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Safeguarding at St. John's C of E

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Safeguarding definition

Safeguarding and promoting the welfare of children is defined as:

  • protecting children from maltreatment
  • preventing impairment of children's health or development
  • ensuring that children grow up in circumstances consistent with the provision of safe and effective care
  • taking action to enable all children to have the best outcomes

                       (ref. HM Government, 2018, Working together to safeguard children) 

Designated Safeguarding Leaders

The Designated Person is the main contact point for any safeguarding issues within the school. The role involves keeping up to date with legislative and administrative changes in procedures; ensuring staff are trained in aspects of safeguarding including child protection protocols; liaising with external agencies such as health and social care professionals; working with the Headteacher and Governors to ensure St John's C of E School is meeting the needs of all children.

Assistant Head Miss Donnelly is St John's C of E School’s Designated Person - our safeguarding lead.

The Head Teacher Mrs Hester and Assistant Head Ms Day are Deputy Designated Persons and work closely with Miss Donnelly.  All designated teachers have completed Level 3 Safeguarding training with Harrow Local Safeguarding Children’s Board.

St John's C of E School also has a Safeguarding Governor, Reverend Matthew Stone who supports the school in matters of strategy, policy and accountability.

Safeguarding is the responsibility of all members of school staff which is why a regular training programme is delivered to everyone at St John's C of E School whether they are teaching staff, admin staff, midday supervisors or after school club providers. All members of staff, including volunteers and after school club providers, have completed either Level 1 or Level 2 Safeguarding training.



Safeguarding Policies

St John's C of E is committed to safeguarding and promoting the welfare of all of its pupils. Each pupil’s welfare is of paramount importance and we are committed to upholding every child’s right to be safe.

Safeguarding encompasses all the things we do to protect our children. All schools have a legal duty to protect children and at St John's C of E, our duty of care is to our pupils above everything else. Safeguarding includes child protectionhealth and safetypoor attendance or late punctualityanti-bullying and preventing peer-on-peer abusepreventing the risk of radicalisatione-safetydisclosure and barring checks on staff and adults in the school and behaviour including ensuring no discrimination based on race, cultural background, sexual identity/orientation, disability, religion or gender

At St John's C of E, we will always take a considered and sensitive approach in order that we can support all of our pupils. Our Safeguarding Policy and Child Protection Policy states our school procedures regarding concerns raised about a child. This is in line with the Department for Education (DFE) guidance which is set out in Keeping Children Safe in Education (DfE September 2020) which incorporates a range of related responsibilities for schools and newer statutory duties introduced to protect children and young people.

Listed below is a suite of policies and procedures in place which outline the arrangements for the ongoing provision for children's safety. These can be found on our Policies Page:

Safeguarding Procedures

Our Safeguarding Children Information for Parents and Carers leaflet has been designed to support parents and carers in understanding the following information and practises within our school:

  • Safeguarding in our Curriculum 
  • The Role of the Designated Safeguarding Officer (DSO)
  • How disclosures are handled 
  • Reporting process
  • Safeguarding
  • File Transfers  
  • Useful Safeguarding Services and Websites

Safeguarding in the Curriculum

Great importance is placed on identifying opportunities in the taught curriculum for children to learn about and explore safeguarding issues, these support our children to think deeply about safeguarding matters and their own personal physical and mental wellbeing.

Our PSCHE curriculum covers all areas of Safeguarding through each of the strands (All about me, Celebrating difference, Dreams and Goals, Healthy me, Relationships, Changing me), specifically the new Relationship and Sex Education (2021 - please see the RSE for more information) 

Assemblies and National days/weeks (for example Anti-bulling week, Children in Need, Red Nose day) are used to promote personal safeguarding matters and explore themes.

Examples of practical safeguarding opportunities that are planned into the curriculum include:

  • Road and rail safety (including out of school visits, bikeability, work with police officers in the community) 
  • Poolside and water safety through swimming lessons 
  • Visits from welfare professions including the local fire and police service 
  • Visitors from charities such as Barnados, NSPCC, the dogs trust to do focused projects
  • Work from local voluntary sector services particularly around safe transition to Secondary school
  • Plays and shows, such as ‘The Power of One’ – a play dealing with the sensitive issue of Bullying
  • Online safety training within lessons, through assemblies and quizzes
  • Safe use of technology including password security and privacy settings 
  • Our Forest School Programme which incorporates “Stranger Danger”, being safe in the outdoors, what to do if you are separated from your group (in relation to school visits) 

Mental Health and Wellbeing

St John's Church of England Primary School offers high quality, nurturing provision that focuses on developing the whole child. 

When our mental health is good, we enjoy being around other people and we are able to take on challenges and new experiences. We recognise that for a child to achieve their full potential they need to develop strategies to practice looking after their physical, social and emotional wellbeing. This was recogised by OFSTED (2019) "...pupils’ personal development is at the heart of academic success" .

