Safeguarding
Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone who comes into contact with children and their families and carers has a role to play in safeguarding children.
Meet our safeguarding team:
Mrs M Stephenson – Acting Head of School – Designated Safeguarding Lead
Mrs R Gregory – Behaviour and Emotional Wellbeing Lead
Mrs S Middleton-Wood – SENCO CLA Coordinator
Mrs S Rose – Child Protection Coordinator
Everyone takes personal responsibility on a daily basis to ensure children are kept safe.
We do this by:
- Meeting Health and Safety standards
- DBS checking all staff, students, governors and volunteers
- Keeping essential training up to date (paediatric first aid, food safety, safeguarding etc)
- Securing our site, including data protection
- Liaising with outside agencies – Health Visitors, Social Care, SEN Services
- Meeting our Prevent Duty requirements
Operation Encompass
Operation Encompass is a police and education early information sharing partnership enabling schools to offer immediate support for children and young people experiencing domestic abuse. Information is shared by the police with a school’s trained Key Adult (DSL) prior to the start of the next school day after officers have attended a domestic abuse incident thus enabling appropriate support to be given, dependent upon the needs and wishes of the child.
Children experiencing domestic abuse are negatively impacted by this exposure; domestic abuse has been identified as an Adverse Childhood Experience and can lead to emotional, physical and psychological harm. Operation Encompass aims to mitigate this harm by enabling immediate support, making a child’s day better and giving them a better tomorrow.
Operation Encompass believes that children are victims of domestic abuse in their own right and should be acknowledged as such.
‘The highly successful promotion of pupils’ spiritual, moral, social and cultural development is at the heart of the school’s work’…
‘Leaders have embedded a carefully sequenced, knowledge-rich curriculum from the early years through to Year 6.’…
‘Leaders help pupils to develop resilience and self-confidence in their learning.’…
‘The multi-academy trust has provided teachers with detailed suggestions for how to adapt every aspect of the curriculum.’…
‘Teachers use
rigorous assessments to make sure that all pupils make good progress.’…
‘The harmonious relationships among all groups, from a wide variety of backgrounds, are a strength of the school’…
‘Parents are overwhelmingly supportive, commenting very positively on the school’s many strong features’…
‘Children make a good start in the early years because of good teaching’…
‘The excellent relationships between teachers and their pupils ensure lessons are purposeful and enjoyable’…
‘There is a very strong focus on checking on how well different groups of pupils are learning, so that any falling behind can be immediately helped to make better progress’…
‘Teachers ensure that they enrich the curriculum through an extensive range of visits and experiences’…
‘The range of enrichment activities the school provides is excellent and contributes a great deal to pupils’ learning’…
‘The introduction of a comprehensively sequenced phonics programme is helping children to establish successful early reading skills from the very start of Reception.’…
‘Staff morale is high, team spirit is very strong, and all are committed to continued improvement. This helps to explain why the school is continuing to improve’…
‘In religious
education lessons, teachers provide opportunities for pupils to understand and appreciate the different life experiences of their friends.’…
‘Pupils feel very safe in school because of the school’s rigorous approach to keeping them safe’…
‘Teaching and learning are consistently good. As a result most pupils make good progress in reading, writing and mathematics from often significantly below-average starting points’…
‘Comprehensive subject plans identify the essential knowledge and vocabulary that pupils need to learn over time.’…
‘Pupils are happy and they feel safe.’…
‘Leaders have high expectations of behaviour for all pupils.’…
‘Pupils with highly complex special educational needs receive outstanding levels of support.’…
‘Pupils demonstrate outstanding levels of tolerance and respect for other pupils and adults’…
‘Pupils contribute significantly to the successes of the school through their outstanding behaviour and readiness to learn’…
‘ A well-developed
programme for relationships education helps pupils to understand the importance of tolerance and respect for others.’…
‘The Clifton ‘Good Citizen’ programme helps pupils to develop the communication and interaction skills they need for
later life.’…
‘Relationships between adults and pupils are extremely positive.’…
‘From the earliest stages in Reception, adults skilfully support pupils to explain their mathematical thinking.’…
‘Teachers provide opportunities for pupils to share experiences of their cultural beliefs and celebrations.’…
‘There is a strong sense of community in this school.’…
‘Leaders ensure that pupils can develop essential life skills through activities such as learning to dress independently and simple food preparation’…
‘Leaders leave no stone unturned to ensure that the very diverse school population is treated equally and that there is a relentless focus on driving up pupil performance’…