Nature of Learning | Safeguarding policy

SAFEGUARDING & CHILD PROTECTION POLICY

Written by Heather Nedzynski (DDSL) and Sarah Allington (DSL)

Reviewed and updated 01/09/2025

Safeguarding and Child Protection Policy

PURPOSE & AIMS

The purpose of Nature of Learning Forest School Safeguarding and Child Protection Policy is to ensure every child who attends the provision is safe and protected from harm. This means we will always work to:

Protect children and young people at Nature of Learning Forest School from maltreatment.
Prevent impairment of our children’s and young people’s health or development.
Ensure that children and young people at Nature of Learning Forest School grow up in circumstances consistent with the provision of safe and effective care.
Undertake that role to enable children and young people to have the best outcomes.

This policy will give clear direction to staff, volunteers, visitors, and parent/carers about expected conduct and our legal responsibility to safeguard and promote the welfare of all children.

For children who access our setting as part of their alternative provision, we recognise that our safeguarding responsibilities include ensuring that appropriate safeguarding responses are in place for children who are absent from the provision, particularly on repeat occasions. The FSL will follow the Attendance policy and the FSL or DSL will contact parents in the first instance and will follow up this action with the commissioning party in cases of AP or with Essex Hub as appropriate .

This policy applies to all children, staff, parent/carers, volunteers, and visitors.

OUR ETHOS

The child’s welfare is of paramount importance. Nature of Learning Forest School will establish and maintain an ethos in which children feel secure, are encouraged to talk, are listened to and feel safe. Children will be able to talk freely to any member of staff if they are worried or concerned about something.

Everyone who comes into contact with children and their families has a role to play in safeguarding and promoting their welfare. We recognise that staff at Nature of Learning Forest School play a particularly important role as they are in a position to identify concerns early and provide help for children to prevent concerns from escalating. All staff are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff members must always act in the best interests of the child.

All staff will, through training and induction, know how to recognise indicators of concern, how to respond to a disclosure from a child, and how to record and report this information. We will not make promises to any child, that we cannot keep, and we will not agree to keep secrets. Every child will know what the adult will have to do with any information they have chosen to disclose.

Throughout our provision, we will provide opportunities for children to develop the skills they need to identify risks and stay safe.

At all times, we will work in partnership and endeavour to establish effective working relationships with parents, carers, and colleagues from other agencies in line with Working Together to Safeguard Children (2018) and the Essex Safeguarding Children Board.

As part of our responsibilities for safeguarding and promoting the welfare of children, we will seek to identify if a child:

is disabled and has specific additional needs.
Is identified as having special educational needs
is a young carer.
is showing signs of being drawn into anti-social or criminal behaviour, including gang involvement and association with organised crime groups.
is frequently missing/goes missing from care or home.
is misusing drugs or alcohol themselves.
is at risk of modern slavery, trafficking, or exploitation.
is in a family circumstance presenting challenges for the child, such as substance abuse, adult mental health problems, or domestic abuse.
Is returning home to their family from care.
is showing early signs of abuse and/or neglect.
is at risk of being radicalised or exploited.
is a privately fostered child.

Attendance and safeguarding: In line with KCSIE 2025, unexplained or persistent non‑attendance is treated as a safeguarding risk. For AP learners we notify the commissioning party the same day of any absence, share registers in the agreed format, and escalate per ESCP thresholds.

Roles and Responsibilities

It is the responsibility of every member of staff, volunteer, and regular visitor to our Forest School to ensure that they carry out the requirements of this policy and, at all times, work in a way that will safeguard and promote the welfare of all the children. This includes the responsibility to provide a safe environment in which children can learn.

Designated Safeguarding Lead

The Designated Safeguarding Lead (DSL) is accountable for ensuring the effectiveness of this policy and our compliance with it. Although our staff take collective responsibility to safeguard and promote the welfare of our participants, there will also be a named lead who champions safeguarding within the provision.

At Nature of Learning, Sarah Allington is the Designated Safeguarding Lead (DSL) and is responsible for

identifying alternate members of staff to act as Deputy DSLs (DDSL) in her absence to ensure there is always cover for the role.
Ensuring that the policies and procedures adopted, particularly concerning referrals of suspected abuse and neglect, are followed by all staff.
Ensuring that all staff and volunteers feel able to raise concerns about poor or unsafe practice and such concerns are addressed sensitively in accordance with agreed whistle-blowing procedures.
Liaise with the LADO in the event of an allegation of abuse being made against a member of staff or volunteer.

