Safeguarding

Safeguarding

At Thomas Telford Primary Free School, the protection of children is the responsibility of everyone. We aim to make everyone within the school feel safe and we have clear roles and responsibilities in place for that to happen.  We ensure that safeguarding is at the forefront of all staff’ minds; all staff undertake regular training in child protection and safeguarding, above and beyond the statutory requirements.

If you have a concern about the welfare of a child you will need to contact Family Connect on 01952 385385 to speak to a Family Connect Safeguarding Advisor. Family Connect Advisors are available between 9am – 5pm Monday to Friday (excluding bank holidays).

If you need to report concerns about the welfare of a child outside of office hours please contact the Emergency Duty Team on 01952 676500. If you believe a criminal offence has been committed you can contact West Mercia Police on 0300 333 3000 or 101. In an emergency always dial 999.

 

Telford and Wrekin Council’s Safeguarding Board – Statutory Function

The Children Act 2004 sets out the statutory objectives and functions of a local safeguarding children’s board. Section 13 of the Children Act 2004 “requires each local authority to establish a Local Safeguarding Children Board (LSCB) for their area and specifies the organisations and individuals (other than the local authority) that should be represented on LSCBs”. Working Together to Safeguard Children 2023 further details the representation on the Board.

The Board is a key statutory mechanism for agreeing how the relevant organisations in Telford and Wrekin will cooperate to safeguarding and promote the welfare of children in the area and for monitoring the effectiveness of local services and legislative requirements; put simply “safeguarding is everyone’s responsibility”.

The vision of the Telford & Wrekin Safeguarding Children Board (TWSCB) is:

• To put the voice of the child and young person first by listening, protecting, being supportive and building lives for the future; and
• Leading and driving forward excellence in safeguarding to support all services and improve the lives of children and young people.

Training at TTPFS

At Thomas Telford Primary Free School, we ensure that safeguarding is at the forefront of all staff’s minds. This means that staff undertake regular training in child protection and safeguarding, above and beyond the statutory requirements. To see further details about how we train staff at all levels please click here.

Pupil safeguarding and the promotion of fundamental British values are at the core of teaching and learning at Thomas Telford Primary Free School. Great importance is placed on identifying opportunities in the taught curriculum for children to learn about safeguarding. Our broad curriculum gives pupils opportunities to experience life in all its diversity, to acquire knowledge, understanding and skills that significantly impact on personal development, behaviour and welfare and equips every child with the knowledge and skills required for personal safeguarding. Our PSHE curriculum covers all areas of safeguarding through each of the strands to a different degree, however some go into more detail. We are sensitive in our teaching and recognise that some more sensitive subjects need to be taught at an age-appropriate level, or at a small group or 1:1 level where a more urgent need arises.

We plan to constantly challenge children to think deeply about safeguarding matters and their own personal physical and mental wellbeing. We value pupils’ questions and give them space for their own thoughts, ideas and concerns. We give them opportunities across the curriculum to explore values, personal rights, responsibilities and equal opportunities that develop moral concepts that impact positively on safeguarding, promote British values and prevent radicalisation and extremism.

There are many opportunities throughout children’s learning in school to explore safeguarding issues.

Practical safeguarding opportunities are planned into the curriculum:

*         Road and rail safety (including out of school visits, bikeability, work with police officers in the community)

*         Poolside and water safety through swimming lessons

*         Fire awareness (including visits from the local fire service)

*         Visits to school from medical staff

*         Visitors from charities such as the NSPCC to do focused projects

*         Work from local voluntary sector services particularly around safe transition to secondary school

*         Plays and shows, such as the Snap Trap – a play dealing with the sensitive issue of grooming

*         Online safety quizzes and training

*         The use of the S.A.F.E. and Online Safety pupil voice groups in school

*         Our Forest School programme which incorporates “Stranger Danger”, being safe in the outdoors, what would you do if..?

*         What to do if you are separated from your group (in relation to school visits)

*         Safe use of technology including password security and privacy settings

We have developed an open and safe learning environment in which pupils express their views, seek help and support others; they make use of our Worry Box to share concerns with the S.A.F.E pupil voice group and staff. The promotion of equality of opportunity and diversity, for pupils and staff, helps prevent any form of direct or indirect discriminatory behaviour. Our children learn to not tolerate any prejudiced behaviour. Our Relationships and Behaviour Policy promotes making good choices and exhibiting good learning behaviours.

There is time for sharing ideas, addressing concerns and promoting important values.

Assembly time and circle times are used to promote personal safeguarding matters and explore themes. For example, we talk about bullying including cyber bullying and British values including how these values are promoted in our multi-faith society.

Staff and children are quick to challenge stereotypes, and the use of derogatory and sexualised language in lessons and around school. Our school reflects the diversity of pupils’ experiences and provides pupils with a comprehensive understanding of people and communities beyond their immediate experience including the role of women in society and different family groups including same sex couples. Throughout the curriculum there are planned opportunities to promote all forms of equality and foster greater understanding of and respect for people of all faiths (and those with no faith), races, genders, ages, disability and sexual orientations, through their words, actions and in their influence. Opportunities are created in a variety of subjects to address various areas of safeguarding, for example, themes are highlighted through novels in English lessons and through story time.

Time is taken at the beginning of every new school year to reaffirm school values, expectations and rules for living and learning at Redhill Primary. This good start to the year, with everyone clear about their roles and responsibilities, setting the tone for the rest of the year and leading to excellent safeguarding outcomes.

Parents and carers in every phase of school are invited to a Child Exploitation training workshop and an Online Safety (including use of mobile phone) workshop.

Safeguarding in the Curriculum – This document sets out where we address safeguarding within our curriculum.

NSPCC Speak Out Stay Safe Participation Certificate 

 

Intent

At Thomas Telford Primary Free School, online safety is a whole-school safeguarding priority. Our intent is to provide children with the knowledge, skills and understanding to enjoy childhood online, to access safe online spaces, and to benefit from all the opportunities that a connected world can bring to them, appropriate to their age and stage (Education for a Connected World, UK Council for Internet Safety). We recognise that the online world develops and changes at great speed, making it difficult to stay up to date with the latest devices, platforms, apps, trends and related threats. Therefore, we intend to provide children with the underpinning knowledge and behaviours that they need to navigate the online world safely and confidently regardless of the device, platform or app. Through our curriculum lessons and enrichment opportunities, children will learn to evaluate what they see online; recognise techniques used for persuasion; understand what acceptable and unacceptable online behaviour look like; identify online risks; and understand how and when to seek support.

