Safeguarding

Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone who comes into contact with children and their families has a role to play in safeguarding children.

Key safeguarding roles at Venn Boulevard Centre:

  • Overall responsibility for safeguarding: Sarah Sargieson
  • The Deputy Safeguarding Lead: Mandi Blake
  • The Deputy Safeguarding Lead: Annissa Colleen
  • The Governor responsible for Safeguarding: Dr Lee Fallin

Safeguarding Lead:
Sarah Sargieson

Deputy Safeguarding Lead:
Mandi Blake

Safeguarding Governor:
Dr. Lee Fallin

Further information:

Child Protection

What should you do if you think you are being harmed or abused?

If you think you are being harmed or abused by another student, member of staff or visitor, you should report this as soon as possible to a trusted member of staff.

If this is happening out of school there are other people you can talk to.

You can contact:

Prevent

As part of our wider safeguarding duties, we recognise that it is essential that we are able to identify children who may be vulnerable to radicalisation, and know what to do when they are identified. All relevant staff undertake online CPD provided by the Home Office on identification of children vulnerable to radicalisation and the PREVENT strategy every three years. Updates are provided through team meetings sharing relevant government updates and case studies.

Staff are aware of potential indicators that children are vulnerable to radicalisation regardless of age, gender, ethnicity etc.. As a result, they are alert to changes in children’s behaviour which could indicate that they may be in need of help or protection. Children at risk of radicalisation may display different signs or seek to hide their views. School staff use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately. School staff report any concerns and, through discussion with the safeguarding team, understand when it is appropriate to make a referral to the Channel programme.

Further information:

“You seek to identify any triggers which cause pupils to behave erratically and you work towards eliminating these.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“Before coming to
school, you and other leaders work hard to understand the needs of individual
pupils.”

Ofsted

“Pupils talked to us about the way in which you
and your staff celebrate difference and help to make everyone feel valued.”

Ofsted

“Teachers consider
pupils’ emotional well-being deeply and give them space when they need to refocus.”

Ofsted

“The systems and structures that you have put in place ensure that pupils feel safe at school.”

Ofsted

“Teaching at your school is characterised by positive relationships between members of staff and pupils.”

Ofsted

“Pupils are given chances to reflect upon this
through ‘life books’ where observations are made, and improvements praised.”

Ofsted

“An SEMH curriculum runs through the heart of your school.”

Ofsted

“Teachers and teaching assistants work hard to ensure that pupils are ‘nudged’ in the right direction in lessons.”

Ofsted

“Your school helps pupils to become
confident rounded young people.”

Ofsted

“Pupils welcome new arrivals with understanding and compassion.”

Ofsted

“Pupils told inspectors that they really value the way in which they feel respected at your school.”

Ofsted

“In classrooms, pupils focus hard and respond well to any advice and guidance that is given to them.”

Ofsted

“All pupils benefit from targets to help them to develop their social and emotional skills and to build a level of resilience.”

Ofsted

“Once at school, the life coach works with
individuals to help them to deal with any anxieties that they may have.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“Pupils at your school feel safe.”

Ofsted

“Inspectors saw first-hand the way in which your staff spoke to pupils with compassion and respect.”

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

“Pupils value the way in which you and your
staff make everyone feel included.”

Ofsted

“The most striking aspect of your school is the way in which you plan to support pupils’ individual needs.”

Ofsted

“The work of the
life coach can include one-to-one work in addition to positive thinking strategies,
mindfulness and aromatherapy.”

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted