Our Safeguarding Approach

Intent

At Millbrook Primary School and Nursery, our commitment to safeguarding every child in our care is unwavering. Our primary intent is to provide a safe, nurturing, and inclusive environment where all children can thrive, free from harm, neglect, abuse, and exploitation. Safeguarding is not just a policy for us; it is a fundamental priority embedded in our culture and daily practice, reflecting our understanding that every child has the right to be protected, respected, and supported to reach their full potential.

Our Focus Areas:

We recognise the priorities outlined by the local safeguarding partners, specifically concerning domestic abuse, neglect, and exploitation. These issues are pervasive and require vigilant attention, proactive prevention, and timely intervention. Our safeguarding policy is tailored to address these areas through comprehensive education, awareness, and robust reporting mechanisms to protect all children and young people.

Identified Risks and Vulnerabilities:

We are acutely aware of the safeguarding risks unique to our setting and community. We acknowledge that children in our care face various vulnerabilities, including but not limited to:

• Children with Special Educational Needs and Disabilities (SEND), who may face increased risks of exclusion, bullying, or abuse.
• Children who speak English as an Additional Language (EAL), who may be at risk of isolation and communication barriers.
• Children from LGBTQ+ backgrounds, who may face bullying or discrimination.
• Impact of poverty, which can heighten risks of neglect and exploitation.
• Increased social media interaction, exposing children to online risks, grooming, and cyberbullying.

We also recognize specific vulnerabilities that affect children in our care, such as:

• Migrant and asylum-seeking children who may face language barriers, trauma, and isolation.
• Children involved in the court system or who are privately fostered, looked-after children (LAC), and previously looked-after children (PLAC), who may lack stable support networks.
• Children at risk of child abduction, mental health issues, or parental neglect due to factors such as substance misuse or domestic abuse.
• Children who are persistently or severely absent from education, whose absence can hide abuse or exploitation.
• The impact of COVID-19, which has exacerbated mental health challenges, increased the risk of domestic violence, and led to greater isolation and limited access to support services.

Reducing Risks and Promoting Safety:

To reduce the impact of these vulnerabilities, we are committed to:

• Developing an effective safeguarding culture that ensures compliance with statutory requirements and promotes the well-being of every child.
• Providing early help and intervention at the right time, as outlined in "Working Together to Safeguard Children."
• Educating children, staff, and parents about child-on-child abuse, recognising that "it does happen here," and taking steps to prevent it.
• Proactively addressing the impact of COVID-19 by offering targeted support to children and families, enhancing mental health services, and ensuring continuous

Implementation

At Millbrook Primary School and Nursery, our safeguarding and child protection policy is put into practice through a range of unique, proactive measures tailored to meet the specific needs of our community. Our approach focuses on early intervention, removing barriers for vulnerable children, fostering a culture of vigilance, and maintaining continuous improvement to ensure a safe environment for every child.

Early Help Offer and Removing Barriers to Abuse

1. Early Help Offer: Our early help strategy is designed to provide timely and targeted support for children and families at risk, preventing issues from escalating to more serious safeguarding concerns. We have developed a team approach that includes pastoral support workers, early help workers, and designated safeguarding leads (DSLs). This team works collaboratively with external agencies, such as social services, health and mental health professionals, and other local partners, to provide coordinated support. Our focus is on building trusting relationships, offering early intervention, and ensuring that families are aware of and can access available resources.
2. Removing Barriers: We recognise that children with SEND, EAL, LGBTQ+ backgrounds, and those experiencing poverty or other challenges are at a higher risk of abuse and neglect. To remove these barriers:
   • Inclusive Communication: We use tailored communication methods, such as visual aids, interpreters, and assistive technology, to ensure all children understand how to seek help and report concerns.
   • Safe Spaces: We provide safe spaces where children feel comfortable and supported to express their worries or disclose any abuse.
   • Support Networks: We have established peer support programs, mentoring schemes, and affinity groups (e.g., for LGBTQ+ students) to foster a sense of belonging and reduce isolation.
3. Approach to Tackling Absence: Our approach to tackling absence is data-driven and integrated into our broader safeguarding strategy. We monitor attendance patterns closely, using data to identify children who are persistently or severely absent. For those identified, we provide personalised support plans, which may include home visits, counselling, and liaising with parents to address underlying issues, such as anxiety, bullying, or family difficulties.

