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["The Section 11 Self Evaluation Audit Tool  "]
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["School/setting:"]
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["Audit undertaken by: "]
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["Audit to be signed off by Safeguarding Link Governor:"]
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["Any queries regarding this form and its completion please contact:"]
["Schools & Colleges contact Jane Parsons - Education Access & Safeguarding Officer on 01743 254676 or Emma Harding 01743 257929 "]
["Early Years Settings contact Charlotte Percival  - Safeguarding Officer on 01743 254147"]
["Please return completed audit to email address safeguarding.audits@shropshire.gov.uk"]
[]
[]
[]
["* PLEASE NOTE - EARLY YEARS SETTINGS ARE NOT REQUIRED TO COMPLETE SECTION 10*"]

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[null,"INTRODUCTION"]
[null,"Section 11 Self Evaluation Audit Tool"]
[null,"A self-assessment tool"]
[]
[null,"Section 11 Children’s Act 2004 became law and operational on 1 October 2005. It is covered by the Act and detailed supplementary guidance issued by the Secretary of State. Working Together 2023 under the SSCP role of Evaluation and Monitoring recommends that SSCP's consider coordination of system self-audits by agencies to ensure that they are compliant with section 11 of the Children Act (and by implication sections 175 and 157 of the Education Act).  Working Together 2023, Chapter 2 (para 79) states \"Education providers, including multi-academy trusts, have a responsibility to play their full part in local safeguarding arrangements, including where their footprint extends across several local authority areas. This includes, but should not be limited to, responding to safeguarding audits of quality and compliance, as requested by the local authority and/or local safeguarding partners\"."]
[null,"This document is an example of self-assessment, where the agency is asked to compare their evidence for safeguarding and promoting the welfare of children, with a set of standards, which will measure effectiveness and identify where further actions and developments are needed. The audits are analysed by Safeguarding Officers within Learning and Skills. The findings will be reported to the Principal Education Improvement Adviser and Assistant Director for Education. This template has been updated to reflect key changes in KCSIE 2024."]
[null,"This self-assessment  tool is made up of 10 worksheets. "]
[null,"Each worksheet focuses on a standard and outlines the requirements to be achieved ."]
[null,"Follow the links below to each worksheet where  you enter your score against each of the questions. "]
[null,"Having completed your scoring, please review the Scoresheet to see an evaluation of your responses."]
[null,"Standards"]
[null,"1. Senior management commitment to the importance of safeguarding and promoting children’s welfare "]
[null,"2. A clear statement of the agency’s responsibility towards children is available to all staff "]
[null,"3. A clear line of accountability within the organisation for work on safeguarding and promoting the welfare of children "]
[null,"4. Service development takes account of the need to safeguard and promote welfare and is informed, where appropriate, by the views of children and families. "]
[null,"5. Staff training on safeguarding and promoting the welfare of children for all staff working with or, depending on the agency’s primary functions, in contact with children & families"]
[null,"6. Recruitment, vetting procedures and allegations against staff "]
[null,"7. Inter-agency working "]
[null,"8. Information sharing "]
[null,"9.  Anti-Bullying"]
[null,"10. Relationship and Sex Education"]

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[null,null,null,"Back to INTRODUCTION",null,null,null,null,null,null,"questions","answer 1","answer 2","answer 3","unanswered"]
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["1. Senior management commitment to the importance of safeguarding and promoting children’s welfare "]
["PLEASE NOTE: \nYou must be able to evidence the response selected"]
[null,"Evidenced Response"]
["Standard to Be Achieved","3. Requires Improvement","2. Effective","1. Exceeds requirements","Score","Evidence - Suggested details of Evidence to Support Score of '2' Effective or '1' - Exceeds requirements","If '3'  Requires Improvement' is selected, what plans are in place to meet the required standard?  Who is responsible for these actions and by when?"]
["Statement",null,null,null,null,"If 'Exceeds requirements' share best practice with your local safeguarding community partnership.","If 'Requires Improvement' transfer actions to Agency Action Tracker"]
["1.1) There is a Designated Safeguarding Lead at senior management level responsible for safeguarding.              ","A member of staff has responsibility but is not at senior management level. ","A Designated Safeguarding Lead at senior management level is responsible for dealing with safeguarding and child protection.  Their duties include providing advice and support to staff and liaising with the local authority and other organisations. The Chair of governors is responsible for leading on the governance and oversight of safeguarding arrangements.","A Designated Safeguarding Lead at senior management level is identified and responsible for dealing with safeguarding and child protection.  Their duties include providing advice and support to staff and liaising with the local authority and other organisations. The role and responsibilities are clearly contained within their job description and setting development plan. Cover arrangements are in place for DSLs during  holiday periods and out of hours.",null,"Designated Safeguarding Lead role is  within job description. (KCSIE2024/  EYFS framework 2023)\n\nSafeguarding and Child Protection Policy. \n\nSEF or provider improvement plan.\n\nTraining records.                \n\nOnline monitoring and filtering responsibilities are clear.                                                                      "]
["1.2) The importance of safeguarding and promoting the welfare of children championed throughout the organisation.","The DSL has responsibility for safeguarding but does not champion its importance throughout the setting. ","The DSL takes responsibility for promoting the importance of safeguarding and the welfare of children.  The setting makes pupils and staff aware of how they can keep themselves safe including online.  Safeguarding and CP Policy is also made available for parents this may be by paper copy/electronic/website etc. The setting is continuously a safe learning environment for children and young people. The DSL acts as a point of contact with whom to raise safeguarding concerns (including those raised by the school filtering and monitoring system).","The DSL has ensured that the importance of safeguarding and child protection is embedded throughout the setting, ethos and curriculum.  Staff actively promote safeguarding and take responsibility for their own and others safety. DSL is available to deal with safeguarding and child protection during and outside of school hours. The DSL provides all staff with ongoing safeguarding support, advice and expertise. Senior Leadership Team work effectively together and with the Designated Safeguarding Lead, to ensure a whole school approach to safeguarding.  ",null,"Staff induction program, updated training records. \nMinutes of meetings where CP updates are shared. \nCP and safeguarding policy reviewed and updated annually.\nCP and safeguarding notice board up to date and visible within the setting.\nAnnual safeguarding report presented to governors. \nSafeguarding link governor is actively involved in safeguarding within the setting and provides termly reports for governors."]
