Web viewDeputising arrangements for the DSL are not in keeping with Keeping Children Safe in Education in relation to skills, knowledge and training

Section 14 of the Children Act 2004 sets out the objectives of LSCB’s, which are: To coordinate what is done by each person or body represented on the Board for the purposes of safeguarding and promoting the welfare of

children in the area; and To ensure the effectiveness of what is done by each such person or body for those purposes

Keeping children safe in education July 2016: Under section 14B of the Children Act 2004 the LSCB can require a school or college to supply information in order to perform its function; this

must be complied with.

Education Acts:

Section 175 of the Education Act 2002 came into effect on the 1 June 2004. Section 175 requires school governing bodies, local education authorities and further education institutions to make arrangements to safeguard and promote the welfare of children. Such arrangements will have to have regard to any guidance issued by the Secretary of State. Similar requirements are in place for proprietors of Independent Schools under Section 157 of the Education Act 2002.

In Luton this requirement takes the form of this annual self audit return.

The audit enables you to:

ensure that statutory requirements for safeguarding and child protection are being complied with evaluate your school’s safeguarding practice, and discuss any obvious issues arising from this audit in terms of patterns of strength and areas for

development in the light of your whole-school context develop a robust action plan to address any weaknesses or areas for development which have been identified ensure that key people (including the governing body) have access to sufficient information to enable them to make a judgement about the quality of

safeguarding within the school ensure your self-evaluation accurately reflects the school’s safeguarding practice assemble evidence of impact of practice for an Ofsted inspection in accordance with the Ofsted guidance ‘Inspecting safeguarding in early years,

education and skills settings (August 2016) reflect on safeguarding policy and practice in order to strengthen arrangements to safeguarding and promote children’s welfare

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Luton Education Establishment Safeguarding Self Audit 2016-2017

Luton’s Local Safeguarding Children Board requires all schools and colleges, including independent schools and academies to complete this annual safeguarding audit, returning a copy to the schools’ safeguarding in education lead. The content reflects the statutory duties, as laid out in ‘Keeping children safe in education’ (Department for Education September 2016).

How to complete the auditThe head teacher/ principal designated safeguarding lead and nominated governor for safeguarding should work on this audit together during the autumn term. It must be signed by both head teacher / principal and nominated governor to confirm that they agree the contents. The fifth column provides a space to consider the evidence used to support self assessment.

This audit should be reviewed half way through the year to record progress against identified priorities and agree actions for the next audit. Completion of the audit and review should be formally recorded within school management and governing body meetings.Each column represents a continuum of development and effectiveness. By highlighting the relevant prompts, or parts of the prompts, across the grid, schools can identify their current strengths and areas for development. You may wish to add / attach additional comments/evidence/action plan to support your judgements.

Focusing Developing Embedding EnhancingThe school recognises it is at the beginning of a process. What is happening already is identified but there is much more to be done.

The school has started to address some aspects but further development is needed to secure and consolidate good practice.

Many aspects are now in place and are beginning to become embedded across the school.

Aspects are embedded fully in whole-school approach and practice. There is whole-school consistency and cohesive practice.

Return date: week beginning – Monday February 6th 2017Return to: [email protected]

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Name of school: ……………………………………………………………………………………….

Name Role within the Senior Leadership Team

Date last attended LSCB Higher Level Training

Date when renewal of training is required

Annual updates received

Designated safeguarding lead (DSL)

Deputy designated safeguarding leadDeputydesignated safeguarding leadNominated safeguarding governor

Date last attended Foundation training (formerly Level 1)

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The DSL and Deputy DSL are required to attend training every two years and their knowledge & skills refreshed annually

Focusing Developing Embedding Enhancing Evidence / how do we know

Governing Body A member of the Governing Body has been assigned to the role of Safeguarding Governor.

