Miss S Rouse, Assistant Head Teacher and Deputy Designated Safeguarding Lead
Designated Safeguarding Lead
Mrs L Rogers, Deputy Head Teacher, Inclusion
Deputy Designated Safeguarding Leads
Mr D Morrow, Executive Head Teacher
Mrs S Tiwana, Deputy Head Teacher, Curriculum
Ms E Redwood-Sawyerr, Assistant Head Teacher, Raising Standards
All children have the right to be protected from harm; it is every adults responsibility to ensure that children are safe and feel safe in every school across the Trust.
It is our vision that no child should suffer harm, either at home or within our Trust. Child protection and safeguarding a child’s welfare is paramount and we will ensure that sufficient resources are made available for our pastoral teams to ensure the best possible outcome for the children.
We are determined that all children will thrive with ongoing advocacy, planning, support and commitment no matter what a child’s background is.
Within our family of schools we aim to fully embed the ‘Six Principles Of Nurture’ so that our classrooms and the adults working within them are providing a quality first teaching approach, and are fully responsive to the specific needs of children who may have barriers to learning due to social, emotional and mental health barriers.
The Principles are:
- Children's learning is understood developmentally – learning and classroom provision is planned according to the children’s next steps and at their level of development;
- The classroom offers a safe base – the physical and emotional environments are created in order for children to feel safe and secure and that they are able to see themselves as an active member of our community;
- The importance of nurture for the development of wellbeing – we recognise that for their well-being and social development children need to build positive relationships with the adults that are working with them, and that children need structure and routine in order to feel safe;
- Language is a vital means of communication – children are encouraged to speak open and honestly to adults and peers alike and when difficult situations arise, using a restorative approach to repairing them. This requires adults to be outstanding language models for children;
- All behaviour is communication – it is imperative that all staff understand that children’s behaviour is often their preferred form of communicating particularly during times of distress. Staff take time to work with children to understand the origins of what can be seen as difficult behaviour;
- The importance of transition in children's lives – we recognise that during times of transition children can be emotionally vulnerable, therefore we have robust procedures in place to support children’s transitions at different times during their school lives.
Our Child Protection and Safeguarding Policy can be viewed on our policies page.