["1.3) Responsibilities for safeguarding and promoting the welfare of children and young people integrated into Policy and Procedures of the setting.","Policies are in place but not reflected in practice, or staff are not aware of their content. Policies are not developed through consultation.","Policies and internal documents have safeguarding and promoting the welfare of children and young people, including Prevent duty and online safety embedded throughout.  They are reviewed and updated annually.  The accountable body (governing bodies/proprietors/management committee/registered provider) ensure that effective policies and procedures are in place which are disseminated to all staff in accordance with LA guidance and SSCP procedures.  All staff are aware of their safeguarding roles and responsibilities and that they are aware of a multi-agency approach to support children and young people.","The accountable body (governing bodies/proprietors/management committee/registered provider) contribute to the review and development of safeguarding and child protection policy.  All team and individual plans contain clear objectives in relation to safeguarding and relate to the overall setting development plan. There are robust procedures to monitor children who are absent from education and children who are electively home educated.",null,"CP and safeguarding policy. \nSEF and improvement plans. \nDSL role clearly defined (KCSIE2024/  EYFS framework 2023)\nOfsted reports.                                        CME/EHE arrangements.\nStaff training records. \nStaff handbook. \nMinutes of meetings. \nEvidence of contribution to multi agency working documents                                      Prevent risk assessment/self-assessment Annual review of online safety"]
["1.4) The setting has a clear safeguarding structure which is understood by all staff and volunteers.","Staff have access to the SSCP guidance but are not clear about their responsibilities.  There is no coordinated approach to dealing with concerns.  Inconsistent supervision arrangements are in place.  Policy in place but is not adhered to.  No clear management oversight.","Staff have access and understand national and local SSCP guidance.  Where concerns have arisen, accurate records are kept.  Senior managers lead by example and are a support to all staff.","There is dedicated safeguarding supervision for those staff actively involved in CP and safeguarding.  There is a structured monitoring cycle to evidence the impact of actions taken.  There is additional support for staff around multi agency working.",null,"Induction processes clearly sets out safeguarding structure and responsibilites.                                Robust supervision arrangements are in place.  Job descriptions clearly outline responsibilites and lines of reporting.                                                          "]
[]
["Once you have completed this sheet,\n please move to the next worksheet",null,null,{"$f":"IF(COUNT(E6:E11)<3, \"remember to fill in the blanks\", \"Sheet Complete\")","v":"remember to fill in the blanks"}]
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[null,null,null,"GO TO NEXT SECTION"]

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[3]
[2]
[1]

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["2. A clear statement of the agency’s responsibility towards children is available to all staff "]
["PLEASE NOTE: You must be able \nto evidence the response selected"]
[null,"Evidenced Response"]
["Standard to Be Achieved","3. Requires Improvement","2. Effective","1. Exceeds requirements","Score","Evidence - Suggested details of Evidence to Support Score of '2' Effective or '1' - Exceeds requirements","If '3'  Requires Improvement' is selected, what plans are in place to meet the required standard?  Who is responsible for these actions and by when?"]
["Statement",null,null,null,null,"If 'Exceeds requirements' share best practice with your local safeguarding community partnership.","If 'Requires Improvement' transfer actions to Agency Action Tracker"]
["2.1) The organisation /agency has a Child Protection Policy in line with Keeping Children Safe in Education, Early Years Foundation Stage Framework and SSCP guidance.","CP and safeguarding policy is in line with SSCP and local authority guidance is in place but not readily accessible to staff, parents and young people.","A clear CP and safeguarding policy is in place in line with  KCSIE , EYFS , SSCP guidance and local authority guidance. The policy is readily accessible to all staff, parents and young people.","A clear CP and safeguarding policy is in place, in line with KCSIE, EYFS,  SSCP guidance and local authority guidance. It is readily accessible to all staff, parents and young people. Periodic audits are carried out to ensure that all staff are aware of CP and safeguarding policy contents, and how to access. ",null,"CP raising awareness training is updated as required. \nRegular DSL training to ensure CP and safeguarding policy is updated, current and in line with SSCP and LA guidance.\nRegular staff meetings to ensure staff are fully conversant with SSCP guidance and procedures.\nSection 11 safeguarding audits completed and actions followed up. Practice audits completed for applicable children.\nLow level concerns policy.          Behaviour policy                                  Staff behaviour policy            \nAwareness and follow up of children who are absent or missing from education. "]
["2.2) An effective complaints process is in place and available to all.","Complaints process not in place.  Statement re complaints procedure in place but staff are unaware of its contents.  Complaints process is in place but not promoted or monitored.","There is a complaints procedure in place that is available to all staff, parents and young people.","Setting has complaints procedure in place, the process is promoted to all staff, parents and young people.  There is effective monitoring and evaluating of any complaints.  All concerns, discussions and decisions made are recorded, and the reasons for those decisions are recorded in writing. Information is kept confidential and stored securely.  Concerns and referrals are retained in a separate child protection file for each child. All complaints are dealt with in a timely manner.",null,"Complaints Procedure statements (statutory). \nComplaints procedure set out in staff handbook, school prospectus, school website.\nAvailability of complaints book to record any concerns. \nWorry box (child friendly medium to record concerns). \nAll complaints to be monitored and evidence that issues are being addressed to be provided.       Complaints dealt with in a timely manner.                     "]
[" 2.3) Any organisation commissioned by the setting or who uses the setting premises (even if out of hours) are compliant with section 11 requirements and Organisational responsibilities as outlined in Chapter 4 Working together to Safeguarding Children 2023. ","Contracts or quality assurance protocols are in place but are either not monitored or make no explicit reference to safeguarding and promoting the welfare of children.","Contracts or quality assurance protocols are in place, are monitored and make explicit reference to safeguarding and promoting the welfare of children and are compliant with section 11.","Contracts or quality assurance protocols evidence compliance with section 11.  Sanctions are in place for non-compliance.  Any concerns are reported to Education Improvement Service.",null,"Contractual  agreements/contracts policy/Quality assurance template."]
["2.4) The setting has a clear equality and diversity statement in place.             \n ","An equality/diversity policy is not in place for the Setting. ","An equality/diversity policy is in place and regularly monitored and reviewed.  Staff are aware of their responsibilities, training is inclusive and delivered to all staff as part of professional development.","An equality/diversity policy is in place and is regularly monitored and reviewed.  Children, young people and families are consulted during the review process.  Staff are aware of their responsibilities.  Specific training programs re diversity and equality are delivered to all staff in addition to on-going professional development. Governing bodies and proprietors are aware of their obligations under the Human Rights Act 1998 and Equality Act 2010.\n. ",null,"Equality/diversity policy and procedure.     Induction procedure and staff handbook.  Staff training records."]
["2.5) There is a process for recording incidents, concerns and referrals in relation to children and young people and the actions that result.","There is inconsistent practice within the setting for dealing with incidents/concerns.","There is consistent practice within the setting for dealing with incidents/concerns.  Records are kept accurately and securely.","There is consistent practice within the setting to accurately and securely record referrals and all concerns.  Setting can demonstrate this has a positive outcome for young people and families.  There are methods of communication available for children and young people to express their views. All low-level concerns are recorded in writing. Records are regularly  reviewed  so potential patterns of inappropriate, problematic or concerning behaviour can be identified.",null,"LA termly Practice Audits (good practice but not statutory)\nCP and safeguarding policy. \nIndividual files of children and young people. \nLiquid Logic/EHM records.\nInitial assessments to identify needs of the child/young person. \nWorry box for children.\nHate crime reporting form. \nCP reviews. \nSafe place for children and young people to talk to members of staff with concerns. "]
[]
["Once you have completed \nthis sheet, please move to the next worksheet",null,null,{"$f":"IF(COUNT(E8:E12)<5, \"remember to fill in the blanks\", \"Sheet Complete\")","v":"remember to fill in the blanks"}]
[]
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[null,null,null,"GO TO NEXT SECTION"]

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[null,null,null,"Back to INTRODUCTION",null,null,null,null,null,null,"questions","answer 1","answer 2","answer 3","unanswered"]
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["3. A Clear line of accountability within the organisation for work on safeguarding and promoting the welfare of children"]
["PLEASE NOTE: You must be able to evidence the response selected"]
[]
[null,"Evidenced Response",null,null,null,null,null," "]
["Standard to Be Achieved","3. Requires Improvement","2. Effective","1. Exceeds requirements","Score","Evidence - Suggested details of Evidence to Support Score of '2' Effective or '1' - Exceeds requirements","If '3'  Requires Improvement' is selected, what plans are in place to meet the required standard?  Who is responsible for these actions and by when?"]