The Safeguarding Governor is not a member of school staff

The Safeguarding Governor has undertaken Safeguarding/Child protection training

An annual report is provided by the school to the Governing Body which is accepted

The Safeguarding Governor undertakes focused safeguarding visits to the school on an annual basis

The impact of the report to the Governing Body and visits do not yet contribute to the development of Safeguarding arrangements in the school

The Governing Body have a secure understanding of the statutory guidance for schools Keeping Children Safe in Education 2016 and use this guidance to support them in measuring the effectiveness of safeguarding in the school

The governing body understands the responsibility placed upon them within Keeping Children Safe in Education 2016

Systems for holding the school and Head Teacher to account for safeguarding are in the development stages

There is demonstrable evidence of the Governing Body holding the Head Teacher and school to account in relation to the effectiveness of safeguarding

The report to the Governing Body includes

1) The number of students subject to Child Protection Plans

2) Child in Need Plans3) Multi Agency Early Help

Assessments4) Single agency Early Help

Assessments/interventions5) Number of Looked after children6) The number of referrals made to

Children’s Social Care (MASH)7) The attendance, attainment and

progress of vulnerable students8) The participation rate in extra clubs

and activities of vulnerable students9) The outcomes of any recent audits

of school safeguarding records10) The school’s approach to quality

assuring and supporting those with responsibility for safeguarding (managerial supervision)

Governing Body visits demonstrate professional curiosity in relation to the nature of safeguarding issues experienced by pupils and how the school provides support and intervention in accordance with the thresholds framework

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Governing Body The Governing Body ensures there is an effective training pathway in place for staff at all levels in the school to ensure compliance with Keeping Children Safe in Education 2016. The training pathway is informed by the local context including trends and themes emerging from the safeguarding issues experienced by the pupils of the school

The Governing Body ensures the school provide Early Help in accordance with the LSCB Thresholds Framework and that children received the correct help at the correct time. This includes ensuring the school follows the pathway for referral to CAMHS and/or other organisations in order to support the emotional health and well-being of pupils (including those who may be self-harming)

The Governing Body reviews the effectiveness of all policies and procedures that form part of the school’s safeguarding framework

Commissioned services

Safeguarding expectations do not yet feature within commissioning agreements or service level agreement

Safeguarding expectations are included within SLA or Commissioning agreements however these do not cover all aspects of Section 175/157

Safeguarding expectations are included within the SLA or Commissioning agreements and cover all aspects of Section 175/157

Commissioned services are required, as part of the commissioning agreement to complete a Section 11 Children’s Act 1989 or S175/157 of the Education Act as part of the commissioning / service level agreement

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Extended Services / School lettings

There are no arrangements in place to reassure the school of the safeguarding arrangements in respect of extended services or school lettings

The school takes steps to monitor that external groups using the school for extended school activities / lettings are appropriately registered for the services they provide and meet the requirements of their registration status

Extended services operated by the school or school staff e.g holiday clubs / childcare operate to the school’s operational safeguarding arrangements (including recruitment) and procedures are in place that robustly measure staff knowledge, understanding and compliance

External groups, using the school for extended school activities, are monitored to ensure they have an up to date, effective safeguarding / CP policy in place and adults involved in the activities are up to date with procedures to follow if they are concerned about a child. These policies include safer recruitment and staff induction arrangements

As embedding

.

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Focusing Developing Embedding Enhancing Evidence / how do we know

Policy The school has no Safeguarding / Child Protection policy currently in place.

The school has a policy but it needs updating (i.e. not been reviewed in the past year).

References within the policy are not reflective of current statutory guidance

The school has a policy which is reviewed annually. It is shared with and accessible to families but it is not fully effective in that not all staff demonstrate understanding of this

The school has an up to date policy which is reviewed annually and ratified by the Governors. When there is a change in statutory guidance the policy is reviewed more frequently.

This policy describes procedures which are in accordance with government guidance and refer to locally agreed inter-agency procedures.

The policy makes reference to safeguarding in specific circumstances as defined within Keeping Children Safe in Education 2016.

The policy is known to everyone working in the school, including the governing body and regular visitors and staff demonstrate their understanding of this including their role and responsibilities

Visitors are asked to read a brief summary which informs them of the safeguarding procedures of the school

It is easily accessible to parents and carers via the website.

Safeguarding and child protection procedures are referenced in other relevant policies and procedures for the school

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Safeguarding / Child Protection Policy and Procedure

Audit / monitoring There is currently no monitoring taking place of the effectiveness of the policy within the school.

A safeguarding audit is completed by the DSL. Impact of the audit on improved practice is minimal

The school is beginning to develop a system of monitoring to identify the effectiveness of the policy.

A safeguarding audit is completed during the autumn term, involving the head / principal, DSL and deputies and the nominated governor for safeguarding.

If a weakness is identified, procedures are reviewed and revised immediately.

The safeguarding audit is completed and reviewed part way through the academic year to identify where progress and impact has been made and where further developments are required.

The safeguarding audit monitors whether all policies (where safeguarding and child protection is referenced) are aligned.