Preventing Child-on-Child Abuse

To prevent child-on-child abuse, we have implemented several measures:

• Education and Awareness: Our curriculum includes comprehensive age-appropriate education on healthy relationships, consent, bullying, and online safety. This is delivered through Personal, Social, Health and Economic (PSHE) education and reinforced across all subjects.
• Clear Reporting Mechanisms: We have clear, accessible reporting mechanisms in place, ensuring that children know how to report concerns confidentially and without fear of retaliation. These include anonymous reporting tools and designated staff members whom children can approach.
• Restorative Practices: We use restorative practices as we believe it promotes accountability and responsibility, builds empathy and understanding, reduces repetition of unacceptable behaviours and bullying, supports social and emotional development and aligns with trauma-informed approaches. This creates a safer, more inclusive environment that empowers all parties involved.

Impact

At Millbrook Primary School and Nursery, the impact of our safeguarding and child protection policy is continuously monitored and evaluated to ensure that our intent is effectively implemented, and that it actively contributes to keeping children safe. By aligning our safeguarding strategies with our unique community needs and continuously refining our approach, we aim to create an environment where every child feels secure, supported, and empowered. The effectiveness of this policy is evidenced through several key indicators:

1. Evidence of Implementation and Safety: Our policy is implemented through consistent, proactive measures including regular training, clear reporting procedures, and open communication channels. We know our intent is effective because staff, volunteers, and partners are well-versed in their safeguarding responsibilities and confident in identifying and reporting concerns. We conduct regular audits of safeguarding records and hold debriefing sessions following incidents to ensure learning and continuous improvement.
2. Outcomes for Children and the Wider Community: When our safeguarding intent and implementation are effective, children feel secure and valued, which positively impacts their emotional well-being and academic performance. We will see an increase in children's engagement, attendance, and overall development. In the wider community, there is a culture of trust and collaboration between parents, guardians, and staff, promoting open dialogue about safety concerns and reducing instances of harm or neglect.
3. Indicators of Effective Implementation: In our setting, effective implementation is reflected in the confidence and vigilance of staff in handling safeguarding concerns, a low incidence of serious child protection cases, and high levels of student attendance and engagement. Visitors and external inspectors will observe a welcoming environment where safeguarding policies are visibly in place, and where children are encouraged to speak up about their feelings and experiences.
4. Monitoring by DSL, DDSL, and Leadership: The Designated Safeguarding Lead (DSL), Deputy Designated Safeguarding Lead (DDSL), and all leaders undertake regular monitoring activities, including reviewing safeguarding records, conducting safeguarding audits, observing practice, and engaging with children and staff to gather feedback. They also conduct regular training sessions, review incident reports, and ensure swift responses to any safeguarding concerns raised.
5. Governance and Assurance: Those in governance seek assurance through regular reports from the DSL and DDSL, external audits, and inspections, as well as regular engagement with staff, children, and parents. They actively review safeguarding policies and practices, ensuring they remain up-to-date with legislative changes and best practices. External assurance is also sought through collaborations with local safeguarding partners and participation in multi-agency safeguarding forums.
6. Pupil and Parent Voice: The voices of pupils and parents are crucial in evaluating the effectiveness of our safeguarding efforts. We gather feedback through regular surveys, focus groups, and open forums. We actively encourage children to share their experiences and concerns through age-appropriate mechanisms such as pupil voice activities and dedicated child-friendly channels such as School Council. Parents are also sent regular questionnaires so that their responses can be analysed and responded to appropriately.

This policy will be flexible to change and will be reviewed on an ongoing basis to reflect where there are any changes in government legislation or any changes in the duty of statutory agencies in child protection and/or the wider safeguarding agenda. If it is not appropriate to refine the policy during the year, then this will be done as a matter of course on yearly basis by a named person responsible below, who shall be accountable for that action.

Please follow the links below to view the following policies

Prevent Pathway

Preventing Radicalisation

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