["Statement",null,null,null,null,"If 'Exceeds requirements' share best practice with your local safeguarding community partnership.","If 'Requires Improvement' transfer actions to Agency Action Tracker"]
["3.1) There is a named person/s with a clearly defined role and responsibilities in relation to safeguarding.  ","The DSL is not part of the senior leadership team and there is no clear line of accountability.  ","The DSL is part of senior leadership team.  The role is clearly defined and all staff are aware of line of accountability.","The DSL fully understands their role and responsibilities. The DSL is part of the senior leadership team and takes full accountability for safeguarding. The DSL is fully compliant with all section 11 reporting.  All staff are aware of lines of accountability and have a clear understanding of their own responsibility. Governing bodies and proprietors ensure that mechanisms are in place to assist staff to understand and discharge their roles and responsibilities as set out in Part one (or Annex A if appropriate) of KCSIE 2024 and where appropriate EYFS part three.",null,"CP and safeguarding policy and procedure.                                                             \nSpecific DSL job description to include clarification of roles and responsibilities  (to include  filtering and monitoring)\nStaff handbook. \nCode of conduct. \nSupervision notes. \nClear displays around the setting inform staff, parents and young people of details of DSL and deputies.\nPractice audits (non-statutory) and section 11 audits (statutory)"]
["3.2) Staff and volunteers are clear about who within the Setting are the named person/s. ","Staff and volunteers are not aware who is DSL/deputy DSL in setting.","Staff and volunteers are aware of who is DSL/deputy DSL.","Staff and volunteers are aware of DSL/deputy DSL. Contacts are clearly displayed within the setting and all staff have a clear understanding of their responsibilities and who they should approach  (both internally and externally) if they have any concerns. ",null,"CP and safeguarding policy. \nDSL job description. \nDeputy DSL job description. \nStaff job descriptions. \nStaff handbook. \nVolunteer handbook. \nCode of conduct (KSCIE 2024/ EYFS) \nStaff supervision."]
["3.3) Staff/volunteers are aware of their personal responsibilities if they are concerned about a child/young person.","Staff and volunteers do not have a clear understanding of their safeguarding responsibilities.","Staff and volunteers can demonstrate a competent and clear understanding of their safeguarding responsibilities.","Staff and volunteers have a secure knowledge of their safeguarding responsibilities and are competent when dealing with safeguarding issues. Staff have understanding of their duty to report safeguarding concerns including concerns of FGM and potential Radicalisation. Information is displayed within the school/ setting regarding who to raise any safeguarding concerns to. ",null,"CP and safeguarding policy.  \nDSL job description. \nDeputy DSL job description.  \nStaff job descriptions. \nStaff handbook.  \nCode of conduct (KCSIE 2024/ EYFS). \n Supervisions.\nCP training (KCSIE 2024/ EYFS). \nInduction/CP training for all staff, governors and volunteers.                  Senior Mental Health lead role (not statutory)                                                         ",null,"NOTE: Random check colleagues awareness and or training records completed and logged separately"]
[]
["Once you have completed this sheet,\nplease move to the next worksheet",null,null,{"$f":"IF(COUNT(E9:E11)<3, \"remember to fill in the blanks\", \"Sheet Complete\")","v":"remember to fill in the blanks"}]
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[]
[null,null,null,"GO TO NEXT SECTION"]

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[null,null,null,"Back to INTRODUCTION",null,null,null,null,null,null,"questions","answer 1","answer 2","answer 3","unanswered"]
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["4. Service development takes account of the need to safeguard and promote welfare and is informed, where appropriate, by the views of children and families. "]
["PLEASE NOTE: You must be able to evidence the response selected"]
[]
[null,"Evidenced Response"]
["Standard to Be Achieved","3. Requires Improvement","2. Effective","1. Exceeds requirements","Score","Evidence - Suggested details of Evidence to Support Score of '2' Effective or '1' - Exceeds requirements","If '3'  Requires Improvement' is selected, what plans are in place to meet the required standard?  Who is responsible for these actions and by when?"]
["Statement",null,null,null,null,"If 'Exceeds requirements' share best practice with your local safeguarding community partnership.","If 'Requires Improvement' transfer actions to Agency Action Tracker"]
["4.1) There are mechanisms in place that enable the views of children and young people to be taken into account in the planning and provision of services.\n\n","There are no mechanisms in place to enable the views of children and young people to be taken into account in the planning and provision of services.","Strategies are in place to collate the views of children, young people and families.  The need to safeguard and promote welfare is incorporated into the service development plans.","The setting is proactive at engaging children, young people and families in the planning process, responding to unmet needs and the views of children, young people and families and encourage a culture of listening to children and taking account of their wishes and feelings and putting measures in place to protect them.\nStaff understand the difficulties that children may have in approaching staff about their circumstances and consider how to build trusted relationships which facilitate\ncommunication.\nFeedback is gained from the children and parents on the provision of services both within the school and community ",null,"Consultation with children and families by various methods e.g. questionnaire, consultation café.\nEarly Help meetings. \nSchool council. \nChild Protection & Safeguarding Policy & Procedure (Statutory). \nSEF.\nFeedback forms/ information.                    Integration practitioner meetings"]
["4.2) Actively use and share the views of children/young people and families.","Children, young people and families are not consulted therefore views are not actively used or shared.","The setting uses and shares its data in order to identify areas for service development.","The setting actively uses and shares its data in order to identify and implement service development.  It responds to unmet needs and the views of children young people and families.\nFeedback is reflected on and discussed as part of SEF to identify areas of development ",null,"LA Practice Audits (to be retained by school setting)\nFeedback provided to committees on how their views have been listened to and acted upon (Working Together 2023). \nNewsletters. \nGovernors Meetings.\n Student Council Meetings. \nSEF."]