The deputy designated safeguarding lead (DDSL) is Hev Nedzynski.

The DSL will provide advice and support to other staff on child welfare and

child protection matters. Any concern for a child’s safety or welfare will be recorded in writing and given to the DSL.

The designated safeguarding lead and or a deputy will always be available for staff to discuss any safeguarding concerns. If in exceptional circumstances, a DSL or DDSL is not available on site in person, we will ensure that they are available via telephone and/or any other relevant media.

Through appropriate training, knowledge and experience our DSL will liaise with Essex Hub and other agencies where necessary and make referrals of suspected abuse to the Essex Hub take part in strategy discussions and other interagency meetings and contribute to the assessment of children if required.

The DSL will maintain written records and child protection files ensuring that they are kept confidential and stored securely.

The DSL is responsible for ensuring that all staff members and volunteers are aware of our policy and the procedure they need to follow. They will ensure that all staff and volunteers have received appropriate child protection information during induction and have been trained appropriately.

Statutory Training Requirements

All staff at Nature of Learning will undergo safeguarding training as part of their induction process. In addition to induction, all staff receive an annual safeguarding update (minimum) to keep current with legislation, local thresholds and emerging risks.

Training content will cover:

Recognising signs of abuse and neglect.
Understanding of specific safeguarding issues, such as child-on-child abuse, grooming, and radicalisation.
Understanding the roles of the DSL, Deputy DSL, and other staff members in safeguarding.
Procedures for reporting concerns and the escalation process (including if concerns are not taken seriously or there is disagreement about the response).
How to safely handle disclosures of abuse or concerns raised by children.
The Prevent Duty: Recognising signs of radicalisation and extremist behaviour and to respond appropriately.
Online harms including image-based abuse, cyberbullying, grooming, and AI-generated sexual imagery/deepfakes; staff boundaries on device/use of images.
Specific Training for DSL and Deputy DSL: The Designated Safeguarding Lead (DSL) and Deputy DSL will receive in-depth, specialised safeguarding training refreshed at least every 2 years, with annual interim updates (ESCB briefings/DfE updates)
This will include:
Making and managing referrals
Understanding child protection plans
Liaising with schools, local authority children’s services, and other agencies.
Leading safeguarding processes across the setting.
Responsibilities for AP children, including communication with the commissioning school/LA if concerns arise or if a child is absent without explanation.

Induction process

When new staff join, they will be informed of the safeguarding arrangements in place. They will be directed to a copy of our safeguarding policy. They will also be provided with access to the digital safeguarding reporting system, including guidance on how to complete a record and who will be notified.

Every new member of staff or volunteer will receive safeguarding training during their three-month induction period. This programme will include information relating to:

-Signs and symptoms of abuse, how to manage a disclosure from a child,

-How to record and report, including referrals to The Essex Hub and the remit of the role of the Designated Safeguarding Lead (DSL). The training will also include information about whistleblowing in respect of concerns about another adult’s behaviour and suitability to work with children.

-How safeguarding applies in Alternative Provision contexts — e.g., lone working risk management, contact with commissioning schools, and recognising AP-specific vulnerabilities.

In addition to the safeguarding induction, we will ensure that

all members of staff will undertake formal safeguarding training at least every 3 years
all staff members receive regular safeguarding and child protection updates (for example, via email, e-bulletins, staff meetings), at least annually, in line with statutory requirements, to ensure they have the relevant skills and knowledge to safeguard children effectively.

The DSL and Deputy DSL will attend DSL training at least every 2 years. In addition to formal training, DSL will ensure that they update their knowledge and skills at regular intervals, but at least annually, to keep up with any developments relevant to their role.

Ongoing updates: All staff receive at least annual safeguarding briefings/refreshers; updates may be delivered via meetings, e‑bulletins or supervision.

Good Practice Procedures for Minimising Risk:

Plan the sessions to minimise situations where the abuse of children and/or young people could occur.

Arrange provision so that an adult is not left alone with a child or young person where there is little, or no opportunity of the activity being observed by others. This good practice can be as much benefit to the adult as to the child or young person.