Implementation

At the beginning of each academic year, we share our age-specific acceptable use policies with the children during their first computing lesson. These policies are our online safety rules and children are quizzed on them regularly to ensure safe usage of school technology. In EYFS, KS1 and LKS2, the acceptable use policies are sent to parents to sign and agree to. In UKS2, children sign for themselves and copies are sent home to keep parents informed.

Throughout the year, during our computing lessons, children are taught about health, wellbeing and lifestyle; managing online information; copyright and ownership; and privacy and security. During our PSHCE and RSE lessons, children are taught about self-image and identity; online relationships; online reputation; and online bullying.

In the EYFS, children are introduced to the concept of online safety through engaging resources such as Smartie the Penguin, Digiduck and Hector’s World. In KS1, children are taught at least ten discrete online safety lessons throughout each year. In KS2, this is increased to around eighteen lessons, reflecting the increased risks relating to online safety as children grow older. Lesson topics range from learning how to use video calling apps safely in Year 1, to learning what to do if something has been put online without consent in Year 2, to learning what it means to ‘know someone’ online and how this might be different from knowing someone offline in Year 3, to learning how technology can be a negative and positive distraction in Year 4, to learning how many free apps and services may read and share personal information in Year 5, to learning about how phishing and scams are used to target people online in order to gain money or information in Year 6.

As well as the curriculum teaching time that is given to online safety, children have multiple opportunities throughout the school year to deepen their knowledge and understanding of online safety. In February each year, we hold an ‘E-Safety Week’ to enhance our online safety offer. During this week, we invite external experts into school to explore issues such as cyberbullying. Later in the year, around June, we hold a ‘Healthy Lifestyles Week’ which includes assemblies and workshops from the NSPCC’s Speak out Stay safe programme. As well as regular assemblies focusing on online safety, we invite PC Claire Walker-Shale into school each September to talk to our Year 5 and 6 children about cyberbullying, online abuse and the sharing of images online.

Impact

We measure the impact of our curriculum through the following methods:

• Teacher assessment within lessons.
• Marking of written responses.
• Interviewing the pupils about their learning (pupil voice interviews).
• Learning walks.

The online safety subject leader will continually monitor the impact online safety teaching is having on the children’s learning, through work scrutinies, to ensure the progress of knowledge and skills is being taught. They will also ensure the knowledge taught is retained by the children and continually revisited.

General Advice

Parental Control Booklet 2024

Set up Safe Checklist

Thunkuknow Parent Helpsheet

The Online Safety Act 2023

Keeping Children Safe Online 

Safer Internet Day – advice for parents and carers

What I wish my parents knew

Gaming Guides

YouTube

YouTube Kids

Snapchat

Roblox

Minecraft

Playstation 5

Xbox Series X and S

Among Us

League of Legends

Fortnite

Gaming Advice for EYFS

Gaming Advice for KS1 and KS2

 

Social Media Guides

Instagram

TikTok

WhatsApp

Snapchat

Remote Education Guides

Remote education for parents

Remote education for children

Microsoft Teams

 

Early Help Offer

Early Help is there to support families when things start to feel a bit tricky, before problems get bigger. It’s about working together with you to make sure your child is happy, safe, and doing well. We can offer advice, support, and, if needed, link you with other services to help along the way.

Please find our Early Help Offer leaflet here.

 

Other Useful Information and Points of Contact

 

Family Connect Telford

Telford and Wrekin Safeguarding Partnership

Safer Telford (Community Safety Partnership team involving West Mercia Police and Telford and Wrekin Council)

NSPCC | The UK children’s charity | NSPCC

Childline | Free counselling service for kids and young people | Childline

Young Carers

Young Carers | Telford All Age Carers Centre

Winston’s Wish – Bereavement Support for Children

Supporting bereaved children and young people | Child Bereavement UK

Grief Encounter

 

Code of Conduct for Staff

Introduction

This document outlines the expectations in relation to employee conduct and outlines the School’s responsibility to the employee. This document mainly refers to conduct expected in the workplace but may also cover conduct when representing the School e.g. whilst at training, attending work related functions or activities on social media that may affect the reputation of the School.

It should also be used in conjunction with other relevant policies and standards such as professional standards, child protection and safeguarding policies, behaviour policy, contract of employment/written statement of particulars, to name but a few.

Given the nature of this establishment, this document should also be a guide to assist in ensuring children’s and employee’s safety. It therefore explains the responsibilities the School has toward employees and children/pupils.

This code should be reviewed regularly by governors and reissued to staff after the review.

2.Duty of Care

This School has a duty of care to the pupils/children within it and also to all its employees. This duty should be at the heart of all employee and employer practice.

 

Pupils/children – employees within this School have a duty to keep pupils/children safe, promote their welfare and protect them from harm, and have a child centred approach to safeguarding as outlined in “Keeping Children Safe in Education” 2025. Given the position of trust this places employee in, employees are expected to take reasonable steps to ensure pupils/children’s safety and well being. Please refer to the Child Protection & Safeguarding in Schools Policies that this School has adopted.

Employees – employers should provide a safe working environment and appropriate guidance regarding safer working practices. They should also ensure that employees are treated fairly and reasonably in all circumstances. Employees will be informed of all relevant policies as part of their induction. Where a new or revised policy is adopted, the School will ensure each employee has access to it.

In addition, each employee has a personal duty to take care of themselves and anyone else who may be affected by their actions or failings.

Employees should:

• Understand the responsibilities of their role and the sanctions should these not be followed.
• Act and be seen to act in the pupil’s/child’s best interest.
• Act in a way to protect the School’s reputation.
• Avoid conduct which could lead the School to question motivation and intentions.
• Act in line with School policy and procedure.
• Take responsibility for the learning environment in the classroom and beyond, keeping it tidy and clutter free at all times.
• Take responsibility for their own actions and behaviour.
• Speak up promptly about any concerns they have or anything they have witnessed that could give rise to concern.
• We expect that all teachers will act in accordance with the personal and professional behaviours set out in the Teachers’ Standards.
• Seek to develop positive relationships with pupils, colleagues, parents and School management that are characterised by professional integrity and judgement.
• Have due regard that safeguarding children and their welfare is paramount and everyone’s business.
• All School staff should make the Headteacher or Chair of Governors (if this is the Headteacher) aware of any relationships and associations both within and outside of the workplace (including online) that may have implications for the safeguarding of children in School.
• Note that unjustifiable delay in reporting concerns is not acceptable.
• Not undermine fundamental British values, including democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs
• Not express personal beliefs in a way that exploits pupils’ vulnerability or might lead them to break the law.
• Understand the statutory frameworks they must act within.
• Maintain high standards in their attendance and punctuality.

