Safeguarding Governance Training Introduction
Description: Safeguarding Governance Training Introduction Importance of strategic oversight Boards and Owners are responsible for strategic oversight on child protection and safeguarding Maintain strategic roles Avoid becoming involved in operational
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slide1. Safeguarding Governance Training<br>
slide2. Introduction Importance of strategic oversight
Boards and Owners are responsible for strategic oversight on child protection and safeguarding
Maintain strategic roles
Avoid becoming involved in operational matters
Ensure effective governance of safeguarding<br>
slide3. Alignment with the International Taskforce on Child Protection Expectations for School Communities 2021<br>
slide4. ITFCP Expectations for School Communities 2021 The School Governing Board/Owner provides strategic oversight of safeguarding but does not involve itself in the day-to-day management of child protection in the school. It:
appoints a member of the Board/Owner as the Safeguarding Trustee*;
receives child protection induction and training;
has safeguarding as a standing item on the Board/Owner’s agenda;
creates a statement of commitment to safeguarding and child rights, reviews and approves key safeguarding policies;
receives a safeguarding report at least annually from the school’s Designated Safeguarding Lead;
reviews anonymous data so that it can spot patterns and trends; and
receives and reviews any allegations of abuse against the head of school.
*Referred to in this presentation as Designated Safeguarding Board Member (DSBM)<br>
slide5. Legal and regulatory contexts Comply with applicable laws and regulations,
National legal frameworks
[insert national legal frameworks]
International legal frameworks
[Insert international legal frameworks]
United Nations Convention on the Rights of the Child (UNCRC)
Central to child protection globally<br>
slide6. Appointing a Designated Safeguarding Board Member (DSBM) Who is responsible for safeguarding students?
All adults within the school community, including members of the school Board
Designated Safeguarding Board Member (DSBM) links the governing body to the school's Child Safeguarding and Protection Team so the Board/Owner can fulfil their responsibility
Attributes for the DSBM
Should not be the Owner or Board Chair
Should not be employed outside of the school by the Owner or their family
Should not be a member of school staff
Skillset in safeguarding and well-being, including:
Training or background in child safeguarding in schools
Interest in safeguarding and well-being
Local knowledge and experience in safeguarding and well-being<br>
slide7. Role and responsibilities of the DSBM Provide support for Designated Safeguarding Lead (DSL)
Assist in developing the annual report to the Board/Over
Anticipate questions and concerns from the Board/Owner
Inform DSL of Board/Owner's questions about safeguarding
Management of allegations
Support school in comprehensive, child-centered response to concerns and allegations
Lead the governing body in working with DSL to handle allegations against the Head of School
Ensure Board/Owner maintains confidentiality around allegations
Delegation and Reporting
Role should be delegated to someone with appropriate experience, knowledge, and skills
DSBM should report to the Chair of the Board<br>
slide8. Providing strategic oversight of safeguarding Leadership and decision-making
Involves the Board/Owner as a ‘critical friend’
Supports school leadership and child protection team
Support and accountability
Ensures effective safeguarding governance
Holds school leadership accountable
Responsibilities of the Board/Owner
Must be clearly defined
Included in the school’s governance handbook
Policy references
Responsibilities should be referenced in child protection/safeguarding policy
Also referenced in other relevant policies<br>
slide9. Avoiding Board/Owner overreach The Board/Owner must be aware of the extent and limits of their role and responsibilities to ensure no overreach hinders the management of child protection concerns and the leadership of wider safeguarding practice.
The Board/Owner and Designated Safeguarding Board Member (DSBM) should not directly receive reports or be involved in the day-to-day case management or review of child protection concerns.
