“Safeguarding and promoting the welfare of children is defined as: protecting children from maltreatment; preventing impairment of children’s mental and physical health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes”
Safeguarding is the absolute priority for all staff at King's Leadership Academy Liverpool. It is embedded throughout the school. As a school, we are committed to the 4 P’s of safeguarding;
Prevention – it is better to act before harm occurs.
Proportionality – to take the least intrusive response appropriate to the risk presented.
Protection – support and representation for those in need.
Partnership – working with external services and with our community.
Accountability – accountability and transparency in delivering safeguarding.
All of us at King's Leadership Academy Liverpool do our utmost to ensure that children learn in a safe, caring, and enriching environment. All our students are taught how to identify risky, unsafe or problematic situations, how and when to seek help, how to develop positive and healthy relationships and how to avoid situations where they might be at risk of being exploited.
We have a statutory responsibility to share any concerns we might have about a child in need of protection with other agencies and in particular the police, health, and children’s services. Staff at the school are not able to investigate child protection concerns but we do have a legal duty to refer them to the most appropriate agency.
We will always discuss their concerns with parents/carers. Consent for any referrals will be sought unless to do so would:
Place your child at risk of significant harm or further risk of significant harm;
Place a vulnerable adult at risk of harm;
Compromise any enquiries that need to be undertaken by children’s social care or the police.
Our first concern and responsibility will always be your child’s welfare. We have a duty to protect children first and always. Such consultation may result in a formal referral which could prompt visits from social care and/or the police. We understand that this can be a very distressing experience. Staff at our school will always follow the procedures that have been put into place by the Liverpool Safeguarding Children Partnership when making a formal referral.
If needed, our school will seek to employ the services of an interpreter.
Kings Leadership Liverpool operates a safeguarding team approach with a split focus on both early help and child protection.
The team meets operationally daily and strategically every half term and discusses and takes action to safeguard the most vulnerable children in school. The team members are key support staff throughout school who work closely with all year groups to ensure they are safe both in and out of school. The team is as follows:
Senior Designated Safeguarding Lead (SDSL):Steven Panter
Deputy Designated Safeguarding Lead (DDSL): Miss Hayley Keating
Deputy Designated Safeguarding Lead (DDSL): Cassie Morgan
(Acting Principal): Scott Cordon
The DSL will lead the safeguarding team and allocate tasks to safeguarding team members via regular team meetings. The DSL will have management oversight of the safeguarding work completed by the safeguarding team. Below is a list of the some of the tasks that the DSL will undertake:
Contribute to Combined Assessments, complete DASH risk assessments (in relation to Domestic Abuse), complete CSE screening tools.
Make contact with Children’s Social Care/ Multi Agency Safeguarding Hub (MASH) when there is an identified child protection issue.
Make referrals to appropriate statutory and non-statutory services for support.
Support to children and their families by taking the Lead Professional role.
Attend and deliver Safeguarding Training (whole school training)
Challenge practice and decisions in line with the LSCB Escalation Policy
Have a thorough understanding of the thresholds for support from Children’s Social Care e.g. Children in Need of protection and children in need of care
Support each other (De Briefing opportunities and reflective learning opportunities)
Champion and know who your vulnerable children are. The Safeguarding Risk Register should be reviewed at Safeguarding Team meetings on a regular basis.
Monitor and lead on CPOMS referrals and concerns.
This is considered to be the best practice to managing safeguarding at school level. Practically, there is always cover for absence and a number of professionals trained to know what to do if there were concerns about the safety or wellbeing of a child. It also encourages a culture of working collaboratively and making decisions together, with the child at the heart of the team’s practice. The team approach is supportive to the DSL, who will as a result of a team structure, no longer work in isolation and take the sole responsibility for safeguarding.
Importantly, the DSL leads the safeguarding team and on a day to day basis decision will be made by the DSL. Team members need to be clear of their role within the team and what is expected from them. Debriefing and reflective practice is an important part of safeguarding practice and should be routinely built into safeguarding team meetings.
If you have a concern about your child, a relative or another pupil who attends this school please contact us on the following:
Steven Panter (Senior Safeguarding Lead) Tel:
You can also speak to any other member of the safeguarding team and contact them on the school number. Please leave a message and we will get back to you at the earliest opportunity.
You can also report child abuse to your local council via the GOV.UK webpage.
King's Leadership Academy Liverpool is committed to providing Early Help to our students and their families.
Child safety issues and child protection will be addressed where appropriate through the curriculum, especially through enrichment lessons, computing and e-safety, citizenship, relationships and sex education (RSE) and British values.
Our staff use a variety of resources and approaches to teach children about how to keep themselves safe, build their resilience and manage risks.
The curriculum, and in particular, the personal, social and health education strand of the curriculum, includes an emphasis on relationships and sex education, and helping pupils to build building confidence and resilience among pupils and in developing preventative strategies to ensure their own protection and that of others.
Opportunities are provided for pupils to develop the skills and strategies they need to stay safe from abuse, including age appropriate discussions about healthy relationships, their bodies and being able to say no to requests that they do not want to carry out. Clear advice and guidance is built into the curriculum to ensure that pupils understand that there is a range of contacts they can turn to for advice and support and that they know where and how to report abuse.