 

Employers should:

• Clarify what is expected about an employee at work and where relevant, outside of work.
• Provide a safe and healthy working environment.
• Support for employees’ rights and recognise diversity.
• Foster a culture of openness and support.
• Ensure that appropriate policies are adopted, implemented, monitored and reviewed e.g. employee policies, safeguarding, child protection, code of conduct.
• Ensure that employees have access to and understand guidance, related policies and systems that are in place.
• Ensure that employees are not placed in a vulnerable position.
• Ensure that those who provide services or activities are aware of safeguarding policies and procedures.
• Treat employees reasonably and fairly.

3.Complaints

Should an employee have a concern with the way in which they are being treated by their employer, the grievance process should be followed. Advice should be sought by the employee from their relevant trade union.

Should an employee have a complaint relating to the School then they should use the relevant policy e.g. Whistleblowing Procedures, Child Protection and Safeguarding Policy or any other procedure that the School has identified and adopted.

Should the employer have concerns regarding employee conduct, the employer should always try to resolve the matter at the lowest possible level i.e. through discussion with the employee. For more serious matters, the School may need to refer to the relevant employment policy e.g. discipline

4.Employee Code of Conduct

This code covers a number of situations but does not cover all eventualities. Where it is necessary to refer to a specific School policy, this will be noted.

As stated in the introduction, a ‘Professional Code of Conduct’ is also provided as part of an employee’s written statement of particulars which should be adhered to and used in conjunction with this document. Furthermore, the document produced by the Safer Recruitment Consortium – Guidance on Safer Working Practice is universally regarded as a best practice guide to work alongside local policies.

4.1 Dress and Appearance

 

All employees should dress in a manner that is appropriate for their role, individuals they work with and the work they undertake.

Clothing and appearance should not:

• cause embarrassment or give rise to any misunderstanding;
• be likely to be viewed as offensive, revealing or sexually provocative;
• be considered to be discriminatory or culturally sensitive;
• be political or represent contentious slogans; and
• all tattoos must be covered and no extreme hairstyles, jewellery including piercings must be discrete.

 

4.2 Behaviour

All employees have a responsibility to maintain public confidence in both the School and their own ability to provide an outstanding level of education and care whilst safeguarding the welfare and best interest of the pupils/children they are responsible for.

Equally, all employees should be able to carry out their duties in an environment where all individuals treat each other fairly and with respect and dignity. Acts of discrimination, harassment or bullying, intentional or otherwise, will not be tolerated.

Employees should foster an approach which is aligned to the ethos of the School and understand the School’s Relationships and Behaviour Policy. Therefore, employees can expect to be treated reasonably and fairly.

It is not acceptable to behave in a manner which could question an employee’s suitability to work with pupils/children or encourage others to make unprofessional comments or comments which could cause offense.

This level of behaviour is to be expected at all times when representing the School which includes attending such events as training and work-related social functions.

With the rise of social media, it is not acceptable for employees to behave in such a way that would not uphold public confidence within the School. Please refer to the School’s Child Protection & Safeguarding in Schools Policies.

4.3 Confidentiality and Data Protection

Employees can expect to have their personal information secured confidentially. Personal matters should also be kept in the strictest of confidence.

Employees within the School may have access to private or sensitive information about the pupils/children who attend the School. These details must be kept confidential and only shared when it is in the child’s best interest to do so.

The Data Protection Act 2018 (DPA 2018) and the UK General Data Protection Regulation (UK GDPR), place duties on organisations and individuals to process personal information fairly and lawfully, and to keep the information they hold safe and secure.  Personal information is information about a living individual, who can be identified from the information.

This School is committed to protecting the privacy of individuals and handles all personal information in a manner that complies with the DPA 2018 and UK GDPR. It is the personal responsibility of all employees (temporary or permanent), Governors, contractors, agents and anyone else processing information on our behalf to comply with this policy.

Storage of any such information should be in line with the Data Protection Act 2018 and UK GDPR.

Any deliberate breach of this policy could amount to a criminal offence under one or more pieces of legislation, for example the Computer Misuse Act 1990 and the Data Protection Act 2018. All breaches will be investigated, and appropriate action taken.

Employees should report any concerns to a senior member of the School.  Employees should be aware of the requirement for the DPO / IGO to report breaches of data protection legislation to the Information Commissioner’s Office (ICO).

 

4.4 Honesty and Integrity

Staff should maintain high standards of honesty and integrity in their role. This includes when dealing with pupils, handling money, claiming expenses and using school property and facilities.

Employees should not receive or accept gifts, loan, fees, hospitality or other reward which influences the way in which duties are carries out.

For transparency, if an employee is given low level “thank you” gifts from parents or children e.g. homemade gifts, flowers, chocolates, biscuits etc. then they should let the School know. In all cases a professional judgement should be made around what is acceptable, proportionate and appropriate. If in doubt the employee should seek guidance from the Headteacher of the School.

Employees have a responsibility to report any such reward or suspicions of any such awards to the appropriate person within the School. 

 Staff will ensure that all information given to the school is correct. This should include:

• background information (including any past or current investigations/cautions related to conduct outside of school)
• qualifications
• professional experience

Where there are any updates to the information provided to the school, the member of staff will advise the school as such as soon as reasonably practicable. Consideration will then be given to the nature and circumstances of the matter and whether this may have an impact on the member of staff’s employment.

Safeguarding

Staff have a duty to safeguard pupils from harm, and to report any concerns they have. This includes physical, emotional and sexual abuse, and neglect.

Staff will familiarise themselves with our child protection and safeguarding policy and procedures, and the Prevent initiative, and ensure they are aware of the processes to follow if they have concerns about a child.

 Allegations that may Meet the Harm Threshold

This section is based on ‘Section 1: Allegations that may meet the harm threshold’ in part 4 of Keeping Children Safe in Education.