Any information about current or past child protection concerns should only be shared with the Board/Owner and DSBM on an anonymous basis.<br>
slide10. Training requirements Induction
Board/Owner completes child protection training during appointment to the Board
Annual updates
Trained annually to keep the Board/Owner informed on safeguarding risks
Additional training
Training provided as needed to address new safeguarding risks
Mid-year training
Designated Safeguarding Lead (DSL) provides one-to-one sessions for new governing body members joining mid-academic-year
Board/Owner may choose to also work with external training providers<br>
slide11. Regular training components Board/Owner’s role in safeguarding in the school
How to review and approve the safeguarding risk register or implement one if not already in place
Board’s role in overseeing the management by leadership of any allegations of abuse against staff or volunteers in school
Reviewing child protection case studies and scenarios and discussing how the Board/Owner would respond
Discussing critical incident communication protocol, ensuring the Board/Owner and HoS are in agreement on the communication of allegations of abuse or critical incidents<br>
slide12. School safeguarding statement Statement on commitment to safeguarding and child rights
Developed and formally adopted by the school
Aligned with the United Nations Convention on the Rights of the Child (UNCRC)
Statement should be reviewed periodically
Statement should be readily visible to school community<br>
slide13. Safeguarding statement - visibility and review Accessible on the school’s website for all stakeholders
Included in job descriptions and advertisements
In all school’s safeguarding policies
Visible to all visitors, students and staff at the school entrance and in public areas
In a leaflet provided to all visitors on entrance to the school<br>
slide14. Safeguarding as a standing item on the Board meeting agenda Why keep safeguarding on the agenda?
Raises awareness of safeguarding importance
Increases Board’s knowledge of the area
Ensures routine scrutiny of safeguarding incidents
Who develops the safeguarding updates?
Designated Safeguarding Lead (DSL)<br>
slide15. What is covered in regular safeguarding updates? Current safeguarding initiatives in the school
Planned professional development for Board/Owner, DSBM, Head of School, and DSL
Current safeguarding trends in school and international community
Resources and safeguarding development/action plan
Updates to the safeguarding risk register<br>
slide16. Role of school Board/Owner in policy review Review and approve key safeguarding policies periodically
Review any substantial policy changes as they are made
Ensure policies are in place to prevent harm to children and to respond appropriately if children are harmed<br>
slide17. Components of the annual safeguarding report to Board/Owners Process
DSL completes report
Report reviewed by DSBM and Head of School
Formal report presented to Board/Owner by DSL
Purpose of Annual Safeguarding Report
Ensures transparency and accountability
Provides opportunities for Board/Owner to support the school's safeguarding efforts and strengthen climate of safeguarding<br>
slide18. Key components of the safeguarding report Update on key trends and significant developments
Quantitative data and commentary on trends in safeguarding concerns
Safeguarding risk register updates
Commentary on key issues in data/risk register
Anonymous summary of outcomes of allegations against adults
Findings and recommendations from audits/inspections
Review of safeguarding development/action plan
Policy approval where relevant<br>
slide19. Safeguarding risk register and data review process Board/Owners work with HoS and DSL to review the safeguarding risk register and child safeguarding and protection data,
Data is provided on an anonymous basis
Identify key safeguarding risks for students, for example self-harm, child on child harm or online grooming
Consider trends and patterns over time that indicate areas of need in the school
Identify and plan to address strategic, legal, reputational, and financial risks, including:
Financial implications of new policies, procedures, and training requirements
Legal exposure from inadequate policies, training, or insurance<br>
slide20. Allegations against the Head of School Reporting allegations
Report according to the school's policy on managing allegations
Report to DSBM or Chair of the Board
Involvement of DSL
DSL should be included in the response team unless they are compromised as they will hold key information<br>
slide21. Key Resource<br>
slide22. Developing a safeguarding culture<br>
slide23. Legal Responsibilities and Cultural Expectations Understanding Legal Frameworks
Legal obligations vary by country
New regulations and standards introduced in the last decade
[insert local legal frameworks].