[]
["Once you have completed \nthis sheet, please move to the next worksheet",null,null,{"$f":"IF(COUNT(E9:E10)<2, \"remember to fill in the blanks\", \"Sheet Complete\")","v":"remember to fill in the blanks"}]
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[null,null,null,"GO TO NEXT SECTION"]

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[null,null,null,"Back to INTRODUCTION",null,null,null,null,null,null,"questions","answer 1","answer 2","answer 3","unanswered"]
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["5. Staff training on safeguarding and \npromoting the welfare of children for all staff working with or in regular contact with children and families"]
["PLEASE NOTE: You must be able to evidence the response selected"]
[]
[null,"Evidenced Response"]
["Standard to Be Achieved","3. Requires Improvement","2. Effective","1. Exceeds requirements","Score","Evidence - Suggested details of Evidence to Support Score of '2' Effective or '1' - Exceeds requirements","If '3'  Requires Improvement' is selected, what plans are in place to meet the required standard?  Who is responsible for these actions and by when?"]
["Statement",null,null,null,null,"If 'Exceeds requirements' share best practice with your local safeguarding community partnership","If 'Requires Improvement' transfer actions to Agency Action Tracker"]
["5.1) An induction process is in place which includes knowledge of the settings Child Protection & Safeguarding Policies and Procedures as well as basic Child Protection training.","There is no coordinated approach to staff training.  There is a lack of guidance to staff on how to meet their training needs.  Workloads are not adjusted to allow access to training.","All staff receive comprehensive induction training covering child protection and are able to recognise and report and concerns about children's safety and welfare immediately as they arise.","Individual training pathways are in place for all staff.  The setting can evidence training pathways and can demonstrate the impact that training has on practice, including multi-agency practice.  A thorough and comprehensive induction process is place which addresses safeguarding issues and which is delivered in a timely manner. Induction includes information and signposting to Part one of KCSIE, EYFS and local guidance.",null,"Staff development plans linked to supervision. \nTeacher appraisal (statutory). \nInduction process. \nRecords of staff training dates and when they require renewal. \nDSL will meet with new staff to ensure they are aware of CP & Safeguarding policy and procedure."]
["5.2) A record is kept of staff/volunteers who have completed an induction and \" Raising awareness in safeguarding and child protection training\"             ","No register is kept to monitor who within the staff team has received training.","A database of staff who have accessed training is kept and is regularly reviewed and updated.","A training database of staff who have accessed training is maintained and is regularly reviewed and updated.  Regular updates are provided through staff meetings.  Training requirements are identified and actioned.",null,"Training Records /  Matrix\nSupervision records"]
["5.3) Staff training needs are reviewed to ensure knowledge of child protection and safeguarding is maintained and up to date.","Staff training needs are not reviewed.  Staff do not update their training.","Training needs are reviewed and discussed regularly between staff and their line managers.  Child Protection policy and guidance is made available to staff at all times.  The DSL attends updated child protection training and designated safeguarding lead training every two years.  All other staff to update CP training every three years in line with SSCP requirements.","The setting regularly assesses training needs and provides Safeguarding update at least annually. There is ongoing evaluation of the effectiveness of the training attended.  The setting provides annual training for all staff, supplemented by regular updates in staff meetings.",null,"Personal Development Plans. \nAttendance at Multi Agency Forum/Meetings. \nTeacher appraisal (statutory). \nTraining Matrix for DSL specific training as well as all staff attending raising awareness training, Online Safety training records, Prevent training records."]
["5.4) Additional training is available for all staff working with children/young people as required.","Staff are not given the opportunity to renew their training every three years. Designated leads do not update their training every 2 years.","All staff renew their training every three years and experienced designated safeguarding leads/deputy designated safeguarding leads every 2 years.  Staff access additional training when the need is identified.","All staff are able to access training as requested to assist them in meeting the needs of the children within their care and their own professional development.  Staff access local training through EIS staff and early help training teams.",null,"Safeguarding consultancy reports.\nCertificates for attendance on training courses. \nTraining records/matrix."]
["5.5) Safeguarding training and practice is sourced both internally and externally to the setting.","No opportunities to share good practice internally or externally.","Good practice is shared internally.  External trainers provide training to staff to ensure SSCP and LA procedures for safeguarding are met.","Staff access training through a number of different arenas. Feedback from external training is shared with staff. Safeguarding updates and good practice are discussed and actioned during regular team meetings.",null,"Minutes of staff meetings. \nCertificates for attendance on training courses. \nKnowledge of topics covered in the safeguarding network meetings and any other forums. "]
["5.6) All training incorporates statutory requirements around equal opportunities.","Training does not incorporate statutory information around equal opportunities.","All training attended incorporates statutory requirements around equal opportunities.","Feedback from training attended clearly highlights that equal opportunities has been embedded within the training session.",null,"Training materials."]
[]
["Once you have \ncompleted this sheet, please move to the next worksheet",null,null,{"$f":"IF(COUNT(E9:E14)<6, \"remember to fill in the blanks\", \"Sheet Complete\")","v":"remember to fill in the blanks"}]
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["6. Recruitment, vetting procedures and allegations against staff "]
["PLEASE NOTE: You must be able to evidence the response selected"]
[]
[null,"Evidenced Response"]
["Standard to Be Achieved","3. Requires Improvement","2. Effective","1. Exceeds requirements","Score","Evidence - Suggested details of Evidence to Support Score of '2' Effective or '1' - Exceeds requirements","If '3'  Requires Improvement' is selected, what plans are in place to meet the required standard?  Who is responsible for these actions and by when?"]
["Statement",null,null,null,null,"If 'Exceeds requirements' share best practice with your local safeguarding community partnership","If 'Requires Improvement' transfer actions to Agency Action Tracker"]
["6.1) There is an accessible safe recruitment policy outlining how to recruit safely for staff who have contact with children, including - checks need to be undertaken to determine suitability and incorporating the recommendations from KCSIE 2024 and where applicable EYFS statutory guidance 2023.\n\n","The setting has not considered, or formulated a written policy in regard to safer recruitment and employment ","The setting has a written procedure that covers recruitment and vetting checks and links to the Child Protection & Safeguarding Policy.Pre-appoitment checks are undertaken","The setting has a written recruitment and selection policy which is effective, embedded, adhered to, reviewed and updated annually.  Safer recruitment training has been accessed by those involved in the recruitment process. All appropriate checks are completed and recorded in line with Safer Recruitment guidance, KCSIE and EYFS. ",null,"Single central record of recruitment and vetting checks .  \nSafeguarding and child protection policy and procedure.\nSafer recruitment policy and written procedure."]
["6.2) Staff are aware of the safer recruitment policy and how to access it.","Staff are not aware of the safe recruitment policy.","Staff are made aware of the safer recruitment procedure during induction and regularly updated when necessary.","Stringent and robust vetting procedures in place for staff and other adults.  Staff have a clear understanding of the procedure and policy.",null,"Single central record of recruitment and vetting checks (Statutory).                             Safeguarding and child protection policy and procedure.                                        Staff handbook."]