This section applies to all cases in which it is alleged that anyone working in the school, including a supply teacher, volunteer or contractor, has:

• behaved in a way that has harmed a child, or may have harmed a child, and/or
• possibly committed a criminal offence against or related to a child, and/or
• behaved towards a child or children in a way that indicates they may pose a risk of harm to children, and/or
• behaved or may have behaved in a way that indicates they may not be suitable to work with children – this includes behaviour taking place inside or outside of school.

We will deal with any such allegation quickly and in a fair and consistent way that provides effective child protection while also supporting the individual who is the subject of the allegation.

A ‘case manager’ will lead any investigation. This will be the headteacher, or the chair of governors [in independent schools: proprietor] where the headteacher is the subject of the allegation.

4.5 Use of Internet, Technology and Social Media

Staff are not permitted to use personal technology devices while working directly with pupils and/or during their hours of work. These should only be used away from areas children access.

Where professional technology devices are provided to staff for the purpose of their role and responsibilities, these are permitted.

Staff will not use technology in school to view material that is illegal, inappropriate or likely to be deemed offensive. This includes, but is not limited to, sending obscene emails, gambling and viewing pornography or other inappropriate content.

Staff have a responsibility to model safe practice and use of technology devices at all times. We have the right to monitor emails and internet use on the school IT system.

Staff engaging in online learning should display the same standards of dress and conduct that they would in the real world; they should also role model this to pupils and parents.

The use of the internet and social media in the workplace can be very useful but also can be open to misuse. Employees must take every step to protect themselves when using such ‘media’ and must refer to the Social Media Policy that is contained within the School Child Protection & Safeguarding in School Policies.

Employees must also be careful when using social media personally to ensure that no activity conflicts with expected standards of behaviour for adults working with children or may reflect negatively on the School’s reputation. Should such information be brought to the School’s attention, the disciplinary process may be followed.

School staff’s social media profiles should not be available to pupils or parents. If they have a personal profile on social media sites, they should not use their full name, as pupils may be able to find them. Staff should consider using a first and middle name instead and set public profiles to private.

Staff should not attempt to contact pupils or their parents via social media, or any other means outside school, in order to develop any sort of relationship. They will not make any efforts to find pupils’ or parents’ social media profiles.

Staff will ensure that they do not post any images online that identify children who are pupils at the school without their consent.

Filtering and monitoring standards – responsibilities of all school staff

 

All staff in the school have the following responsibilities to ensure the standards are effectively implemented.

You must:

• know how to report and record any concern where you have witnessed or suspect harmful content has been accessed.
• approach your IT lead if you are unsure whether the filtering system is working successfully on your school device.
• inform the SLT and IT lead if you can access unsuitable material.
• notify the named leads if you are teaching topics which may create unusual activity or alerts.
• discuss any unreasonable restrictions that affect teaching, learning or administrative tasks with your named leads.
• promptly report failure or abuse of the system.
• report any abbreviations or misspellings that allow access to restricted material.
• provide effective supervision of students when using school devices.
• maintain awareness of how devices are being used by students.
• be aware of the online safety, acceptable use and safeguarding policies.

 

4.6 Raising Concerns – Safeguarding

Safeguarding and promoting the welfare of children is everyone’s responsibility. All staff should be committed to working in a culture where the values of the School and effective safeguarding are upheld, this includes openness, trust and honestly. All staff are responsible for implementing and reinforcing these values.

The School has a standalone Child Protection and Safeguarding in Schools Policy with appropriate appendices. For avoidance of doubt, all School staff need to be aware and implement the School’s safeguarding and associated policies

It is important to note that these policies supplement and work within the overarching Telford & Wrekin Local Safeguarding Partnership procedures, for avoidance of doubt, these can be viewed at Telford and Wrekin Safeguarding Partnership website. These policies are pivotal to all areas safeguarding and any actions that may be considered, taken and expected of those that work and interact with children.

It also acknowledged that “Working Together” 2023 and “Keeping Children Safe in Education” 2025 Parts 1-5 are viewed on the same principle & Annex A & B. For schools with early years children, Section 3 of the Statutory Framework for the Early Years Foundation Stage 2024 should also be viewed.

On a general level the highest standards of safeguarding conduct are expected from the whole School community. It is important to note that in particular well known and peripheral areas of safeguarding concern should be paramount to a child’s welfare namely;

• Abuse, neglect and exploitation as defined in KCSIE 2024
• Extremism & Radicalisation (Statutory – “Prevent duty guidance” March 2023)

Furthermore, staff are expected to encourage pupils to respect the fundamental British values of democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. Staff should ensure that partisan political views are not promoted in the teaching of any subject in the School and where political issues are brought to the attention of pupils, reasonably practicable steps have been taken to offer a balanced presentation of opposing views to pupils.

Further areas (amongst others) for all staff to understand:  

• Children That Have Gone Missing (T&W Missing Children Process 2024)
• Children Absent or Missing From Education – Whether Authorised or Not
• Poor/Irregular Attendance (Protocol for Identifying and Maintaining Contact with Children Not Receiving Education)
• Children Abused Through Exploitation (CATE) -T&W Pathway Process
• Harm
• Drug and substance misuse
• Suicide Intervention
• Fabricated and induced illness
• Children Missing From Education – Whether Authorised or Not
• Poor/Irregular Attendance (Protocol for Identifying and Maintaining Contact with Children Not Receiving Education)
• Children Abused Through Exploitation (CATE) -T&W Pathway Process
• Female Genital Mutilation (FGM) – Multi Agency Practice Guidelines HM Government 2014 – There is a specific legal duty on teacher, who, in the course of their work in the profession, discovers that an act of FGM appears to have been carried out on a girl under the age of 18, the teacher must report this to the police.
• Forced Marriage – “Handing Cases of Forced Marriage” Multi Agency Practice Guidelines HM Government June 2009.

The School’s Child Protection and Safeguarding Policies will take account of all these issues and other areas and therefore, staff conduct in addressing any safeguarding concerns is paramount and doing nothing is not an option. All concerns for a child’s welfare should be responded to and reported as set out in our Child Protection & Safeguarding policy. A delay in responding and reporting concerns for a child’s welfare beyond what is reasonably practicable is a breach of this code of conduct.

If anyone working in the School community identifies a concern about a breach of this code of conduct, they must ‘speak up’. All those working in the School community must follow the School’s Whistleblowing Policy.