Always have at least two adults present with a group.

Nature of Learning will always ensure ratios of adults to children reflect the age, needs and risk assessment for the activity and group, with additional consideration given for AP children with identified SEN or safeguarding needs.

Records of the address and contact phone number, plus all other necessary information are captured and securely stored for every child via the Bookwhen booking system, in line with the Data Protection policy.

All staff working with children must undergo an enhanced DBS. Pending checks, individuals will never be left alone with children unsupervised.

Any photography or filming of children and young people at Nature of Learning sessions will follow the Photography and Filming Policy (see Data Protection Policy).

Identity and Transparency

To protect all children and young people attending our sessions, it is essential that any adult present is identifiable as to their role/status.

It is therefore expected that ALL visitors, who remain on site for longer than half an hour will sign in via the visitors’ log and will not be left alone with children (other than their own).

Staff – Each member of staff is known to all the participants and other staff members.

Sign in procedure

Participants will be signed in by a parent or carer at the start of their session and recorded in the register. This register will include up-to-date emergency contact information and details of any additional needs or requirements and will be kept at every session.

Procedures for Managing Concerns

Nature of Learning adheres to child protection procedures that have been agreed locally through the Essex Safeguarding Children Board.

Every member of staff including volunteers working with children are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff members should always act in the best interests of the child and have a responsibility to act as outlined in this policy.

All staff are encouraged to report any concerns and not consider any concerns insignificant.

Early help is the initial step in providing support to children and families who may be facing difficulties. In cases where a child is at risk but does not require immediate safeguarding intervention, staff should refer to the Early Help Assessment (EHA) process. This assessment allows professionals to work together with families to identify needs and provide the support required. Early help is at the core of our safeguarding practice. We will engage with local agencies, such as health visitors, family support workers, and educational psychologists, to ensure that children and families receive the support they need in a timely manner.

Staff in Alternative Provision must also liaise with the child’s home school and Local Authority to ensure consistency of support and oversight.

On occasions, a referral is justified by a single incident such as an injury or disclosure of abuse. More often, however, concerns accumulate over a period with staff building a picture of harm over time: this is particularly true in cases of emotional abuse and neglect. In these circumstances, it is crucial that staff record and pass on concerns in accordance with this policy A reliance on memory without accurate and contemporaneous records could lead to a failure to protect. Ensuring that the child/ family has access to ‘Early help’ where this is identified as the most appropriate support is essential. Early help and early intervention are forms of support aimed at improving outcomes for children and preventing escalating need or risk. Because of this they are also sometimes referred to as prevention or preventative services. Early help and early intervention services can be provided at any stage in a child or young person's life, from the early years right through to adolescence. Services can be delivered to parents, children, or whole families. For AP learners, early help may also involve communication with parents about attendance, behaviour, and mental health, as these can be early indicators of escalating need.

It is not the responsibility of staff to investigate welfare concerns or determine the truth of any disclosure or allegation. All staff, however, have a duty to recognise concerns and pass the information on in accordance with the procedures outlined in this policy.

The Designated Safeguarding Lead (DSL) should be used as a first point of contact for concerns and queries regarding any safeguarding concern. Any member of staff or visitor who receives a disclosure of abuse or suspects that a child is at risk of harm must report it immediately to the DSL or deputy. In the absence of either, the matter should be brought to the attention of the most senior member of staff, who will immediately contact the DSL.

All safeguarding concerns must be reported without delay and recorded using the agreed online reporting form, accessible via the Safeguarding folder in Google Drive. The form is standardised, time-stamped, and automatically alerts the DSL and senior practitioners. Logged concerns are stored securely in a safeguarding spreadsheet, with access restricted to the DSL and designated safeguarding leads in line with GDPR and our Data Protection Policy.

If internet access is unavailable during a session, staff should make handwritten notes using the printed safeguarding template located in the Safeguarding File in the shed lockbox. These must be uploaded or transcribed into the digital system as soon as possible to ensure continuity of safeguarding records and oversight.