Cultural Context
Consider the cultural expectations of the school community
[insert brief mapping of local and school cultural context]
Identification and mitigation of risks, including safeguarding risks that are specific to the school’s context
Consider safeguarding solutions that are culturally informed<br>
slide24. Safer Recruitment of the Board Importance of Safer Recruitment Practices
Ensures safety and well-being of students
Applies to the appointment of governing body members
Recommended Practices
Conduct background checks of all members of the governing body
Include criminal record checks
Ask for professional and personal references<br>
slide25. Key Resource<br>
slide26. Code of Conduct Code of Conduct Implementation
Applies to all adults working, volunteering, or visiting the school
Includes governing body members during their visits and in their roles
Consistent Expectations
Ensures all adults on site follow the same guidelines
Supports school leadership in communicating expectations
School Culture and Legal Alignment
Code of conduct should fit the school culture
Must comply with local legal requirements<br>
slide27. Role of the DSBM Development and review of safeguarding policy
Ensuring Board attention to policy development
Supporting DSL and HoS in policy creation
Regular meetings with DSL
Termly meetings to discuss and support policy work
Assisting with areas of challenge
Collaborating and supporting the DSL in creating board reports
Role of critical friend to HoS and DSL on safeguarding policy and practice
Supporting the DSL to implement the Safeguarding Development Plan
Following reporting protocols and encouraging others to follow these
Modeling behaviors for the community
Maintaining a strategic role and not becoming involved in operational practice unless invited to by the DSL and HoS<br>
slide28. Safeguarding Audits Internal Audits
Internal audits are conducted annually by the DSL and/or HoS
Involves collaboration with the wider safeguarding and leadership team
External Audits
External audits provide an independent review of current practices
Conducted every 3 to 5 years or after a serious case review by an external consultant
Governance Safeguarding Audit
Different from general safeguarding audits
Completed every 3 years or when there is a change in governing body personnel
Conducted by the DSL, HoS or external consultant
Ensures the school is not exposed to further risk<br>
slide29. Overseeing the management of a critical incident<br>
slide30. Defining a Critical Incident Examples of Critical Incidents include:
Death of a student or staff member
Natural disaster in the school's local environment
Allegation of child sexual abuse by staff
Fire causing threat to life or extensive damage
Intruder intending harm to school population
Abduction of a child from school or school event
Conflict involving the country or neighboring countries Definition of a Critical Incident
A critical incident is an event that is potentially traumatic, affecting a large part or the whole of an educational community. Such events are likely to cause many adults and children distress and may threaten to overwhelm their capacity to cope.<br>
slide31. Roles and Responsibilities in Managing a Critical Incident Board/Owner's Role and Responsibilities
Awareness of roles and limits
Ensuring no overreach in school leadership
Critical Incident Plan
Includes roles of Chair of the Board, DSBM, and other governing body members
Provide community resources to support a child-centred response and community recovery.
Agree on what to communicate with the greater community.
Budgetary approval to support the response and recovery efforts
Support Head and DSL in seeking outside assistance as necessary in the areas of:
Independent investigation.
Crisis communication.
Legal representation and expertise.
Support for Head of School
Board's responsibility to safeguard Head of School's mental health
Spotting signs of burnout and emotional fatigue
Out-sourcing support due to power dynamics
Providing supervision during and after the incident<br>
slide32. Oversight and Accountability of the Management of an Allegation Board's Role in Allegation Management
Board Chair and governing body members should not be actively involved in inquiries
DSBM may be on the managing allegations team
Board/Owner’s role is to be able review how the allegation was managed if misconduct is alleged
Steps for Preparedness
Support HoS and DSL in investigating historic allegations
Ensure protocols for managing allegations are followed
Obtain appropriate legal advice and support
Review school’s insurance policy annually to ensure it is valid for any damages claimed<br>
slide33. 5 key duties in managing an allegation Follow in this specific order:
Protect and support the alleged victim
Ensure there are no other victims
Notify law enforcement as necessary
Ensure fair process and support for the alleged perpetrator
Protect the reputation of the school<br>
slide34. Key Questions for the Board to support the HoS What happened?
What local agencies and resources can help?
How could the school and/or school leadership have improved their prevention and response?