Further areas (amongst others) for all staff to understand:  

• Children That Have Gone Missing (T&W Missing Children Process 2024)
• Children Absent or Missing From Education – Whether Authorised or Not
• Poor/Irregular Attendance (Protocol for Identifying and Maintaining Contact with Children Not Receiving Education)
• Children Abused Through Exploitation (CATE) -T&W Pathway Process
• Harm
• Drug and substance misuse
• Suicide Intervention
• Fabricated and induced illness
• Children Missing From Education – Whether Authorised or Not
• Poor/Irregular Attendance (Protocol for Identifying and Maintaining Contact with Children Not Receiving Education)
• Children Abused Through Exploitation (CATE) -T&W Pathway Process
• Female Genital Mutilation (FGM) – Multi Agency Practice Guidelines HM Government 2014 – There is a specific legal duty on teacher, who, in the course of their work in the profession, discovers that an act of FGM appears to have been carried out on a girl under the age of 18, the teacher must report this to the police.
• Forced Marriage – “Handing Cases of Forced Marriage” Multi Agency Practice Guidelines HM Government June 2009.

The School’s Child Protection and Safeguarding Policies will take account of all these issues and other areas and therefore, staff conduct in addressing any safeguarding concerns is paramount and doing nothing is not an option. All concerns for a child’s welfare should be responded to and reported as set out in our Child Protection & Safeguarding policy. A delay in responding and reporting concerns for a child’s welfare beyond what is reasonably practicable is a breach of this code of conduct.

If anyone working in the School community identifies a concern about a breach of this code of conduct, they must ‘speak up’. All those working in the School community must follow the School’s Whistleblowing Policy.

Creating a culture in which all concerns about adults (including allegations that do not meet the harms threshold) are shared responsibly and with the right person, recorded and dealt with appropriately, is critical. If implemented correctly, this should encourage an open and transparent culture; enable our School to identify concerning, problematic or inappropriate behaviour early; and minimise the risk of abuse. A culture of vigilance will help to ensure that adults working in or on behalf of our School are clear about professional boundaries and act within these boundaries, and in accordance with the ethos and values of the institution.

Low Level Concerns

All staff should report concerns that are of a ‘low-level’. This can be a concern of any kind, this can include a member of the school community acting in a way that:

• does not meet the allegations thresholds or of a level to refer to the LADO
• that does not uphold the school code of conduct, including out of work.

All ‘low-level’ concerns must be reported to the Headteacher or to the chair of governance or proprietor if concerns relate to the conduct of the headteacher. They may choose to delegate the investigation of ‘low-level’ concerns to other members of the senior leadership team. Failure to report or respond to such concerns would constitute a failure in professional responsibilities to safeguard children and promote welfare.

Staff should understand the importance of challenging inappropriate behaviours between children, including child on child sexual violence and sexual harassment. Downplaying certain behaviours, for example, dismissing sexual harassment can lead to a culture of unacceptable behaviours, an unsafe environment for children and in worst case scenarios a culture that normalises abuse leading to children accepting it as normal and not coming forward to report it.

NB: Headteacher/Principal (H/P) or Safeguarding Lead (SL), values guardians (VGs)/safeguarding champions (SCs).

4.7 Staff-Pupil Relationships

Staff will observe proper boundaries with pupils that are appropriate to their professional position. They will act in a fair and transparent way that would not lead anyone to reasonably assume they are not doing so.

If staff members and pupils must spend time on a one-to-one basis, staff will ensure that:

• This takes place in a public place that others can access.
• Others can see into the room (all classroom doors have a window pane for transparency).
• If possible, a colleague or line manager knows this is taking place.

Staff should avoid contact with pupils outside of school hours if possible.

Personal contact details should not be exchanged between staff and pupils. This includes social media profiles.

If a staff member is concerned at any point that an interaction between themselves and a pupil may be misinterpreted, or if a staff member is concerned at any point about a fellow staff member and a pupil, this should be reported in line with the procedures set out in our child protection and safeguarding policy.

4.8 Conflicts of Interest

Employees must be mindful to avoid personal circumstances which could lead to conflict of interest and should discuss/report any potential conflicts of interest with the Headteacher as soon as possible.

4.9 Health & Safety

The School will endeavour to abide by Health and Safety legislation to ensure the safety and well-being of employees at work.  Employees are expected to follow appropriate Health and Safety guidance to keep themselves and others safe at work.

Employees have a duty to identify and manage hazards and take steps to reduce potential levels of risk.

Employees also have their own duty of care to take care of themselves and anyone else affected by their actions or failings.

Code of conduct document, click here.

 

Code of Conduct for School Governors

This Code of Conduct sets out the expectations and commitment required from governors in order for the governing body to properly carry out its work within the school and the community.  It can be amended to include specific reference to the aims and ethos of the particular school.

The purpose of the governing body

The governing body is the school’s accountable body. It is responsible for the conduct of the school and for promoting high standards.   The governing body aims to ensure that children are attending an effective school which provides them with a good education and supports their well-being.

Sets the strategic direction of the school by

Setting the values, aims and objectives for the school. Agreeing the policy framework for achieving those aims and objectives. Setting statutory targets. Agreeing the school improvement strategy which includes approving the budget and agreeing the staffing structure.

Challenges and supports the school by monitoring, reviewing and evaluating

The implementation and effectiveness of the policy framework. Progress towards targets. The implementation and effectiveness of the school improvement strategy. The budget and the staffing structure.

Ensures accountability by

Signing off the school’s own self-evaluation report. Responding to School Improvement Partner and Ofsted reports when necessary. Holding the head teacher to account for the performance of the school. Ensuring parents and pupils are involved, consulted and informed as appropriate. Making information available to the community. Ensuring the well-being of students through robust safeguarding arrangements, including protecting them from extremist views and bullying via social media. Promoting diversity and respect across all cultural mores.

Appointing and performance managing the head teacher, who will deliver the aims through the day to day management of the school, implementation of the agreed policy framework and school improvement strategy and delivery of the curriculum and report appropriately to the governing body. Ensuring fair and transparent recruitment processes. Ensuring breadth and balance in the curriculum and compliance with the requirements for schools to promote social, cultural, moral and spiritual wellbeing of a civilised and peaceful society. Understanding how the school manages the budget and holding the head teacher and other leaders  to account for effective management of the school finances.