Following receipt of any information raising concern, the DSL will consider what action to take and seek advice from Essex Children & Families Hub or NSPCC. All information and actions taken, including the reasons for any decisions made, will be fully documented. All referrals will be made in line with Essex Safeguarding Children Partnership (ESCP) procedures. All safeguarding concerns will be responded to in line with this policy. For Alternative Provision and spot-purchased learners, referrals will follow the procedures of the commissioning local authority. For non-commissioned sessions (e.g., family forest school or Twiglets), referrals will follow the procedures of the local authority in which the session is delivered. See Appendix A for contact details and referral pathways for each local authority where Nature of Learning delivers sessions.

Immediate harm

If at any point, staff believe there is a risk of immediate serious harm to a child a referral should be made to Essex Children & Families Hub immediately on 0345 6037627 or out of hours on 0345 6061212 or contact the NSPCC. Anybody can make a referral in these circumstances. If a child is in immediate danger, 999 should be called. If the child’s situation does not appear to be improving the staff member with concerns should press for re-consideration by raising concerns again with the DSL. Concerns should always lead to help for the child without delay.

Plan for Immediate Harm: If a staff member believes that a child is at immediate risk of harm (e.g., witnessing or being subjected to violence or abuse), they should take the following actions:

Ensure the safety of the child: If necessary, immediately remove the child from any potentially harmful situation.
Report the concern immediately to the DSL: If the DSL is not available, report the concern to another senior member of staff or deputy DSL.
Consider contacting emergency services: If there is an imminent threat to a child’s safety, call 999 and request assistance from police or medical services.
Document the concern: Record all information about the incident and actions taken as soon as possible, ensuring that the child’s welfare remains the top priority.

Referral to Children’s Services: If the child’s immediate welfare or safety cannot be ensured, or if the child’s circumstances suggest significant harm or danger, a referral to Essex Children & Families Hub or relevant Local Authority Children’s Services will be made. This can be done via telephone (for urgent concerns) or through the online referral form.

Staff should always follow the reporting procedures outlined in this policy in the first instance. However, they may also share information directly with the Essex Hub or the police if:

the situation is an emergency and the DSL or deputy is unavailable.
they are convinced that a direct report is the only way to ensure the pupil’s safety.

Lone Working in Family & Parent-Child Sessions

Certain non-commissioned sessions (e.g. Twiglets, Froghoppers and Centipedes family forest school at Brice’s Wood) are delivered by a lone facilitator, with parents/carers present throughout.

While the children remain under the supervision of their parent/carer, the facilitator is responsible for:

Maintaining a safe, inclusive environment
Following safeguarding principles
Responding to disclosures appropriately
Escalating concerns to the DSL

All lone workers:

Have access to a mobile phone and emergency contacts
Are given safeguarding training and risk-assessment guidance
Report concerns using the standard recording method

Escalation

Any member of staff who does not feel that concerns about a child have been responded to appropriately and in accordance with the procedures outlined in this policy should raise their concerns with the DSL. If, after doing so, they remain concerned, they should escalate by contacting the Essex Children & Families Hub directly.

6.3 Managing Vulnerable Cohorts and the Barriers in Recognising Abuse and Neglect in These Children

At Nature of Learning, we recognise that children in vulnerable cohorts—including but not limited to those with Child Protection (CP) plans, Children in Need (CiN), Children in Care (CiC, formerly Looked After Children), and children with Special Educational Needs and Disabilities (SEND) (see below for additional circumstances in which children could be vulnerable) may face additional barriers to recognising and responding to abuse and neglect. These children may be more likely to experience abuse and neglect, and the signs can sometimes be harder to identify due to their individual circumstances.

To effectively safeguard and support these children, we take the following steps:

Identifying Barriers to Recognition:

Communication Challenges: Children with SEND or those from complex backgrounds may struggle to communicate their feelings or experiences, making it difficult to recognise signs of distress or abuse. Non-verbal children or those with limited verbal communication may have fewer ways to express their needs or report abuse.
Increased Vulnerability: Vulnerable children, such as those subject to a CP or CiN plan, may already be in situations where neglect or abuse has been present. This can lead to these children being more susceptible to further harm and less likely to seek help.
Behavioural Indicators: Children with SEND may exhibit behaviours that are wrongly interpreted as challenging or inappropriate, making it harder to distinguish between behaviours resulting from abuse or neglect and those stemming from their disability or communication difficulties.
Inconsistent Care: For Children in Care (CiC), there may be multiple carers or foster placements, leading to inconsistencies in the recognition of potential safeguarding issues. There may also be confusion about the child's daily routines or known risk factors, which can impede the identification of signs of abuse.
Cultural and Societal Barriers: Children from certain cultural backgrounds may face additional challenges in identifying abuse and neglect, such as societal taboos, language barriers, or cultural expectations that limit their ability to disclose harm.
Fear of Disclosure: Vulnerable children, particularly those in abusive family situations, may be afraid to disclose abuse or neglect due to fear of not being believed, not being able to protect themselves or others, or even fear of separating from their family or care setting.