What can we do to ensure that this does not happen again?<br>
slide35. Legal Responsibilities Awareness of Legal Responsibilities
Ensure policies align with local legal requirements
Understand legally mandated reporting responsibilities
Seeking legal guidance
Regularly seek legal advice for new or updated policies
Especially on policies for managing allegations of abuse by an adult
Responding to critical incidents and allegations
Seek and approve legal guidance for the Head of School<br>
slide36. Confidentiality Details of allegations and involved individuals should be kept confidential
Chair of Board consulted only if school's reputation is at risk
Share information with the governing body on a need-to-know basis
Parents or staff on the governing body should not be compromised with the burden of identifiable information
Specific identities are shared only if public knowledge
Strict confidentiality allows independent case reviews to be conducted by the governing body
Governing body members must agree not to share information beyond the circle of those who know
Confidentiality Agreements should be included in the Board Code of Conduct and signed by governing body members on their appointment<br>
slide37. Communication Consultation with Board/Owner
Used for internal school communications to staff
HoS drafts communication for wider community in collaboration with Board/Owner
Investigation of Allegations
Board/Owner and HoS determine information to be shared
Communications should be transparent and balanced
Usually signed by HoS
Board leads communications if reviewing internal inquiry<br>
slide38. Principles of Critical Incident Communication Guided by the best interests and safety of victims
Involve families in discussions
Start with micro-communications engaging individual community members
Avoid community-wide statements unless the information is public knowledge
When community communication is necessary
Acknowledge that the school received an allegation of abuse by a member of staff.
Share that the school is following policy in response to the allegation and working with authorities as appropriate.
Share the identity of the communication point person (usually HoS) for all questions and concerns.
Direct concerns to the DSL or HoS.
Offer supportive resources.<br>
slide39. Post-Critical Incident Actions Creating and maintaining a therapy fund to survivors
Providing opportunities to speak with leadership and use trauma-informed facilitators
Funding resources for community support, engaging with faculty, staff, families, and alumni
Addressing Board/Owner shortfalls by examining structure and recruitment
Working with Head of School to ensure the implementation of risk prevention measures
Avoid use of Non-Disclosure Agreements<br>
slide40. Key Resource<br>
slide41. Summary Be clear about the strategic role of the Board/Owner.
Do not become involved in operational aspects of safeguarding and child protection.
Ensure your actions are aligned with the ITFCP Expectations
Appoint a DSBM to support the HoS and DSL with strategic safeguarding development.
Follow the school’s safer recruitment guidelines and code of conduct
Ensure you are adequately trained for your role in safeguarding and supporting the management of critical incidents
Ensure you support the HoS to know local legal regulations and have access to legal counsel when needed.<br>
slide2. Introduction Importance of strategic oversight
Boards and Owners are responsible for strategic oversight on child protection and safeguarding
Maintain strategic roles
Avoid becoming involved in operational matters
Ensure effective governance of safeguarding<br>
slide3. Alignment with the International Taskforce on Child Protection Expectations for School Communities 2021<br>
slide4. ITFCP Expectations for School Communities 2021 The School Governing Board/Owner provides strategic oversight of safeguarding but does not involve itself in the day-to-day management of child protection in the school. It:
appoints a member of the Board/Owner as the Safeguarding Trustee*;
receives child protection induction and training;
has safeguarding as a standing item on the Board/Owner’s agenda;
creates a statement of commitment to safeguarding and child rights, reviews and approves key safeguarding policies;
receives a safeguarding report at least annually from the school’s Designated Safeguarding Lead;
reviews anonymous data so that it can spot patterns and trends; and
receives and reviews any allegations of abuse against the head of school.
*Referred to in this presentation as Designated Safeguarding Board Member (DSBM)<br>
slide5. Legal and regulatory contexts Comply with applicable laws and regulations,
National legal frameworks
[insert national legal frameworks]
International legal frameworks
[Insert international legal frameworks]
United Nations Convention on the Rights of the Child (UNCRC)
Central to child protection globally<br>
slide6. Appointing a Designated Safeguarding Board Member (DSBM) Who is responsible for safeguarding students?