["6.3) The setting ensures all those who have contact with children have appropriate checks in line with current statutory legislation and guidance.  The setting obtains the relevant references, employment checks and verifies the identity of job applicants, and retains records.","The setting does not have mechanisms in place for carrying out appropriate statutory checks or fails to undertake the full range of checks prior to recruitment.","The setting is fully compliant with policy and procedures and follows statutory legislation and guidance.  All checks are held on a single central record.  Staff files contain all relevant information.  Arrangements are in place to monitor and review processes.","The setting can demonstrate via audit activity that they are compliant with Safer Recruitment guidance, KCSIE and EYFS.\nInternal audits are carried out at regular intervals to ensure that all staff checks and files are up to date.  The central record is reviewed by a nominated/designated person and reports to governors on audit findings. Job adverts include the school/college commitment to safeguarding and make clear that safeguarding checks will be undertaken and clarifies the safeguarding responsibilities of the post as per the job description and person specification.",null,"Single central record of recruitment and vetting checks (statutory). \nSafeguarding and child protection policy and procedure \nStaff files. \nStaff handbook. \nSEF."]
["6.4) Safer recruitment training is accessed by at least one person who sits on the appointing panel .","No training is offered to staff.  Those that are involved in recruitment have not accessed training.","Training is provided for designated staff with lead responsibility for this area and knowledge is cascaded to all staff involved in recruiting staff on a regular basis.","The setting ensures staff training is provided to more staff and governors than is required on a regular basis.  There is a well-developed pool of staff and governors that can be used for recruitment.",null,"Training records. Matrix."]
["6.5) Systems are in place for children/young people, families and staff to make a complaint where there are concerns and/or allegations about a member of staff.","Procedures do not include guidance about confidential reporting.","The setting provides a confidential reporting/complaints policy which is clear to both staff, children, young people and families on how to report a concern or make a complaint."," Policy and guidance promotes a positive and open culture that enables staff to report unsuitable behaviour with confidence.  The organisation includes confidential reporting within interagency training.  The policy is reviewed annually.",null,"Statement of procedures for dealing with allegations of abuse against staff (statutory).  Child protection training.\nLocal Authority Designated Officer (LADO) processes. \nStaff discipline, conduct and grievance procedures (statutory).Complaint records."]
["6.6) Whistle-blowing procedures are in place, to allow all staff/volunteers to raise issues of poor practice.","The procedure does not include guidance about whistle-blowing.  Staff and volunteers are not aware of how to report incidents.","The setting provides a confidential reporting/whistle-blowing policy.  Staff are clear about their roles in reporting poor practice.","Policy and guidance on whistle-blowing positively provides an open culture within the setting.  Staff can report unsuitable behaviour with confidence.  The process is robust, reviewed annually and is integrated into other interagency training. Staff are provided with information about external organisations to which they can report any whistleblowing concerns.",null,"Statement of procedures for dealing with allegations of abuse against staff (statutory). \nChild protection & Safeguarding policy and procedure. \nChild protection training. \nStaff discipline, conduct and grievance procedures (statutory). \nLADO processes.  \nWhistle-blowing policy."]
["6.7) The setting has formal procedures in place regarding investigation of allegations of abuse against those who work with children and young people","There is no formal agreement on how to discharge their duties with regards to the investigation of allegations of abuse against people who work with children and young people. ","The setting has formally agreed procedures which are clear and understood by everyone.  All allegations are reported appropriately to the LADO.","There is a plan in place to ensure procedures are monitored, reviewed and reported on regularly.  All employees are fully conversant with policy procedures.  Guidance is provided to those employees facing allegations of abuse.",null,"Code of conduct (statutory).                          Staff handbook.                                              LADO processes.                                          Staff discipline, conduct and grievance procedures (statutory).                                    Safeguarding and child protection policy. Whistle-blowing policy.                                Low-level concerns policy"]
["6.8) The setting has recording and retention systems in place for allegations.","There is no formal system in place for recording allegations.","The setting has clear and effective recording systems to record allegations which are retained in a secure manner.","There are effective procedures for dealing with allegations against people who work with children in operation.  They are monitored and reported on regularly.  Procedures are disseminated to all employees.  Guidance is available to those employees facing allegations of abuse, which is signed and dated to show it has been issued and read.",null,"Statement of procedures for dealing with allegations of abuse against staff (statutory).                                                       Staff discipline, conduct and grievance procedures (statutory).                                 Staff handbook."]
["6.9) A process is in place to support all staff who are subject to an allegation.","There are no agreed arrangements in place to provide support to the subject of an allegation.  The setting is unclear and inconsistent in its arrangements for support.","Support is routinely available to all staff who are the subject of an allegation.  Details remain confidential whilst the allegation is being investigated.","Support is consistently made available to all staff who are the subject of an allegation.  The setting actively seeks feedback regarding the quality of the support provided. Systems exist to monitor the quality of this support.  Guidance on maintaining confidentiality is disseminated to all staff and reinforced in training programmes.  Disciplinary and grievance procedures are followed in the event of a breach in confidentiality.",null,"Code of conduct (statutory). \nStaff handbook.\nLADO processes. \nStaff discipline, conduct and grievance procedures (statutory). \nCentral record of recruitment and vetting checks (statutory).  \nStaff discipline, conduct and grievance procedures (statutory).             "]
["6.10) Careful consideration is given to suspending a person working with children and young people, when an allegation has been made.\n","Staff are suspended automatically if an allegation is made against them.  (Employers do not suspend staff regardless of evidence that they continue to pose a significant risk to the protection/well-being of the child).","Careful consideration is given and an evidence base in place as to whether the circumstances of each individual case warrant a person being suspended.  Advice from the LADO is implemented. ","Consideration of the appropriateness of a suspension is based on a formal interagency risk assessment.  Consistently following all procedures in a timely manner and liaising with all relevant agencies.",null,"Working with the LADO.                             Working with HR\nStatement of procedures for dealing with allegations of abuse against staff (statutory).  \n Discipline and grievance procedures (statutory)."]
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["Once you have completed this sheet, please move to the next worksheet",null,null,{"$f":"IF(COUNT(E9:E18)<10, \"remember to fill in the blanks\", \"Sheet Complete\")","v":"remember to fill in the blanks"}]
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["7. Inter-agency working"]
["PLEASE NOTE: You must be able to evidence the response selected"]
[]
[null,"Evidenced Response"]
["Standard to Be Achieved","3. Requires Improvement","2. Effective","1. Exceeds requirements","Score","Evidence - Suggested details of Evidence to Support Score of '2' Effective or '1' - Exceeds requirements","If '3'  Requires Improvement' is selected, what plans are in place to meet the required standard?  Who is responsible for these actions and by when?"]
["Statement",null,null,null,null,"If 'Exceeds requirements' share best practice with your local safeguarding community partnership.","If 'Requires Improvement' transfer actions to Agency Action Tracker"]
["7.1) The setting has a role in multi-agency strategic planning arrangements for services to safeguard and promote the welfare of children.","The setting works in isolation, leading to duplication of work. The organisation is not aware of other agencies’ involvement with children and families who use their services. Staff do not routinely attend multi-agency meetings or understand the importance of their attendance and contribution. The setting cannot demonstrate a culture of challenge which enables staff to improve poor practice within another agency or within their own setting. ","The setting ensures that all staff contribute to inter-agency working in line with statutory guidance Working Together 2023.  Information is clear and staff are aware of both their individual and Setting responsibilities for Section 11, Children Act, 2004. e.g. (safeguarding and promoting the welfare of children and young people). ","Setting leadership actively promotes multi agency working and has close links with relevant Shropshire safeguarding groups e.g. Integration meetings, Locality development meetings, safeguarding networks.   Policies and procedures  are in place to support staff in sharing information and working with other agencies. ",null,"Job descriptions.  \nDesignated Safeguarding Lead. \nKey person.  \nChild Protection & Safeguarding Policy and Procedure. \nEarly Help Partnership Meetings.               \nAttendance at Locality Development Meetings/Integration Practitioner meetings                                           Completion of Practice Audits.             Multi Agency work.\nSupervision. \nUse of Liquid logic and EHM\nMinutes of Multi-agency meetings."]