Evaluation of whole school practice informs the regular monitoring of the policy, including in-house monitoring of individual files for children who are a concern / have child protection issues.

All staff are involved in/made aware of any changes made to school procedures following a review.

All review/auditing activity in relation to safeguarding is reported to the Governing Body as part of the safeguarding report

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Supervision There are no formal processes in place for supervision.

Supervision may take place informally on an ad-hoc basis which is not consistently recorded

There are processes in place which provide opportunities for regular case discussions, however this is not part of a supervision policy or agreement.

The lack of structure limits the effectiveness of supervision in providing oversight, clarity of decision making and ensuring the child receives the correct help at the correct time in the least intrusive way

Supervision policy is in place which clearly defines the function of supervision and responsibilities of the supervisor and supervisee

Supervision takes place which is regular and frequent.

Supervision agreements are in place

Supervision discussions are not linked to case files

As per embedding

Minutes of supervision are recorded and linked to case files.

Impact of supervision is evident in decision making and case management

Decision making is informed by interagency procedures including thresholds framework

Evidence of effective use of LSCB escalation (resolution of professional disagreement) procedures is in place and utilised appropriately

Operational Safeguarding arrangements

Procedures are in place (including what to do about concerns about a pupil)

There is a DSL in place who is a member of the school SLT and this is clearly defined within their JD.

Deputising arrangements for the DSL are not in keeping with Keeping Children Safe in Education in relation to skills, knowledge and training. This role is not clearly defined within their JD

The DSL, deputy DSL and members of SMT are aware of procedures (including the LSCB Procedures)

There is a DSL available at all times that the setting is open, contact information is well known and understood

The Deputy DSL is in place however is not trained to the same level as the DSL.

Methods of measuring knowledge and skills of the Deputy DSL are not yet fully developed

All school staff and relevant Governors are aware of the procedures (including LSCB interagency procedures).

Head teachers/ principals ensure that policies and procedures are adhered to and understood by staff.

The Deputy DSL is trained to the same level as the DSL and demonstrates appropriate levels of skills and knowledge to undertake this role

Appropriate personnel from the school regularly attends the Safeguarding Officer Network event

The school contributes to multi

All staff, volunteers, agency/supply staff including regular visitors are aware of the procedures (including LSCB Interagency Procedures)

Updates for all staff in relation to safeguarding are provided on at least an annual basis

At regular intervals throughout the year, ‘scenarios’ are used to pose the question to staff ‘What would you do if…….’ alongside re-visiting the child protection procedures.

Learning from local and national Serious Case Reviews, thematic inspections, publications relevant to education are used to consolidate learning from training and other safeguarding updates

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Operational Safeguarding arrangements

There is not always access to a DSL on site during all opening hours

agency working by attendingStrategy meetingsChild Protection ConferencesCore Group MeetingsTeam around the Family meetingsChild in Need Meetings

Local Authority templates are used for reports for such meetings and these are shared and submitted in accordance with LSCB Interagency procedures

Information and learning from the Designated Officer Event is consistently used to update staff and develop safeguarding arrangements in the school

Focusing Developing Embedding Enhancing Evidence / how do we know

Staff training

Staff training

The DSL has not yet accessed training to develop the skills and knowledge required to undertake this role as defined in Keeping Children Safe in Education 2016

There is no staff training pathway for safeguarding

The school is unable to demonstrate how they ensure the DSL and other staff have the appropriate training, skills and knowledge to undertake their safeguarding responsibilities

The DSL has received multi-agency training however this is not part of a defined training pathway to ensure they have the skills and knowledge required for the role as defined within Keeping Children Safe in Education 2016

Staff have received foundation level training however this is not part of a defined training pathway

Training happens but there is no link between context, need and identification of impact.

Clear training pathway is in place and training records are maintained

The DSL has received multi-agency training less than 2 years ago and was informed by the training pathway

Training for all staff is updated regularly (every three years as advised by the LSCB)

All staff receive appropriate foundation training at the point of induction

Annual safeguarding updates are in place for all staff.

Safeguarding training pathway is in place and is informed by the statutory guidance for schools, local context and needs of the pupils

The training pathway ensures that all staff have the appropriate skills and knowledge to meet the requirements of their role as defined within Keeping Children Safe in Education 2016

There are clear processes in place to measure the impact of training which demonstrates staff understanding of their role and responsibilities.

Training records are maintained which includes details of the updates provided, when they were provided and the mechanism (email, staff meeting etc.)