All adults within the school community, including members of the school Board
Designated Safeguarding Board Member (DSBM) links the governing body to the school's Child Safeguarding and Protection Team so the Board/Owner can fulfil their responsibility
Attributes for the DSBM
Should not be the Owner or Board Chair
Should not be employed outside of the school by the Owner or their family
Should not be a member of school staff
Skillset in safeguarding and well-being, including:
Training or background in child safeguarding in schools
Interest in safeguarding and well-being
Local knowledge and experience in safeguarding and well-being<br>
slide7. Role and responsibilities of the DSBM Provide support for Designated Safeguarding Lead (DSL)
Assist in developing the annual report to the Board/Over
Anticipate questions and concerns from the Board/Owner
Inform DSL of Board/Owner's questions about safeguarding
Management of allegations
Support school in comprehensive, child-centered response to concerns and allegations
Lead the governing body in working with DSL to handle allegations against the Head of School
Ensure Board/Owner maintains confidentiality around allegations
Delegation and Reporting
Role should be delegated to someone with appropriate experience, knowledge, and skills
DSBM should report to the Chair of the Board<br>
slide8. Providing strategic oversight of safeguarding Leadership and decision-making
Involves the Board/Owner as a ‘critical friend’
Supports school leadership and child protection team
Support and accountability
Ensures effective safeguarding governance
Holds school leadership accountable
Responsibilities of the Board/Owner
Must be clearly defined
Included in the school’s governance handbook
Policy references
Responsibilities should be referenced in child protection/safeguarding policy
Also referenced in other relevant policies<br>
slide9. Avoiding Board/Owner overreach The Board/Owner must be aware of the extent and limits of their role and responsibilities to ensure no overreach hinders the management of child protection concerns and the leadership of wider safeguarding practice.
The Board/Owner and Designated Safeguarding Board Member (DSBM) should not directly receive reports or be involved in the day-to-day case management or review of child protection concerns.
Any information about current or past child protection concerns should only be shared with the Board/Owner and DSBM on an anonymous basis.<br>
slide10. Training requirements Induction
Board/Owner completes child protection training during appointment to the Board
Annual updates
Trained annually to keep the Board/Owner informed on safeguarding risks
Additional training
Training provided as needed to address new safeguarding risks
Mid-year training
Designated Safeguarding Lead (DSL) provides one-to-one sessions for new governing body members joining mid-academic-year
Board/Owner may choose to also work with external training providers<br>
slide11. Regular training components Board/Owner’s role in safeguarding in the school
How to review and approve the safeguarding risk register or implement one if not already in place
Board’s role in overseeing the management by leadership of any allegations of abuse against staff or volunteers in school
Reviewing child protection case studies and scenarios and discussing how the Board/Owner would respond
Discussing critical incident communication protocol, ensuring the Board/Owner and HoS are in agreement on the communication of allegations of abuse or critical incidents<br>
slide12. School safeguarding statement Statement on commitment to safeguarding and child rights
Developed and formally adopted by the school
Aligned with the United Nations Convention on the Rights of the Child (UNCRC)
Statement should be reviewed periodically
Statement should be readily visible to school community<br>
slide13. Safeguarding statement - visibility and review Accessible on the school’s website for all stakeholders
Included in job descriptions and advertisements
In all school’s safeguarding policies
Visible to all visitors, students and staff at the school entrance and in public areas
In a leaflet provided to all visitors on entrance to the school<br>
slide14. Safeguarding as a standing item on the Board meeting agenda Why keep safeguarding on the agenda?
Raises awareness of safeguarding importance
Increases Board’s knowledge of the area
Ensures routine scrutiny of safeguarding incidents
Who develops the safeguarding updates?