["7.2) Staff are pro-active in ensuring that multi-disciplinary and inter-agency working is effective, and issues that arise are appropriately and effectively resolved.","The setting works in isolation, leading to duplication of work. There is no awareness of other agencies’ involvement with children and families who use their services. Staff do not routinely attend multi-agency meetings or understand the importance of their attendance and contribution. The setting cannot demonstrate a culture of challenge which enables staff to improve poor practice within their own or other agency. ","Information is clear.  Staff are aware of both their individual and Setting responsibilities for Section 11, Children Act, 2004. The setting actively promotes multi agency working and barriers to this are addressed both internally and with other agencies/teams.  There is clear representation at multi-agency meetings e.g. child protection conferences, core groups and early help partnership meetings.\n","The setting is proactive in obtaining information about support services and their roles.  Robust recording systems are in place to evidence collaborative working.  Audits are used to self-evaluate and identify gaps in practice and inform action planning and joined up working. The school is pivotal in contributing to multi-agency working in line with statutory guidance (working together to safeguard children 2023)",null,"Job descriptions. \nDesignated Lead. \nKey person.\n Safeguarding Policy and Procedure. Practice Audits.\nEarly Help plans. \nMulti Agency work.                                     Integration Practitioner meetings \nSupervision. \nMinutes of multi-agency meetings.      Use of  escalation process."]
["7.3) Arrangements are in place to support effective interagency working on individual cases.","The setting does not utilise and build on existing assessments. The setting does not engage with partner agencies e.g. Early Help tools and resources.","Senior Leaders/Managers pro-actively encourage multi-agency working within the setting.                                 Appropriate staff are trained, updated and encouraged to utilise Early Help tools and resources to support multi agency working.","Monitoring is in place to demonstrate the effectiveness of a variety of Early Help assessments in turns of outcomes for children and families.  The setting undertakes audits in line with EIS and LA procedures and implements actions identified.",null,"Practice Audits (not statutory and no requirement to return completed practice audits to LA)\nLiquid logic/EHM\nChronologies. \nEvidence of Early Help training. \nMinutes of multi-agency meetings.\nSafeguarding consultancies "]
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["Once you have completed this sheet,\n please move to the next worksheet",null,null,{"$f":"IF(COUNT(E9:E11)<3, \"remember to fill in the blanks\", \"Sheet Complete\")","v":"remember to fill in the blanks"}]
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["8. Information sharing "]
["PLEASE NOTE: You must be able to evidence \nthe response selected"]
[]
[null,"Evidenced Response"]
["Standard to Be Achieved","3. Requires Improvement","2. Effective","1. Exceeds requirements","Score","Evidence - Suggested details of Evidence to Support Score of '2' Effective or '1' - Exceeds requirements","If '3'  Requires Improvement' is selected, what plans are in place to meet the required standard?  Who is responsible for these actions and by when?"]
["Statement",null,null,null,null,"If 'Exceeds requirements' share best practice with your local safeguarding community partnership.","If 'Requires Improvement' transfer actions to Agency Action Tracker"]
["8.1)  A clear policy of the settings responsibility regarding secure information sharing, relevant to the safeguarding of children.","Information is not shared appropriately.  There is no clear guidance for staff regarding information sharing and recording.","Information is shared in a way that is ethical and legal in accordance with guidance from SSCP and LA.  Staff have a clear understanding of recording and sharing accurate information in a secure manner.  All safeguarding information about a child/young person is forwarded securely to any new setting.","The setting has a clear policy which encourages appropriate information sharing  both internally and with outside agencies and professionals and  can evidence how this impacts on outcomes for children and families. Good clear knowledge and understanding of GDPR. Excellent communication systems with up-to-date information that can be accessed and shared by those who need it.  Training clearly addresses the need for appropriate information sharing. School and college staff are pro-active in sharing information as early as possible to help identify, assess and respond to risks or concerns about the safety and welfare of children.",null,"Information Sharing policy with guidance around GDPR and the handling and storing of information.  \nTraining records e.g. at least one member of staff trained to use Liquid logic database. \nSupervision. \nCompletion of information sharing guidance for practitioners."]
["8.2) Staff/volunteers are aware of information sharing policies and their responsibilities relating to them.","There are no clear information sharing policies in place.  Staff are not aware of the information sharing policies or their responsibilities relating to them.","Staff who come into contact with children understand and implement their responsibilities in relation to information sharing.","The information sharing policy and procedures are consistently embedded throughout the setting.\nClear guidance in place for staff relating to when, who to and how to share safeguarding concerns are in place. \nStaff understand their duty to share information in line with local and government guidance including the Prevent duty. ",null,"Staff Handbook. \nSafeguarding and Child Protection Policy and Procedure. \nCode of conduct. \nSupervision. \nTraining and induction records. \nInformation sharing guidance."]
["8.3) The setting ensures that all staff are trained in information sharing and GDPR.               ","Staff do not receive any training on information sharing.","The setting ensures that all staff receive regular training, updates and information relating to information sharing.","DSL ensures that training is adhered to, identifies any additional training needs and actively supports staff in implementation of the information sharing policy. The DSL is equipped to understand the importance of information sharing, both within the school and college, and  with other schools and colleges on transfer including in-year and between primary and secondary education.",null,"Safeguarding and CP Policy and Procedure                                         Evidence of training. \nLiquid logic. \nPractice Audits (non statutory)\nSupervision. \nChildrens individual plans. \nInformation sharing guidance. Training records/ matrix"]
["8.4) Records relating to children/young people are stored securely and safely.","Inconsistency of recording concerns.                             There is no secure place to store records.","The setting keeps detailed accurate written records of concerns and referrals.                                                       Records are kept securely in one central place and are accessible through key personnel only.","A consistent process of auditing and record keeping where good practice is identified and poor practice is challenged is in place.",null,"Safeguarding and Child Protection policy and procedure. \nPractice audits.  \nLiquid logic\nChildrens individual plans. \nSupervision.\nInformation sharing policy."]
["8.5) Staff are aware of who to go to should they require clarification on information sharing.","Staff do not know whom they should go to if they have any concerns about sharing information. ","Staff  training includes key messages that fears about information sharing must not stand in the ways of safeguarding children. Staff have a named contact to whom they can go for clarification of any issues in relation to information sharing ","The setting has a robust support network for all staff relating to information sharing.  Staff are confident in their information sharing practice. ",null,"Safeguarding and Child protection policy and procedure. \nSupervision. \nInformation sharing policy. \nFlowchart or roles and responsibilities. Appropriate use of Liquid logic and internal recording systems."]