Our Approach to Supporting These Children:

Tailored Risk Assessments: For each child in a vulnerable cohort, we conduct a personalised risk assessment to identify specific risks, vulnerabilities, and protective factors. This assessment is reviewed regularly and adjusted as the child’s needs or circumstances change. This ensures individual barriers and needs are explicitly considered.

Close Monitoring and Early Intervention: Children in vulnerable cohorts are monitored closely by our staff, with any concerns raised being immediately escalated to the Designated Safeguarding Lead (DSL) or Deputy DSL. This early identification approach supports swift intervention to prevent harm.
Regular Training and Awareness: We provide staff with ongoing training to recognise the specific challenges faced by children with SEND and other vulnerabilities. This training includes guidance on how to identify the signs of abuse, how to support children with complex needs, and how to respond to disclosures appropriately.
Multi-Agency Collaboration: We work closely with external agencies, such as Children’s Services, social workers, and SEND specialists, to provide integrated support. This ensures a holistic, coordinated safeguarding response. Building Trust with Children: We create a safe and supportive environment where vulnerable children feel valued and listened to. Through consistent and positive relationships, we encourage children to share their concerns and ensure they know that they will be taken seriously and supported.
Clear Pathways for Referral: We ensure all staff are familiar with the referral procedures for children in vulnerable cohorts. This includes knowing when and how to report concerns, as well as ensuring that children’s social workers, or other key professionals involved with the child, are kept informed about any safeguarding concerns.
Working with Families and Carers: We are committed to building strong relationships with families and to communicating with other professionals who may be involved in their care, so that we are best placed to receive any information and provide any additional support to signposting in the hope of preventing abuse from occurring as well as reporting concerns in a timely manner. We ensure they are aware of any concerns and support services available. Where appropriate, we involve parents in meetings and discussions about the child’s safety and wellbeing, ensuring they are part of the safeguarding process. This includes signposting to preventative services and timely reporting where concerns arise.
Confidentiality and Information Sharing: While respecting the confidentiality of children and their families, we understand the importance of sharing relevant information with external agencies where necessary to protect the child. We work in partnership with professionals across the safeguarding network, ensuring that all information is shared in a timely and effective manner to safeguard the child.

By recognising the specific challenges and barriers faced by vulnerable cohorts, we ensure that we are fully prepared to identify, manage, and respond to concerns about abuse or neglect in these children. Our comprehensive approach supports each child’s individual needs and ensures they are kept safe from harm.

Additional circumstances which could make children vulnerable

Children and young people who have unlimited/ unfiltered and unmonitored access to internet and social media at home
Children and young people who frequently go missing and who are ‘absent from education’ going ‘missing from care or home’ and the risks this poses on repeat occasions and for prolonged periods.
Children and young people who are young carers
Children and young people who have a mental health need especially one that affects school attendance and progress
Children and young people who have special educational needs (SEND) (whether they have a statutory Education Health and Care Plan (EHCP)
Children and young people who are privately fostered.
Children and young people who have returned home to their family from care
Children and young people who have a family member in prison or are affected by parental offending.
Children and young people who are in possession of a knife and/or involved in knife crime, youth violence,child criminal exploitation (CCE).
Children and young people who are in family circumstances which present challenges for the child, such as drug and alcohol misuse, adult mental health issues and domestic abuse/harm
Children and young people who are at risk of suspension or permanent exclusion from school
Children and young people who are showing signs of being drawn into antisocial or criminal behaviour, including gang activity and/or associations with organised crime groups or county lines.

Examples of types of abuse staff are alert to:

Physical abuse

Emotional abuse

Neglect, not having basic needs met by a parent or care giver

Sexual abuse

Domestic Abuse including teenage relationship abuse and financial abuse (including economic abuse)

Racist, disability- based, homophobic, bi-phobic, or transphobic abuse.