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Training and information to staff

Where staff meetings are used to consolidate learning, a forward plan is in place

CP Procedures and learning

There is currently no information included in the staff handbook relating to CP procedures

There is no CP information given to supply, temporary staff, volunteers and visitors to the school.

The staff handbook is being developed to include information about CP procedures.

Supply, temporary staff, volunteers and visitors to the school are made aware of the school’s CP procedures and are asked to read a short summary which details what they should do if they are concerned about a child or if a child discloses to them.

Details of CP procedures are included in the staff handbook.

As embedding; Staff are kept up to date with local and national CP issues via staff meetings, notices, intranet or other and through the designated officer group

Induction The induction process does not currently include details and information about the Safeguarding/Child Protection policy and the school procedures.

The induction process includes brief information, such as who the DSL is within the school.

There are no mechanisms for measuring staff understanding of the safeguarding arrangements in the school

The induction for new members of staff includes a section addressing the school’s safeguarding / CP policy and procedures for what to do if concerned about a child and identifies who to share information with.

Foundation safeguarding training forms part of the safeguarding induction

.

Safeguarding aspects of the induction includes competency based measurements to check knowledge and understanding of safeguarding responsibilities and impact of foundation training

As embedding; Alongside sharing of policy and procedure, advice is given about how to complete the safeguarding record forms

Feedback is given to the new members of staff as and when concern sheets are completed.

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Focusing Developing Embedding Enhancing Evidence / how do we know

Recording systems There is currently no system in place for recording concerns about a pupil at the school.

Concerns are recorded; however there isn’t a clear system in place for recording actions and outcomes.

Currently not all files have a chronology at the front.

The school has a system for clear and accurate recording of child protection concerns, actions and outcomes, including consultation with other agencies.

All records are contemporaneous, the author is identifiable with key information completed such as name, date of birth, address incl postcode.

Records are clear and transparent (i.e. they are up to date and complete and can be followed easily by someone deputising for the regular member of staff or an external reviewer)

Individual files are established once welfare concerns are recognised and each file has a chronology at the front.

CP files are stored confidentially. Copies of CP files are transferred (separate to academic file) to new school, when a child transfers.

As embedding; The DSL regularly audits the records for quality of recording and actions taken, and shares outcomes and learning with the staff. Referrals into the DSL are collated with actions and outcomes clearly recorded.

The head / principal oversee this monitoring to ensure that practice is effective and impacts on pupils’ safety.

Internal information sharing

Currently, relevant staff are not informed of concerns.

The school is working to develop a system to ensure relevant staff are informed of concerns.

Relevant staff are made aware of concerns and the need to monitor individual pupils more closely.

Pupils who are particularly at risk or have disclosed abuse are supported by individual members of staff, who the pupil/student feels they can approach and talk to when needed.

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Safeguarding pupils/students and the curriculum

Delivering safeguarding via curriculum

The school does not view child protection and safeguarding as having a place in the curriculum.

The school is seeking advice on how to develop opportunities for child protection and safeguarding work within the curriculum.

This includes embedding Fundamental British Values across curriculum areas.

The curriculum provides opportunities for pupils to consider situations of risk eg cyber-bullying, child sexual exploitation, gang related violence, youth produced sexual imagery, FGM, forced marriage and radicalisation and explores strategies for keeping safe in line with statutory guidance.

Fundamental British Values are linked clearly to the curriculum delivery.

Through PSHE and other curriculum contexts, pupils are encouraged to talk about feelings, are given regular opportunities to comment on how safe they feel at school, are listened to, and know who to they can turn to for help and advice (includes work around safeguarding in specific circumstances).

.

Site security The school site is not currently secure.

The school is in the process of addressing site security.

There are procedures to limit access to the school site and access is only allowed to authorised visitors.

Procedures are in place to minimise risk of children leaving the premises unnoticed/unauthorised

As embedding. The school has clear procedures in place to ensure pupils are safe whilst on site out of school hours.

This includes robust risk assessment, which also identifies how secluded spaces will be managed to keep children safe.

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Focusing Developing Embedding Enhancing Evidence / how do we know

Online safety curriculum

There is no planned program of online safety education.

A planned program of online safety education is being developed.

Internal systems allow for identification of inappropriate content.

Searches which are inappropriate are brought to the attention of the safeguarding leads (e.g. FGM, Radicalisation, Spirit Possession, Forced Marriage, CSE etc).