Designated Safeguarding Lead (DSL)<br>
slide15. What is covered in regular safeguarding updates? Current safeguarding initiatives in the school
Planned professional development for Board/Owner, DSBM, Head of School, and DSL
Current safeguarding trends in school and international community
Resources and safeguarding development/action plan
Updates to the safeguarding risk register<br>
slide16. Role of school Board/Owner in policy review Review and approve key safeguarding policies periodically
Review any substantial policy changes as they are made
Ensure policies are in place to prevent harm to children and to respond appropriately if children are harmed<br>
slide17. Components of the annual safeguarding report to Board/Owners Process
DSL completes report
Report reviewed by DSBM and Head of School
Formal report presented to Board/Owner by DSL
Purpose of Annual Safeguarding Report
Ensures transparency and accountability
Provides opportunities for Board/Owner to support the school's safeguarding efforts and strengthen climate of safeguarding<br>
slide18. Key components of the safeguarding report Update on key trends and significant developments
Quantitative data and commentary on trends in safeguarding concerns
Safeguarding risk register updates
Commentary on key issues in data/risk register
Anonymous summary of outcomes of allegations against adults
Findings and recommendations from audits/inspections
Review of safeguarding development/action plan
Policy approval where relevant<br>
slide19. Safeguarding risk register and data review process Board/Owners work with HoS and DSL to review the safeguarding risk register and child safeguarding and protection data,
Data is provided on an anonymous basis
Identify key safeguarding risks for students, for example self-harm, child on child harm or online grooming
Consider trends and patterns over time that indicate areas of need in the school
Identify and plan to address strategic, legal, reputational, and financial risks, including:
Financial implications of new policies, procedures, and training requirements
Legal exposure from inadequate policies, training, or insurance<br>
slide20. Allegations against the Head of School Reporting allegations
Report according to the school's policy on managing allegations
Report to DSBM or Chair of the Board
Involvement of DSL
DSL should be included in the response team unless they are compromised as they will hold key information<br>
slide21. Key Resource<br>
slide22. Developing a safeguarding culture<br>
slide23. Legal Responsibilities and Cultural Expectations Understanding Legal Frameworks
Legal obligations vary by country
New regulations and standards introduced in the last decade
[insert local legal frameworks].
Cultural Context
Consider the cultural expectations of the school community
[insert brief mapping of local and school cultural context]
Identification and mitigation of risks, including safeguarding risks that are specific to the school’s context
Consider safeguarding solutions that are culturally informed<br>
slide24. Safer Recruitment of the Board Importance of Safer Recruitment Practices
Ensures safety and well-being of students
Applies to the appointment of governing body members
Recommended Practices
Conduct background checks of all members of the governing body
Include criminal record checks
Ask for professional and personal references<br>
slide25. Key Resource<br>
slide26. Code of Conduct Code of Conduct Implementation
Applies to all adults working, volunteering, or visiting the school
Includes governing body members during their visits and in their roles
Consistent Expectations
Ensures all adults on site follow the same guidelines
Supports school leadership in communicating expectations
School Culture and Legal Alignment
Code of conduct should fit the school culture
Must comply with local legal requirements<br>
slide27. Role of the DSBM Development and review of safeguarding policy
Ensuring Board attention to policy development
Supporting DSL and HoS in policy creation
Regular meetings with DSL
Termly meetings to discuss and support policy work
Assisting with areas of challenge
Collaborating and supporting the DSL in creating board reports
Role of critical friend to HoS and DSL on safeguarding policy and practice
Supporting the DSL to implement the Safeguarding Development Plan
Following reporting protocols and encouraging others to follow these
Modeling behaviors for the community
Maintaining a strategic role and not becoming involved in operational practice unless invited to by the DSL and HoS<br>
slide28. Safeguarding Audits Internal Audits
Internal audits are conducted annually by the DSL and/or HoS
Involves collaboration with the wider safeguarding and leadership team
External Audits
External audits provide an independent review of current practices
Conducted every 3 to 5 years or after a serious case review by an external consultant
Governance Safeguarding Audit
Different from general safeguarding audits
Completed every 3 years or when there is a change in governing body personnel
Conducted by the DSL, HoS or external consultant
Ensures the school is not exposed to further risk<br>
slide29. Overseeing the management of a critical incident<br>
slide30. Defining a Critical Incident Examples of Critical Incidents include:
Death of a student or staff member
Natural disaster in the school's local environment
Allegation of child sexual abuse by staff
Fire causing threat to life or extensive damage
Intruder intending harm to school population
Abduction of a child from school or school event
Conflict involving the country or neighboring countries Definition of a Critical Incident
A critical incident is an event that is potentially traumatic, affecting a large part or the whole of an educational community. Such events are likely to cause many adults and children distress and may threaten to overwhelm their capacity to cope.<br>
slide31. Roles and Responsibilities in Managing a Critical Incident Board/Owner's Role and Responsibilities
Awareness of roles and limits
Ensuring no overreach in school leadership
Critical Incident Plan
Includes roles of Chair of the Board, DSBM, and other governing body members
Provide community resources to support a child-centred response and community recovery.