For governors to carry out their role effectively, governors must be: Prepared and equipped to take their responsibilities seriously. Acknowledged as the accountable body by the lead professionals. Supported by the appropriate authorities in that task; and willing and able to monitor and review their own performance. The role of a governor:

In law the governing body is a corporate body which means:

• No governor can act on his/her own without proper authority from the full governing body.
• All governors carry equal responsibility for decisions made, and although appointed through different routes (i.e. Parents, Staff, Local Authority, Co-opted, Foundation, Associate), the overriding concern of all governors has to be the welfare of the school, and the welfare and safety of all pupils.

General

• I understand the purpose of the governing body and the role of the head teacher as set out above.
• I am aware of and accept the Nolan seven principles of public life (see appendix).
• I accept that we have no legal authority to act individually, except when the governing body has given us delegated authority to do so, and therefore we will only speak on behalf of the governing body when we have been specifically authorised to do so.
• I have a duty to act fairly and without prejudice and in so far as we have responsibility for staff, we will fulfil all that is expected of a good employer.
• I will encourage open government and will act appropriately.
• I accept collective responsibility for all decisions made by the governing body or its delegated agents -This means that we will not speak against majority decisions outside the governing body meeting.
• I will consider carefully how our decisions may affect the community and other schools.
• I will always be mindful of our responsibility to maintain and develop the ethos and reputation of our school and to keep our pupils safe.Our action within the school and the local community will reflect this.
• In making or responding to criticism or complaints affecting the school I will follow the procedures established by the governing body.
• I will ensure that any safeguarding allegations against members of staff, volunteers or governors are referred to the Local Authority Designated Officer (LADO).
• I will be subject to an enhanced DBS check if as part of our roles and responsibilities we arein positions that include regular work in the presence of children or who care for, train, supervise or are in sole charge of children or if our actions give cause for concern.
• I will liaise with a range of stakeholder groups as and when itis appropriate to ensure that their views are sought, acted on when needed and  to ensure that the core functions of the Governing Body are met.

Commitment

• I acknowledge that accepting office as a governor involves the commitment of significant amounts of time and energy and agree that my attendance record at governing body and committee meetings is published on the school website
• I will involve myself actively in the work of the governing body and accept our fair share of responsibilities, including service on committees or working groups.
• I will make full efforts to attend all meetings and where we cannot attend, explain in advance, in full, why we are unable to.
• I will get to know the school well and respond to opportunities to involve ourselves in school activities.
• My visits to school will be arranged in advance with the staff and undertaken within the framework established by the governing body and agreed with the head teacher.
• I will consider seriously our individual and collective needs for training and development and will undertake relevant training.
• I am committed to actively supporting and challenging the head teacher.  

Relationships

• I will strive to work as a team member in which constructive working relationships are actively promoted.
• I will express my views openly, courteously and respectfully; the governor chairing a meeting is responsible for ensuring appropriate conduct at all times and the other governors are responsible for supporting the chair in that role.
• I am prepared to answer queries from other governors in relation to delegated functions and take into account any concerns expressed.I will acknowledge the time, effort and skills that have been committed to the delegated function by those involved.
• I will seek and develop effective working relationships with the head teacher, staff and parents, the local authority and other relevant agencies and the community.

Confidentiality

• I will observe complete confidentiality when matters are deemed confidential or where they concern specific members of staff or pupils, both inside and outside school.
• I will exercise the greatest prudence at all times when discussions regarding school business arise outside a governing body meeting.
• I will not reveal the details of any governing body vote.  

Conflicts of interest

• I will record, in the Register of Business Interests, any pecuniary interest that we have in connection with the governing body’s business. This will include details of any other educational establishments I sit on as a governor and any relationships between myself and members of the school staff including spouses, partners and relatives.
• I will declare any personal or pecuniary interest in a matter under discussion at a meeting and offer to leave the meeting for the appropriate length of time.
• I agree to the following details being published on the website in line with statutory regulations August 2015
• my full name;
• The date of my appointment;
• My category of governor
• Which body appointed me;
• My term of office;
• The names of any committees I serve on;
• Details of any positions of responsibility I hold such as chair or vice-chair of the governing body or a committee of the governing body
• Any relevant business and pecuniary interests; (as recorded in the registry of interests) including governance roles in other institutions, any material interests arising from relationships between governors and school staff (including spouses, partners and close relatives;
• My attendance at governing body and committee meetings over the last academic year.  

Implementation of this Code of Conduct

• I understand that any allegation of a material breach of this code of conduct by any governor shall be raised at a meeting of the governing body and, if agreed to be substantiated by a majority of governors, shall be minuted.
• I am aware of the provisions of regulation 15(1) of the School Governance(Procedures)(England) Regulations 2003 which pertain to qualification and disqualification for the role of school governor and grounds for suspension (held as a separate document).  

Selflessness – Holders of public office should take decisions solely in terms of the public interest. They should not do so in order to gain financial or other material benefits for themselves, their family or their friends.

Integrity – Holders of public office should not place themselves under any financial or other obligation to outside individuals or organisations that might influence them in the performance of their official duties.

Objectivity – In carrying out public business, including making public appointments, awarding contracts or recommending individuals for rewards and benefits, holders of public office should make choices on merit.

Accountability – Holders of public office are accountable for their decisions and actions to the public and must submit themselves to whatever scrutiny is appropriate to their office.

Openness –  Holders of public office should be as open as possible about all the decisions and actions that they take. They should give reasons for their decisions and restrict information only when the wider public interest clearly demands this.

Honesty – Holders of public office have a duty to declare any public interests relating to their public duties and to take steps to resolve any conflicts arising in a way that protects the public interest.

Leadership – Holders of public office should promote and support these principles by leadership and example. From the ‘Second Report of the Committee on Standards in Public Life’, The Nolan Committee, 1996

 

All staff are trained in both Extremism and Radicalisation

 

This policy should be read with the following policies and documents:

• Prevent Risk Assessment 2025
• Child Protection and Safeguarding Policy
• Equality Policy
• Online Safety Policy
• Relationships and Behaviour Policy
• PREVENT Strategy HM Gov
• Keeping Children Safe in Education 2025
• Working Together to Safeguard Children HM Government 2023

 

Policy Statement

 

Thomas Telford Primary Free School is fully committed to safeguarding and promoting the welfare of all its pupils. Every member of staff recognises that safeguarding against radicalisation and extremism is no different to safeguarding against any other vulnerability in today’s society. The Extremism and Radicalisation Policy sets out our beliefs, strategies and procedures to protect vulnerable individuals from being radicalised or exposed to extremist views, by identifying who they are and promptly providing them with support. Our Prevent Risk Assessment is reviewed annually and updated routinely if there is a need to do so.