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["Once you have completed this sheet, please move to the \nnext worksheet",null,null,{"$f":"IF(COUNT(E11:E13)<3, \"remember to fill in the blanks\", \"Sheet Complete\")","v":"remember to fill in the blanks"}]
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["9. Anti-Bullying "]
["PLEASE NOTE: You must be able to evidence the response selected"]
[]
[null,"Evidenced Response"]
["Standard to Be Achieved","3. Requires Improvement","2. Meets Requirements ","1. Exceeds requirements","Score","Evidence - Suggested details of Evidence to Support Score of '2' Effective or '1' - Exceeds requirements ","If '3'  Requires Improvement' is selected, what plans are in place to meet the required standard?  Who is responsible for these actions and by when?"]
["Statement",null,null,null,null,"If 'Exceeds requirements' share best practice with your local safeguarding community partnership.","If 'Requires Improvement' transfer actions to Agency Action Tracker"]
["9.1) Written statements and procedures for preventing bullying/Child on child abuse are in place.","Not all staff are aware of the behaviour policy -  which includes measures to prevent bullying (including\ncyberbullying, prejudice-based and discriminatory bullying). ","There is a robust behaviour policy in place (which should include measures to prevent bullying, including\ncyberbullying, prejudice-based and discriminatory bullying). The School Child Protection Policy  outlines the schools approach to addressing child-on-child abuse and this aligns with the approach in the School Behaviour Policy. ","Codes of behaviour and anti-bullying procedures are written in consultation with young people.\n\nA welcome policy/statement  for new children, young people and their families that aims to attract members from diverse groups.",null,"evidence of behaviour policy/anti-bullying policy. Evidence of child on child abuse policy, or reference to dealing with child on child abuse within the safeguarding and child protection policy. "]
["9.2) Open discussion and anti-bullying review sessions take place.","A complaints policy/statement and procedure is in place for the organisation.","Clear information about your behaviour/anti-bullying policy, code of behaviour, anti-bullying procedure and complaints procedure/statement, is available and accessible to all staff, volunteers, children and young people and families that use your service.","Regular discussions/input about bullying issues take place with the children and young people who use your service.",null,"regular reviews undertaken , surveys, Assemblies, PSHE topic discussion"]
["9.3) The school/college/Setting has developed a response to incidents of bullying/Child on child","A written anti-bullying procedure for managing and responding to incidents of bullying, including cyberbullying, is in place but not all staff are aware.","Support and/or training for all staff and volunteers on dealing with all forms of bullying, including racist, sexist, homophobic and sexual bullying.","Young mentor/buddying schemes are in place. Child on child abuse policy in place or there is reference to child on child abuse within the safeguarding and child protection policy.",null,"Worry/concerns box.                              School council. Feedback from pupil surveys.                              Mentor/buddying report.                         Record for concerns.                                Hate crime reporting."]
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["Once you have completed this sheet, please move to the next worksheet",null,null,{"$f":"IF(COUNT(E9:E11)<3, \"remember to fill in the blanks\", \"Sheet Complete\")","v":"remember to fill in the blanks"}]
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[null,null,null,"Back to INTRODUCTION",null,null,null,null,null,null,"questions","answer 1","answer 2","answer 3","unanswered"]
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["10. Relationship and Sex Education "]
["PLEASE NOTE: You must be able to evidence the response selected"]
[]
[null,"Evidenced Response"]
["Standard to Be Achieved","3. Requires Improvement","2. Meets Requirements ","1. Exceeds requirements","Score","Evidence - Suggested details of Evidence to Support Score of '2' Effective or '1' -    Exceeds requirements  ","If '3'  Requires Improvement' is selected, what plans are in place to meet the required standard?  Who is responsible for these actions and by when?"]
["Statement",null,null,null,null,"If 'Exceeds requirements' share best practice with your local safeguarding community partnership.","If 'Requires Improvement' transfer actions to Agency Action Tracker"]
["10.1) A relationship (primary)relationship and sex education (secondary) curriculum is in place.","There is no progressive, spiral curriculum. \n\nOut of date resources are used. \n\nExternal speakers or drop down days are the predominate model of delivery. \n\nRSE is delivered by untrained staff. \n\nStaff are unsure of what has been covered and what is planned. There is inconsistency of approach, gaps,  unnecessary repetition and no cross phase planning.\n","There is an age appropriate, progressive curriculum in place to deliver key stage 2 & 4 outcomes.\n\nCPD for staff and PSHE lead in place.RSE is delivered by confident and skilled staff.\n\nMechanisms are in place to ensure curriculum offer is appropriate for SEND pupils                    \n \nData is collected and used to identify vulnerable pupils and track pupils progress.","Curriculum delivery is reviewed, including student voice.  Findings inform monitoring and assessment.            \n\nResponsive curriculum using local data and information as part of contextual safeguarding response. \n \nCurriculum offer is supported and enhanced via assemblies, external speakers  and whole school  initiatives. \n\nSpecialist staff team in place or planned. There are arrangements in place to ensure consistent staff delivery from year to year. \n\nPSHE coordinator in place, supported by SMT. A link governor is identified and annual PSHE report produced.",null,"Appropriate RSE programme is delivered. PSHE Association materials/PSHE quality kite mark resources. DfE training modules accessed for RSHE. Health data (fingertips data). Local data including any schools surveys"]
["10.2) An up to date RSE policy is in place.","The policy is over two years old and/or  does not reflect  current delivery or legislation.\n\nThere is no policy on the school website\n \n ","There is a up to date  RSE policy  which reflects current delivery, a  whole school approach and home school partnership. \n\nThe policy is on the school website\n\nStaff, (teaching and non-teaching), are clear about use of language, responding to pupil’s questions and signposting to health professionals and other sources of help, support and advice. \n","There is a RSE policy which is consistent with related policies and procedures such as Bullying, Behaviour Management, Drugs and Alcohol, Equalities  , radicalisation, exploitation and Safeguarding. \n\nStatement on RSHE included in the school prospectus. \n\n \n",null,"Consultation with staff/parents. School website, School prospectus. References in other policies."]
["10.3) Parents are consulted, informed and aware of RSE  policy and curriculum \n\n","Parents are not consulted or  involved in policy review. \n\n\n","Parents are informed and aware of the policy ,their right to withdraw and the process for doing so .\n\n\n","Heads provide  discussion, support and resources for  parents considering withdrawal.   ",null,"Give examples of how you consulted e.g. questionnaire, coffee morning, workshop etc. DfE resources have been used to support parent awareness. School noticeboards, newsletters, website."]