Agree on what to communicate with the greater community.
Budgetary approval to support the response and recovery efforts
Support Head and DSL in seeking outside assistance as necessary in the areas of:
Independent investigation.
Crisis communication.
Legal representation and expertise.
Support for Head of School
Board's responsibility to safeguard Head of School's mental health
Spotting signs of burnout and emotional fatigue
Out-sourcing support due to power dynamics
Providing supervision during and after the incident<br>
slide32. Oversight and Accountability of the Management of an Allegation Board's Role in Allegation Management
Board Chair and governing body members should not be actively involved in inquiries
DSBM may be on the managing allegations team
Board/Owner’s role is to be able review how the allegation was managed if misconduct is alleged
Steps for Preparedness
Support HoS and DSL in investigating historic allegations
Ensure protocols for managing allegations are followed
Obtain appropriate legal advice and support
Review school’s insurance policy annually to ensure it is valid for any damages claimed<br>
slide33. 5 key duties in managing an allegation Follow in this specific order:
Protect and support the alleged victim
Ensure there are no other victims
Notify law enforcement as necessary
Ensure fair process and support for the alleged perpetrator
Protect the reputation of the school<br>
slide34. Key Questions for the Board to support the HoS What happened?
What local agencies and resources can help?
How could the school and/or school leadership have improved their prevention and response?
What can we do to ensure that this does not happen again?<br>
slide35. Legal Responsibilities Awareness of Legal Responsibilities
Ensure policies align with local legal requirements
Understand legally mandated reporting responsibilities
Seeking legal guidance
Regularly seek legal advice for new or updated policies
Especially on policies for managing allegations of abuse by an adult
Responding to critical incidents and allegations
Seek and approve legal guidance for the Head of School<br>
slide36. Confidentiality Details of allegations and involved individuals should be kept confidential
Chair of Board consulted only if school's reputation is at risk
Share information with the governing body on a need-to-know basis
Parents or staff on the governing body should not be compromised with the burden of identifiable information
Specific identities are shared only if public knowledge
Strict confidentiality allows independent case reviews to be conducted by the governing body
Governing body members must agree not to share information beyond the circle of those who know
Confidentiality Agreements should be included in the Board Code of Conduct and signed by governing body members on their appointment<br>
slide37. Communication Consultation with Board/Owner
Used for internal school communications to staff
HoS drafts communication for wider community in collaboration with Board/Owner
Investigation of Allegations
Board/Owner and HoS determine information to be shared
Communications should be transparent and balanced
Usually signed by HoS
Board leads communications if reviewing internal inquiry<br>
slide38. Principles of Critical Incident Communication Guided by the best interests and safety of victims
Involve families in discussions
Start with micro-communications engaging individual community members
Avoid community-wide statements unless the information is public knowledge
When community communication is necessary
Acknowledge that the school received an allegation of abuse by a member of staff.
Share that the school is following policy in response to the allegation and working with authorities as appropriate.
Share the identity of the communication point person (usually HoS) for all questions and concerns.
Direct concerns to the DSL or HoS.
Offer supportive resources.<br>
slide39. Post-Critical Incident Actions Creating and maintaining a therapy fund to survivors
Providing opportunities to speak with leadership and use trauma-informed facilitators
Funding resources for community support, engaging with faculty, staff, families, and alumni
Addressing Board/Owner shortfalls by examining structure and recruitment
Working with Head of School to ensure the implementation of risk prevention measures
Avoid use of Non-Disclosure Agreements<br>
slide40. Key Resource<br>
slide41. Summary Be clear about the strategic role of the Board/Owner.
Do not become involved in operational aspects of safeguarding and child protection.
Ensure your actions are aligned with the ITFCP Expectations
Appoint a DSBM to support the HoS and DSL with strategic safeguarding development.
Follow the school’s safer recruitment guidelines and code of conduct
Ensure you are adequately trained for your role in safeguarding and supporting the management of critical incidents
Ensure you support the HoS to know local legal regulations and have access to legal counsel when needed.<br>