 

Aims and Principles

 

The Thomas Telford Primary Free School Extremism and Radicalisation Policy is intended to provide a framework for dealing with issues relating to vulnerability, radicalisation and exposure to extreme views. We recognise that we are well placed to be able to identify safeguarding issues and this policy clearly sets out how the school will deal with such incidents and identifies how the curriculum and ethos underpins our actions.

 

The objectives are that:

• All governors, teachers, teaching assistants and non-teaching staff will have an understanding of what radicalisation and extremism are and why we need to be vigilant in school.
• All governors, teachers, teaching assistants and non-teaching staff will know what the school policy is on tackling extremism and radicalisation and will follow the policy guidance swiftly when issues arise.
• Pupils will understand the dangers of radicalisation and exposure to extremist views; building resilience against these and knowing what to do if they experience them.
• All parents/carers and pupils will know that the school has policies in place to keep pupils safe from harm and that the school regularly reviews its systems to ensure they are appropriate and effective.

 

The main aims of this policy are to ensure that staff are fully engaged in being vigilant about radicalisation; that they overcome professional disbelief that such issues will not happen here and ensure that we work alongside other professional bodies and agencies to ensure that our pupils are safe from harm.

 

Definitions and Indicators

 

Radicalisation is defined as the act or process of making a person more radical or favouring of extreme or fundamental changes in political, economic or social conditions, institutions or habits of the mind.

Extremism is the promotion or advancement of an ideology based on violence, hatred or intolerance, that aims to:

• Negate or destroy the fundamental rights and freedoms of others; or
• Undermine, overturn or replace the UK’s system of liberal parliamentary democracy and democratic rights; or
• Intentionally create a permissive environment for others to achieve the results in (1) or (2).

 

The types of behaviour below are indicative of the kind of promotion or advancement which may be relevant to the definition and are an important guide to its application.

 

Aim 1 (negate or destroy fundamental rights and freedoms): Behaviour against a group, or members of it, that seeks to negate or destroy their rights to live equally under the law and free of fear, threat, violence, and discrimination. Including:

• Using, threatening, inciting, justifying, glorifying or excusing violence towards a group in order to dissuade them from using their legally defined rights and freedoms.

 

Aim 2 (undermine, overturn or replace liberal democracy): Attempts to undermine, overturn, or replace the UK’s system of liberal parliamentary democracy and democratic rights. Including:

• Advocating that the UK’s parliamentary democracy and democratic values and rights are not compatible with their ideology, and seeking to challenge, overthrow, or change our political system outside of lawful means.
• Using, threatening, inciting, justifying, glorifying or excusing violence towards citizens, in order to dissuade them from participating freely in the democratic process.
• Subverting the way public or state institutions exercise their powers, in order to further ideological goals, for example through entryism, or by misusing powers or encouraging others to do so.
• Using, threatening, inciting, justifying, glorifying or excusing violence towards public officials including our armed forces, police forces and members of local, devolved or national legislatures, in order to dissuade them from conducting their obligations freely and fearlessly, without external interference.
• Establishing parallel governance structures which, whether or not they have formal legal underpinning, seek to supersede the lawful powers of existing institutions of state.

 

Aim 3 (enabling the spread of extremism): Intentionally creating a permissive environment for behaviour in aim 1 or aim 2. Including:

• Providing an uncritical platform for individuals or representatives of groups or organisations that have demonstrated behaviour in either aim 1 or aim 2.
• Facilitating activity of individuals or representatives of groups or organisations that have demonstrated behaviour in either aim 1 or aim 2, including through provision of endorsement, funding, or other forms of support.
• The dissemination of extremist propaganda and narratives that call for behaviour in either aim 1 or aim 2.
•  Attempts to radicalise, indoctrinate and recruit others to an ideology based on violence, hatred or intolerance, including young people.
•  Consistent association with individuals or representatives of groups or organisations that have demonstrated behaviour in either aim 1 or aim 2 without providing critical challenge to their ideology or behaviour.
• If any behaviour listed in aim 1 or aim 2 has occurred previously, a refusal by the individual, group or organisation that conducted the behaviour to rescind, repudiate or distance themselves from the behaviour.

 

There are a number of behaviours which may indicate a child is at risk of being radicalised or exposed to extreme views:

• Spending increasing time in the company of other suspected extremists.
• Changing their style of dress or personal appearance to accord with the group.
• Day-to-day behaviour becoming increasingly centred on an extremist ideology, group or cause
• Loss of interest in other friends and activities not associated with the extremist ideology, group or cause.
• Possession of materials or symbols associated with an extremist cause.
• Attempts to recruit others to the group/cause.
• Communications with others that suggests identification with a group, cause or ideology.
• Using insulting to derogatory names for another group.
• Increase in prejudice-related incidents committed by that person: physical or verbal assault or provocative behaviour, damage to property, derogatory name calling, possession of prejudice-related materials o prejudice related ridicule or name calling o inappropriate forms of address, refusal to co-operate, attempts to recruit to prejudice-related organisations or condoning or supporting violence towards others.

 

Indicators of vulnerability include:

• Identity crisis – the student/pupil distanced from their cultural/religious heritage and experiences discomfort about their place in society
• Personal crisis – the student/pupil may be experiencing family tensions; a sense of isolation; and low self-esteem; they may have dissociated from their existing family friendship group and become involved with a new and different group of friends; they may be searching for answers to questions about identity, faith and belonging
• Personal circumstances – migration; local community tensions; and events affecting the student/pupil’s country or region of origin may contribute to a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy
• Unmet aspirations – the student/pupil may have perceptions of injustice; a feeling of failure; rejection of civic life
• Experiences of criminality – which may include involvement with criminal groups, imprisonment, and poor resettlement/reintegration
• Special educational needs – students/pupils may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others.

 

More critical risk factors could include:

• Being in contact with extremist recruiters
• Accessing violent extremist websites, especially those with a social networking element
• Possessing or accessing violent extremist literature
• Using extremist narratives and a global ideology to explain personal disadvantage
• Justifying the use of violence to solve societal issues
• Joining or seeking to join extremist organisations
• Significant changes to appearance and/or behaviour
• Experiencing a high level of social isolation resulting in issues of identity crisis and/or personal crisis.