At our school we:                

  • develop children's emotional literacy
  • help children recocognise and understand feelings and emotions
  • develop children's emotional resilience
  • support children to manage emotional setbacks
  • encourage children to feel share concerns or worries
  • support children to form and maintain friendships
  • promote self-esteem and develop confidence

To support this:

  • Ms Day is schools' Mental Health and Wellbeing Lead overseeing whole school policy and practice alongside Mrs Hester.
  • Miss Fernandes leads our School Council to hear our children's views and organises a 'steering group' for staff to promote the wellbeing of children, families and staff.
  • Miss Fernandes co-ordinates our Personal, Social, Health and Education (PSHE) curriculum.
  • Children, families and our staff have access to Harrow School Councilling Partnership who provide a confidential space where thoughts and feelings can be freely shared and explored.
  • Mrs Lacy and Mrs Whitfield have been trained by Harrow School Councilling Partership to offer a listening service which children can access at lunchtimes. 
  • As part of our Harrow School Councilling Partnership we have a Playtherapy comes in to support children weekly. This uses creative activites to communicate with the child 
  • All staff are trained to promote mental health and wellbeing such as 'Managing anxiety', 'recognising and supporting forms of attachment'.
  • Mind Up is practised routinely in every classroom. 
  • Each class has a worry box and promote gratitude.
  • Each class has designed their own Affirmation and recite these alongside our School Vision which both emphasise our values and belief.
  • Tootoot (an online reporting platform) empowers children to share their concerns
  • All classes access Forest School at least twice every half term.
  • Access to specialist Music and French teaching 
  • Access to a range of clubs that promote wellbeing these include: Fit4Sport, Cooking club, Street Dance, Rock Steady, Orchestra, SingUp, Netball and many more 
  • Support through intervention which includes Cognitive Behaviour Therapy (CBT), Lego Club, Young Carers and many more



At St. John’s, we view behaviour as a form of communication, an indicator of an emotional need (whether conscious or unconscious).  We use a restorative approach when managing behaviour. In carrying out this practice, we respond to behaviour accordingly taking a non-judgmental, curious and empathic approach. Through discussion with our pupils we hope they gain wisdom in understanding the implication of their behaviours, develop skills to manage conflict, find strength in accepting responsibility in order to ‘make a difference’ in the future, and develop their emotional literacy and empathy so that they can forgive compassionately. 

 We understand behaviour can be a consequence of SEN and when this is the case reasonable adjustments will be made accordingly. We encourage all staff to respond in a fair manner that focuses on the feelings and emotions that might drive certain behaviour, rather than the behaviour itself. Being ‘fair’ is not about everyone getting the same (equality) but about everyone getting what they need (equity).

In order to help our children feel safe, we ensure that their educational environment is high in both nurture and structure.  At St John's C of E,  we recognise and reward positive behaviour and attitudes (more information about these types of rewards can be found in our School Behaviour Policy.) As a school we use '1-2-3 Magic', this is an effective Discipline for children 2-12, it a simple and gentle-but-firm approach to managing behaviour, which was designed by Dr. Tom Phelman, a clinical psychologist.  This approach helps to: 

  1. Controlling Obnoxious Behavior by learning an amazingly simple technique to get the children to STOP doing what you don’t want them to do
  2. Encouraging Good Behavior by using several effective methods to get your children to START doing what you want them to do 
  3. Strengthening Your Relationships by learning powerful techniques that reinforce the bond between the adult and child(ren).

The 1-2-3 Magic approach can also be used in the home. The following YouTube link provides access to a recent webinar which can help parents and carers understand the approach, though explanations and examples of strategies in practice: https://www.youtube.com/watch?v=r5bNMfY8lSg 

Early Support

Early Support Hubs

Early Support Hubs are community based sites that incorporate the 9 Children’s Centre sites and 3 Youth Centres.

These Hubs are the point of contact for Early Support. They run a number of sessions for parents and carers on important issues in future, and provide information, advice and guidance. These can be found on the website: https://www.harrow.gov.uk/childrens-social-care/childrens-hubs

Provision is delivered by the council’s skilled staff and partner agencies.

Viral Patel is our School Early Support Practitioner.

Physical Punishment

We would like to offer the document linked below with some tips on managing challenging behaviour at home. Further information can be found in our Behaviour Policy 

Special Educational Needs

Harrow's Local Offer provides information about the services for Young people with Special Educational Needs and Disabilities.

It is called the local offer because it provides:

  • One place to find information about the support available 
  • Details about how to access services 
  • Clear and easy to understand information.  

Their website had details about health, education, social care, leisure service and support available 



On-Line Safety

External Organisations

If you wish to find out more about keeping children safe, the websites of the organisations below have lots of information:

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