This policy outlines safeguarding procedures, support tools for parents and students, and communication protocols for managing safeguarding concerns. It ensures a balanced approach, focusing on student safety while protecting staff from emotional burnout and unnecessary workloads. It also introduces professional support for students, parents, and staff, ensuring the well-being of all involved.

1. Safeguarding Categories and Action Protocols

Critical Status

• Definition: Immediate or high-risk situations where a student is in danger of self-harm, harm from others, criminal activity, or any form of imminent danger.
  
  
• Action: Bypass the DSL and immediately contact emergency services, child protection services, or the police. Log the incident for the DSL to follow up later. If the family is involved in causing the harm, only authorities should be contacted.
  
  
• Team Communication:
  • Happiness Managers (HMs): Notify HMs discreetly to offer emotional support to the student and the class without alarming others.
    
    
  • Parents: Contact parents immediately unless they are involved in the concern. When necessary, notify authorities instead of parents.
    
    
  • External Agency: Reach out to relevant authorities or child protection services without delay.

High Status

• Definition: Recent harm, abuse, or safeguarding concerns (e.g., mention of suicidal thoughts, forced marriage, FGM, or potential harm in the near future). The situation is serious but not immediately life-threatening.
  
  
• Action: Report the issue to the DSL within 24 hours. The DSL will assess and decide whether external authorities need to be contacted. Phone calls may not be immediately necessary but should be handled by the end of the day.
  
  
• Team Communication:
  • HMs: Updated within 24 hours for emotional support and monitoring.
  • Teachers: Informed discreetly to avoid triggering some topics during lessons.
  • Parents: Informed sensitively by email or phone, unless implicated in the situation.

Medium Status

• Definition: Ongoing or recurring issues with external agency involvement, such as a history of harm, out-of-character behavior, or a potential risk within the next few days.
  
  
• Action: Log and report to the DSL within 48 hours. The DSL will update external agencies via email as needed.
  
  
• Team Communication:
  • HMs and Teachers: Receive updates on how to provide emotional and academic support to the student without overwhelming them.
  • Parents: Notified through email, offering ongoing support suggestions.

Low Status

• Definition: Low-level concerns such as mild anxiety, resolved past issues, or situations with no imminent risk.
  
  
• Action: Log and include in the End-of-Week (EOW) report. The DSL should be aware, but immediate action is not required.
  
  
• Team Communication:
  • HMs should be updated in the weekly wrap-up to provide low-level pastoral support.
  • Teachers and parents do not need immediate notification unless issues escalate.

2. Tools and Support for Parents

Parents are integral to the safeguarding process. We provide support tools to help parents manage their child’s emotional well-being and collaborate with the school for effective safeguarding.

Support Tools Based on Issue Type:

• Mental Health Support:
  
  
  • Offer resources like Mind.org and YoungMinds for parents of children experiencing anxiety, depression, or other emotional concerns.
    
    
• Behavioural Concerns:
  • Share online workshops and behaviour management resources such as Family Lives.
    
    
• Therapy Referrals:
  
  
  • For more complex issues, parents can access our affiliated therapists at a reasonable cost to provide professional support for their children. This service helps students with issues beyond what we can offer as an educational institution.
• Signposting to External Agencies
  
  
  • Direct parents to external organizations, such as local authorities or child protection services, in cases of abuse, serious mental health concerns, or criminal activity.

3. Communication of Updates and Reports

Communication of safeguarding issues must be clear, regular, and structured to avoid overwhelming staff, parents, and students.

Safeguarding Updates Procedure:

• Weekly and End-of-Week (EOW) Reports:
  
  
  • The DSL will prepare reports summarising:
    • Open safeguarding cases, current status, and progress made.
    • Closed cases, why they were closed, and how they were resolved in line with school policy.
    • An evaluation of the support provided to students and parents.
    • Identification of cases requiring more time or resources.
  • These reports should be shared with the senior team, Happiness Managers, and relevant staff to keep everyone informed without overburdening them.
    
    
• Parent Communication
  
  
  • High-priority cases: Parents should be updated regularly but briefly, preferably through email, to avoid unnecessary phone calls.
    
    
  • Scheduled Calls: For phone calls, establish a time limit (e.g., 15-20 minutes) to ensure efficient use of time. Prolonged or non-urgent calls can take time away from resolving critical safeguarding issues.

4. Emotional Well-Being and Balanced Workload for Staff

Emotional Support for Staff:

• Happiness Managers (HMs)

  While providing support to students is essential, HMs must distribute their attention equitably across all students needing help. We are not licensed counselors, and although we offer emotional support, complex emotional and psychological needs should be referred to our professional therapists.

• In-House Therapy for Staff

  HMs, the DSL, and other staff dealing with safeguarding should regularly access the in-house therapist. This service is essential for emotional decompression and maintaining high morale and emotional health after handling sensitive or distressing cases.

Managing Time on Parent Calls:

• Minimising Time on Non-Critical Calls

  To avoid emotional fatigue and wasted resources, staff should schedule short, focused calls with parents regarding safeguarding. The focus should be on the necessary updates and next steps, keeping conversations brief and on-topic.

• Prioritising Administrative Work
  
  By reducing time on non-urgent calls, staff can better focus on maintaining up-to-date safeguarding logs and administrative duties, ensuring cases are processed efficiently.

5. External Referrals and Additional Professional Support

When safeguarding concerns go beyond the capacity of the school’s support systems, we refer students and families to external professional services, such as therapists or counselors.

Professional Therapy for Students:

• Paid Referral Service: Parents may pay to have their child seen by the school’s affiliated therapists, who provide specialised care and support for more complex emotional or mental health issues.

Support for Staff:

• Staff members, especially those involved in sensitive safeguarding cases, are encouraged to use our in-house therapy service regularly to manage stress and emotional burden.

6. Training and Policy Review

Staff Training:

• Annual Safeguarding Training: All staff, including Happiness Managers and teachers, must undergo safeguarding training at least once a year to stay up-to-date with statutory requirements, the latest safeguarding trends, and specific strategies for supporting students in an online school setting.

Annual Policy Review:

The safeguarding policy will be reviewed annually or following significant safeguarding events to ensure it remains aligned with best practices and legal obligations. Feedback from staff, parents, and students will be incorporated to refine the policy as needed.