 

Why is it Important for Schools to Discuss Extremism?

 

At Thomas Telford Primary Free School, we recognise that education is a powerful tool equipping pupils with the knowledge, skills and reflex to think for themselves, to challenge and debate and giving pupils the opportunity to learn about different cultures and faiths and, to gain an understanding of the values we share. At Thomas Telford Primary Free School, we can support our pupils in this by providing a safe environment for discussing controversial issues and helping pupils understand how they can influence and participate in decision making. We will encourage pupils to express their views but also to appreciate the impact their views can have on others, to take responsibility for their actions and to understand that the use of violence to further any cause is criminal.

 

Procedures for Referrals

 

Although serious incidents involving radicalisation have not occurred at Thomas Telford Primary Free School to date, it is important for us to be constantly vigilant and remain fully informed about the issues which affect the local area, and society in which we teach. Staff are reminded to suspend any ‘professional disbelief’ that instances of radicalization ‘could not happen here’ and to be ‘professionally inquisitive’ where concerns arise, referring any concerns through the appropriate channels. We believe that it is possible to intervene to protect people who are vulnerable. Early intervention is vital, and staff must be aware of the established processes for front line professionals to refer concerns about individuals and/or groups. We must have the confidence to challenge, the confidence to intervene and ensure that we have strong safeguarding practices based on the most up-to-date guidance and best practise.

Claire Whiting and the Designated Safeguarding Leads (DSLs) will deal swiftly with any referrals made by staff or with concerns reported by staff. The DSLs will discuss the most appropriate course of action on a case-by-case basis and will decide when a referral to external agencies is needed.

As with any child protection referral, staff must be made aware that if they do not agree with a decision not to refer, they can make the referral themselves and will be given the contact details to do this via the safeguarding board in the staffroom.

 

Governors, Leaders and Staff

 

The DSLs are the leaders for referrals relating to extremism and radicalisation. In the unlikely event that no DSL is available, all staff know the channels by which to make referrals via the safeguarding board in the staffroom. Staff will be fully briefed about what to do if they are concerned about the possibility of radicalisation relating to a pupil, or if they need to discuss specific children whom they consider to be vulnerable to radicalisation or extremist views. The DSLs will work in conjunction with external agencies to decide the best course of action to address concerns which arise. Prejudicial behaviour can be a factor in radicalisation and extremism. With this in mind, Thomas Telford Primary Free School has procedures for dealing with prejudicial behaviour, as outlined in our Relationships and Behaviour Policy, our Online Safety Policy and our Equality Policy.

 

The Role of the Curriculum

 

Our curriculum is broad and balanced and alongside our A Valued Me program, it promotes respect, tolerance and diversity. Children are encouraged to share their views and recognise that they are entitled to have their own different beliefs which should not be used to influence others. Our PSHE provision is embedded across the curriculum. It directs our assemblies and underpins the ethos of the school. It is recognised that children with low aspirations are more vulnerable to radicalisation and therefore we strive to equip our pupils with confidence, self-belief, respect and tolerance as well as setting high standards and expectations for themselves. Curricular enhancements are bought into our school to enable children to experience and reflect on scenarios in role-play e.g. theatre workshops on differences and extremism.

Children are regularly taught about how to stay safe when using the internet and are encouraged to recognise that people are not always who they say they are online. They are taught to seek adult help if they are upset or concerned about anything they read or see on the internet.

 

Staff Training

 

Through continuous professional development opportunities in school, we ensure that our staff are fully aware of the threats, risks and vulnerabilities that are linked to radicalisation; are aware of the process of radicalisation and how this might be identified early on and are aware of how we can provide support as a school to ensure that our children are resilient and able to resist involvement in radical or extreme activities.

 

Visitors and The Use of School Premises

 

Upon arriving at the school, all visitors including contractors, will be advised of the child protection and safeguarding guidance and be made aware of who the DSLs are and how to report any concerns which they may experience. Posters are displayed around the school containing pictures of the DSLs. any agreement is made to allow non-school groups or organisations to use the premises, appropriate checks will be made before agreeing the contract. Usage will be monitored and in the event of any behaviour not in-keeping with the Extremism and Radicalisation Policy, the school will contact the policy and terminate the contract.

 

Appendix 1 – Dealing with referrals

We are aware of the potential indicating factors that a child is vulnerable to being radicalised or exposed to extreme views, including peer pressure, influence from other people or the internet, bullying, crime and anti-social behaviour, family tensions, race/hate crime, lack of self-esteem or identity, prejudicial behaviour and personal or political grievances In the event of prejudicial behaviour the following system will be followed:

• All incidents of prejudicial behaviour will be reported directly to the DSLs.
• All incidents will be fully investigated and recorded in line with the Safeguarding Policy and records will be kept in line with procedures for any other safeguarding incident.
• Parents/carers will be contacted and the incident discussed in detail, aiming to identify motivating factors, any changes in circumstances at home, parental views of the incident and to assess whether the incident is serious enough to warrant a further referral. A note of this meeting is kept alongside the initial referral in the Safeguarding folder.
• The DSLs follow-up any referrals for a period of four weeks after the incident to assess whether there is a change in behaviour and/or attitude. A further meeting with parents would be held if there is not a significant positive change in behaviour.
• If deemed necessary, serious incidents will be discussed and referred to the Prevent Team at Telford and Wrekin Council or to Telford and Wrekin Children’s Services.
• In the event of a referral relating to serious concerns about potential radicalisation or extremism, the school will also contact the local police or the West Midland Police Counter Terrorism Unit or telephone the Anti-Terrorism Hotline on 0800 789 321. The Department of Education has dedicated a telephone hotline – 020 7340 7264 to enable staff and governors to raise concerns about extremism directly. Concerns can also be raised by email to counter.extremism@education.gsi.gov.uk. It is important to note that the D of E helpline is not designed for emergency situations when the usual emergency procedures should be followed.

 

Appendix 2 – Additional materials (Available in Staffroom, on school website or by searching online)

• The Prevent Strategy, GOV.UK – Home Office
• Keeping Children Safe in Education DfE 2025
• Working Together to Safeguard Children HM Gov 2023
• Learning Together to be Safe: A Toolkit to Help Schools Contribute to the Prevention of Violent Extremism was published in 2008 by the Department for Children, Schools and Families (DCSF), a predecessor of the Department for Education