head and face) 
• Clusters of bruises – e.g., fingertip bruising (caused by being grasped)
• Bruises around the neck and behind the ears – the most common abusive injuries are 
to the head
• Bruises on the back, chest, buttocks, or on the inside of the thighs
• Marks indicating injury by an instrument – e.g., linear bruising (stick), parallel bruising 
(belt), marks of a buckle
• Bite marks 
• Deliberate burning may also be indicated by the pattern of an instrument or object –
e.g., electric fire, cooker, cigarette
• Scalds with upward splash marks or tide marks
• Untreated injuries
• Recurrent injuries or burns 
• Bald patches.
In the social context of the school, it is normal to ask about a noticeable injury. The 
response to such an enquiry is generally light-hearted and detailed. So, most of all, 
concern should be increased when: 
• the explanation given does not match the injury 
• the explanation uses words or phrases that do not match the vocabulary of the child 
(adult words)
• no explanation is forthcoming 
• the child (or the parent/carer) is secretive or evasive 
• the injury is accompanied by allegations of abuse or assault 
You should be concerned if the child or young person: 
• is reluctant to have parents/carers contacted 
• runs away or shows fear of going home 
• is aggressive towards themselves or others
• flinches when approached or touched 
• is reluctant to undress to change clothing for sport 
• wears long sleeves during hot weather 
• is unnaturally compliant in the presence of parents/carers. 
• has a fear of medical help or attention
• admits to a punishment that appears excessive. 
34
Sexual abuse
The nature of sexual abuse 
Sexual abuse is often perpetrated by people who are known and trusted by the child – e.g., 
relatives, family friends, neighbours, babysitters, people working with the child in school, faith 
settings, clubs or activities. Children can also be subject to child sexual exploitation. 
Sexual exploitation is seen as a separate category of sexual abuse. 
Characteristics of child sexual abuse: 
• it is often planned and systematic – people do not sexually abuse children by accident, 
though sexual abuse can be opportunistic 
• grooming the child – people who abuse children take care to choose a vulnerable child 
and often spend time making them dependent 
• grooming the child’s environment – abusers try to ensure that potential adult 
protectors (parents and other carers especially) are not suspicious of their motives. 
Most people who sexually abuse children are men, but some women sexually abuse too. 
Indicators of sexual abuse 
Physical observations 
• Damage to genitalia, anus or mouth 
• Sexually transmitted diseases 
• Unexpected pregnancy, especially in very young girls 
• Soreness in genital area, anus or mouth and other medical problems such as chronic 
itching
• Unexplained recurrent urinary tract infections and discharges or abdominal pain
Behavioural observations 
• Sexual knowledge inappropriate for age 
• Sexualised behaviour or affection inappropriate for age 
• Sexually provocative behaviour/promiscuity 
• Hinting at sexual activity 
• Inexplicable decline in school performance 
• Depression or other sudden apparent changes in personality as becoming insecure or 
clinging 
• Lack of concentration, restlessness, aimlessness 
• Socially isolated or withdrawn 
• Overly compliant behaviour 
• Acting out, aggressive behaviour 
• Poor trust or fear concerning significant adults 
• Regressive behaviour, 
• Onset of wetting, by day or night; nightmares 
• Onset of insecure, clinging behaviour 
• Arriving early at school, leaving late, running away from home 
• Suicide attempts, self-mutilation, self-disgust 
• Suddenly drawing sexually explicit pictures 
• Eating disorders or sudden loss of appetite or compulsive eating 
35
• Regressing to younger behaviour patterns such as thumb sucking or bringing out 
discarded cuddly toys 
• Become worried about clothing being removed 
• Trying to be ‘ultra-good’ or perfect; overreacting to criticism.
36
Annex 11 - Useful contacts
Key Personnel Name (s) Telephone No.
DSL
Mrs Sarah Smith 01403-710426
Deputy DSL(s)
Mrs Katy Sansbury
Mrs Lindsey Welstead
School’s named 
Prevent lead
Mrs Sarah Smith
Governor lead: 
Mrs Helen Garnett
Schools Mental 
Health Lead
Mrs Sarah Smith
Governor MH leads:
Mr Mark Garnett
Ms Nicola Gobat Krish
Nominated 
Safeguarding 
Governor
Mrs Helen Garnett
Chair of Governors
Mr Tom Sheldon
Integrated Front 
Door
01403 229900
Safeguarding in 
Education Team
Sally Arbuckle (Manager)
Gabby Rodrigues
Natasha Cherryman
Sarah Young
0330 222 4030
Safeguarding.education@westsussex.gov.uk
Police 101 or in 
emergencies 999
Safeguarding 
advisors / Local 
Authority 
Designated Officers
(LADOs)
Miriam Williams
Donna Tomlinson
Vic Williams
Online Portal
School nurse 
37
Annex 12 - Table of changes 2025
Throughout the document changes have been made to punctuation, grammar and readability. 
These have not all been highlighted in the table below.