A planned online safety education program takes place through PHSE / ICT / other lessons and is regularly revisited. Pupils / students are aware of online safety issues and are empowered to stay safe.

Appropriate online safety resources are used. The school is aware of the need to educate and protect vulnerable children who may be put at particular risk from their and others’ actions on-line

A planned online safety education program takes place through PHSE / ICT / other lessons and across the curriculum and is regularly revisited.

There is breadth and progression. A program of teaching and learning across all age ranges includes delivery of CEOP* materials.

The school is effective in the education and protection of vulnerable children who may be put at particular risk from their own and others’ actions on-line.

The school pays due regard and implements guidance (UKCCIS, 2016) in relation to youth produced sexual imagery

Online safety for parents / carers

There is currently nothing in place to support parents/carers with e safety.

The school is developing opportunities for parents and carers to be informed about safeguarding children online.

The school website has internet safety links to support and inform parents and carers. Parents and carers know who to contact if they are worried about e safety issues.

An internet safety parents’ session/evening has been held during the year.

Online safety policy

There is no online safety policy.

The school is in the process of establishing an online safety policy.

The school has an online safety policy, which is aligned with national and regional policies.

The school has an online safety policy, which is aligned with national and regional policies and has been developed in consultation with a wide range of staff and pupils/students.

There is “whole school ownership” of the policy. Annual review in place

Acceptable user policy

The school does not have an Acceptable

The school has an AUP but it is not well known

The school has an AUP which is well known but it

The school has an AUP that covers all areas of IT equipment for all staff and

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Online safety

User’s Policy (AUP). and doesn’t cover both staff and pupils.

only covers pupils. pupils, including use of social networking sites.

All staff, volunteers and pupils are aware of this policy; it is up to date, easily available and has been ratified by the Governing Body.

Social networking and sanction

The school does not have appropriate social networking policy in place for adults in a position of trust.

The school has a policy but it is not well known and followed by all staff.

The policy and procedures relating to the use of communication technologies such as email, chat, social networking, gaming, instant messaging and video conferencing ensures that users understand the use of theses systems will be monitored. This includes personal use of such systems outside of employment within school

Staff understand the risks associated with the use of these systems and are encouraged to be responsible users, both inside school (if allowed) and outside school.

Staff demonstrate awareness that failure to comply with social networking policy will immediately call into question their motivation for private communication with a child, and that this will be dealt with as a safeguarding issue in accordance with management procedures.

The school clearly understands and accepts policies relating to the use of social media. Users understand that use of these systems will be regularly monitored, with findings reported as necessary.

Systems have appropriate settings, filters and monitoring to protect learners from harmful online material without over-blocking,.

Staff understand the risks associated with the use of such systems. There are clear and enforced sanctions for misuse.

*CEOP – Child Exploitation & Online Protection centre 15

Focusing Developing Embedding Enhancing Evidence / how do we knowProcess Recruitment and

selection procedures have not yet been revised in line with of DfE guidance ‘Keeping children safe in education 2016’.

Recruitment and selection processes are being reviewed to ensure that they are in line with DfE guidance.

Recruitment and selection processes have been reviewed and are fully compliant with the DfE guidance and all interview panels include a member who has completed Safer Recruitment training.

All adverts and related documentation contain a safeguarding statement.

All job descriptions have an explicit statement regarding safeguarding responsibility included within them.

All interviews are face to face and where possible references are requested prior to interview. Any missing information or vague information is followed up during the interview or with the referee.

As embedding;

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Safer recruitment

Suitability checks Currently the school has not made the relevant checks on individual’s suitability to work with children.

The school is in the process of ensuring all staff and regular volunteers have enhanced DBS checks, in line with statutory requirements.

Successful candidates’ qualifications are verified, their identity checked, their right to work in the UK confirmed and where the applicant is a qualified teacher prohibition order checks are undertaken.

In the case of Independent schools (incl free schools and academies, prohibition order checks under S128 provisions)

Enhanced DBS checks have been carried out for staff and regular volunteers, in line with statutory requirements. Reference requests require information about the person’s suitability to work with children/young people.

Where checks are undertaken on volunteers this is recorded under the SCR.

There are clear risk assessments in place which support the decision-making about whether staff are working in a supervised capacity (non-regulated) or unsupervised / regulated activity.

Where staff are working in regulated activity, a barred list check is completed, as part of DBS checks.

As embedding

Safer recruitment training

The Head teacher has not attended safer recruitment training.