["10.4) Emotional and Mental Health Education Curriculum is delivered.","There is no progressive, spiral curriculum delivered. \n\nOut of date resources are used. \n\nExternal speakers or drop down days are the predominate model of delivery. \nDelivered by untrained staff. \n\nStaff are unsure of what has been covered and what is planned. There is inconsistency of approach, gaps,  unnecessary repetition and no cross phase planning.","There is an age appropriate, progressive curriculum in place to deliver key stage 2 & 4 outcomes.\n\nCPD for staff and PSHE lead in place. Delivered by confident and skilled staff.\n                                                               Evidence of whole school approach to health and well-being.                                                                                               Strategic lead for EMH in place or being planned.                                                                  \nMechanisms in place to ensure curriculum offer is appropriate for SEND pupils                    \n \nUse of local and national resources.\n","Emotional and Mental Health curriculum delivered alongside targeted support and early help.\n\nEMH policy in place.\n\nWhole school ethos, linking to school values.  \n\n",null,"Use of the appropriate materials ( Eat Better, Move More KS1 & 2) and /or use nationally recognised resources from organisations such as CEOP,Public Health England, ROSPA, NSPCC,PSHE Association etc.    Active travel schemes, a mile a day, food and lunch box policy etc. Consultation with staff, families and pupils. The setting engages in the Future in Mind project."]
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["Once you have completed this sheet, please move to the next worksheet",null,null,{"$f":"IF(COUNT(E9:E12)<4, \"remember to fill in the blanks\", \"Sheet Complete\")","v":"remember to fill in the blanks"}]
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[null,null,null,"GO TO NEXT SECTION\n- This page does not \napply to Early Years Setting"]

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[null,"AGENCY ACTION TRACKER SUMMARY"]
["Agency:"]
["Date completed:"]
["Question","Requires Improvement' actions transferred from each sheet to  Agency Action Tracker","Who's responsibility?","Timescale for completion"]
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[4.2,{"$f":"'4'!G10","v":0}]
[5.0999999999999996,{"$f":"'5'!G9","v":0}]
[5.2,{"$f":"'5'!G10","v":0}]
[5.3,{"$f":"'5'!G11","v":0}]
[5.4,{"$f":"'5'!G12","v":0}]
[5.5,{"$f":"'5'!G13","v":0}]
[5.6,{"$f":"'5'!G14","v":0}]
[6.1,{"$f":"'6'!G9","v":0}]
[6.2,{"$f":"'6'!G10","v":0}]
[6.3,{"$f":"'6'!G11","v":0}]
[6.4,{"$f":"'6'!G12","v":0}]
[6.5,{"$f":"'6'!G13","v":0}]
[6.6,{"$f":"'6'!G14","v":0}]
[6.7,{"$f":"'6'!G15","v":0}]
[6.8,{"$f":"'6'!G16","v":0}]
[6.9,{"$f":"'6'!G17","v":0}]
[6.1,{"$f":"'6'!G18","v":0}]
[7.1,{"$f":"'7'!G9","v":0}]
[7.2,{"$f":"'7'!G10","v":0}]
[7.3,{"$f":"'7'!G11","v":0}]
[8.1,{"$f":"'8'!G9","v":0}]
[8.1999999999999993,{"$f":"'8'!G10","v":0}]
[8.3000000000000007,{"$f":"'8'!G11","v":0}]
[8.4,{"$f":"'8'!G12","v":0}]
[8.5,{"$f":"'8'!G13","v":0}]
[9.1,{"$f":"'9'!G9","v":0}]
[9.1999999999999993,{"$f":"'9'!G10","v":0}]
[9.3000000000000007,{"$f":"'9'!G11","v":0}]
[10.1,{"$f":"'10'!G9","v":0}]
[10.199999999999999,{"$f":"'10'!G10","v":0}]
[10.3,{"$f":"'10'!G11","v":0}]
[10.4,{"$f":"'10'!G12","v":0}]

{"sheet":"Score summary","index":14,"n_rows":27,"n_cols":6,"rows_kept":27,"cut":false,"hidden":false,"merged":[[0,3,0,5],[1,0,1,1]]}
[null,null,null,"Back to INTRODUCTION"]
["The Section 11 SET Audit Tool - Score Summary"]
[]
["Totals for each area"]
[]
["Area","No of questions","Exceeds Requirements","Effective","Requires Improvements","unanswered"]
[{"$f":"'1'!A3","v":"1. Senior management commitment to the importance of safeguarding and promoting children’s welfare "},{"$f":"'1'!K2","v":4},{"$f":"'1'!L2","v":0},{"$f":"'1'!M2","v":0},{"$f":"'1'!N2","v":0}]
[]
["2. A clear statement of the agency’s responsibility towards children is available to all staff ",{"$f":"'2'!K2","v":5},{"$f":"'2'!L2","v":0},{"$f":"'2'!M2","v":0},{"$f":"'2'!N2","v":0}]
[null,null,null,null,null,"e"]
[{"$f":"'3'!A3","v":"3. A Clear line of accountability within the organisation for work on safeguarding and promoting the welfare of children"},{"$f":"'3'!K2","v":3},{"$f":"'3'!L2","v":0},{"$f":"'3'!M2","v":0},{"$f":"'3'!N2","v":0}]
[]
[{"$f":"'4'!A3","v":"4. Service development takes account of the need to safeguard and promote welfare and is informed, where appropriate, by the views of children and families. "},{"$f":"'4'!K2","v":2},{"$f":"'4'!L2","v":0},{"$f":"'4'!M2","v":0},{"$f":"'4'!N2","v":0}]
[]
[{"$f":"'5'!A3","v":"5. Staff training on safeguarding and \npromoting the welfare of children for all staff working with or in regular contact with children and families"},{"$f":"'5'!K2","v":6},{"$f":"'5'!L2","v":0},{"$f":"'5'!M2","v":0},{"$f":"'5'!N2","v":0}]
[]
[{"$f":"'6'!A3:D3","v":"6. Recruitment, vetting procedures and allegations against staff "},{"$f":"'6'!K2","v":10},{"$f":"'6'!L2","v":0},{"$f":"'6'!M2","v":0},{"$f":"'6'!N2","v":0}]
[]
[{"$f":"'7'!A3:D3","v":"7. Inter-agency working"},{"$f":"'7'!K2","v":3},{"$f":"'7'!L2","v":0},{"$f":"'7'!M2","v":0},{"$f":"'7'!N2","v":0}]
[]
[{"$f":"'8'!A3:D3","v":"8. Information sharing "},{"$f":"'8'!K2","v":5},{"$f":"'8'!L2","v":0},{"$f":"'8'!M2","v":0},{"$f":"'8'!N2","v":0}]
[]
["9. Anti-Bullying",{"$f":"'9'!K2","v":3},{"$f":"'9'!L2","v":0},{"$f":"'9'!M2","v":0},{"$f":"'9'!N2","v":0}]
[]
["10. Relationship and Sex Education",{"$f":"'10'!K2","v":4},{"$f":"'10'!L2","v":0},{"$f":"'10'!M2","v":0},{"$f":"'10'!N2","v":0}]
[]
["Total All Areas",{"$f":"SUM(B7:B25)","v":45},{"$f":"SUM(C7:C25)","v":0},{"$f":"SUM(D7:D25)","v":0},{"$f":"SUM(E7:E25)","v":0}]