The Head teacher has attended Safer recruitment training.

The Head teacher, staff with recruitment responsibilities and at least one Governor has attended Safer recruitment training within the last 5 years. At least one member of an interview panel has been trained in safer recruitment

As embedding

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Single central record

There is no single central record in place.

There is a single central record in place but not all checks can be evidenced and not all staff are included.

There is a single central record in place which indicates that all checks in accordance with the guidance Keeping Children Safe in Education 2016 have been undertaken and recorded.

Section 128 prohibition checks are recorded on the SCR where required (management positions in Independent schools inc academies and free schools)

Governors have undertaken DBS checks

As embedding

There is a process for checking that the SCR is compliant with KCSIE 2016 which is overseen by the governing body

Focusing Developing Embedding Enhancing Evidence / how do we knowAllegation procedures

Not all members of the senior management team are aware of the LSCB Pan Beds Guidance on how to respond to allegations of abuse made against staff in accordance with ‘Keeping children safe in education 2016’.

All members of SMT are aware of the LSCB Pan Beds Guidance for managing allegations against members of staff, including awareness of the allegations flowchart.

Staff do not fully understand the types of adult behavior that may indicate an adult may pose a risk of harm or that the behavior may have harmed or harmed a child

All members of staff are aware of the procedure for responding to and managing allegations against staff, and are clear about how to report any concerns they may have.

Staff clearly understand the types of adult behaviour that would cause concern

Staff are aware of whistleblowing procedures and how to escalate a concern outside of the organisation in the event of an internal professional disagreement

As embedding; The allegations flowchart is displayed in the staff room.

Where there have been allegations about adults working in the school, there is evidence that the procedure for managing allegations has been properly used by the school, with allegations being reported to the Local Authority Designated Officer (LADO).

Clear records are kept as required of all incidents and concerns in order that historical patterns can be detected.

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Managing allegations

Allegation procedures

Staff are not fully aware of the procedures to be followed in the event of a concern regarding an adult that works or volunteers with children

Staff do have an awareness of the whistleblowing

There is evidence that the school demonstrates professional curiosity and a belief that ‘it could happen here’ in relation to abuse and mistreatment by adults in a position of trust

Safer organisational culture

There is currently no code of conduct for safe working practice for staff.

A code of conduct for safe practice exists (eg Guidance for safer working practice for adults who work with children and young people) for some staff groups but needs widening to include everyone who regularly has contact with children.

Not all staff are aware of the code of conduct/guidance for safer working practices.

There is a code of conduct/staff behavior policy for safe practice which reflects DfE guidance, which applies to and is known to all staff, visitors and volunteers who come into school regularly.

Every member of staff has been given a copy, and has signed to confirm that they have read it.

In addition to the code of conduct information and guidance is provided and used to support staff to work safely with children

As embedding; The school has regularly discussed safer working practice in staff meetings or training.

Scenarios are used to develop learning reflection on the organizational culture to support development

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Training: safer working practice

Currently the Head teacher has not attended ‘In Safe Hands’ training or equivalent. NB Luton In Safe Hands is currently only available as inset, whole school training

The Head teacher & staff are booked to attend the LADO ‘In Safe Hands’ training or equivalent.

The Head teacher & staff have attended the LADO ‘In Safe Hands’ training or equivalent.

The Head teacher, Chair of Governors & staff have attended the LADO ‘In Safe Hands’ training or equivalent.

Physical contact There is currently no guidance in place for the positive handling of pupils.

Guidance on positive handling is in place but has not been reviewed annually and there is a need to circulate to all staff.

The policy and guidance on positive handling of pupils is reviewed annually and disseminated to all staff.

As embedding. Lessons learnt from cases where pupils have had to be positively handled feed into updates to the policy.

Where behavior units are on site or used by the school, CP policies and arrangements have been assessed as appropriate by the school (this would apply to the use of ALP’s)

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Given the columns highlighted above, indicate below which option best describes the level that your school is working at overall

Focusing

Developing

Embedding

Enhancing

Date of the most recent whole school CP training (in school) .........................................................(Luton LSCB requirement is at least every three years)

How many staff attended this training?..............................................

Date audit completed……………………………………………………

Date completed audit shared with Governors………………………..

Date audit reviewed……………………………………………………..

Date audit shared with staff…………………………………………….

Signed by:

Headteacher …………………………………………………………….

Nominated CP Governor …………………………………………….....

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