Gender based violence/violence against women and girls.

Organisational or institutional abuse

Exposure to extremist behaviour or radicalisation and susceptible to being at risk of being drawn into terrorism.

Child sexual exploitation, human trafficking, modern slavery,and child criminal exploitation (CCE)

Forced marriage: Any situation where a child is caused or coerced to marry before the age of 18, whether or not threats or violence are used (law updated February 2023). This includes both legal and non-binding ceremonies.

‘Upskirting’- The Voyeurism (Offences) Act, which is commonly known as Up-skirting Act, came into force on 12 April 2019. Upskirting is a criminal offence and reportable by all teachers.

The following definitions describe what the key terms mean:

Abuse: A form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Harm can include ill-treatment as well as witnessing harm to others. Children may be abused in a family, institutional, or community setting by those known to them, or less commonly, by others. Abuse can occur wholly online, or technology may be used to facilitate offline abuse. Children may be abused by adults or by other children.
Physical abuse:A form of abuse involving hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm. Physical harm may also occur when a parent or carer fabricates or deliberately induces illness in a child.
Emotional abuse: Persistent emotional maltreatment of a child causing severe and adverse effects on emotional development. It may involve conveying to a child that they are worthless, unloved, inadequate, or valued only as far as they meet another’s needs. It may include silencing them, making fun of their communication, or imposing developmentally inappropriate expectations. Overprotection, preventing exploration or social interaction, and exposure to others’ ill-treatment are also forms. Serious bullying (including cyberbullying) may amount to emotional abuse. Some level of emotional abuse is present in all types of maltreatment, although it may also occur alone.
Sexual abuse: Involves forcing or enticing a child to take part in sexual activities, with or without violence, whether or not the child understands what is happening. This may include physical contact (penetrative or non-penetrative) or non-contact activities such as viewing or producing sexual images, watching sexual activities, grooming, or encouraging inappropriate sexual behaviour. Sexual abuse is not solely perpetrated by men; women and other children can commit sexual abuse. Child-on-child sexual abuse is a specific safeguarding issue recognised in KCSiE 2024, and staff must follow the setting’s procedures for managing such cases.
Neglect: The persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in serious impairment of health or development. Neglect may occur during pregnancy (e.g. maternal substance misuse). After birth, neglect may include failing to provide food, clothing, shelter (including exclusion or abandonment), to protect from harm, to ensure adequate supervision, or to secure access to medical care. It may also include persistent unresponsiveness to a child’s emotional needs.

Contextual safeguarding

At Nature of Learning we recognise that safeguarding incidents and/or behaviours can be associated with factors outside of the Forest school environment and/or can occur between children outside of the Forest school. This is known as contextual safeguarding. It is key that all staff are aware of the definition of contextual safeguarding and when reporting concerns, they include as much information and background detail as possible so the DSL can make a referral with a holistic view of the child. This will allow any assessment to consider all the available evidence and the full context of any abuse. Staff should also be mindful that contextual safeguarding risks may arise when children move between provision (AP, home, mainstream school), and ensure effective information-sharing with schools and LAs.

We recognise that children with special educational needs and/or disabilities (SEND) can face additional safeguarding challenges, and these are discussed in staff training. These additional barriers can include:

Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration.
Children with SEND can be disproportionately impacted by bullying, sometimes without outwardly showing signs; and
Communication barriers, and difficulties in overcoming them.

At Nature of Learning we recognise that a previously looked after child may remain vulnerable and all staff should have the skills, knowledge and understanding to keep previously looked after children safe. When dealing with looked after children and previously looked after children, it is important that all agencies work together, and prompt action is taken when necessary to safeguard these children, who are a particularly vulnerable group.

Child Sexual Exploitation (CSE)

At Nature of Learning we recognise that Child Sexual Exploitation is a form of child sexual abuse where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator. Child sexual exploitation does not always include physical contact, and can also occur through the use of technology.

Child Criminal Exploitation (CCE): County Lines

At Nature of Learning we understand that criminal exploitation of children is a geographically widespread form of harm that is a typical feature of county lines criminal activity. Drug networks or gangs groom and exploit children and young people to carry drugs and money from urban areas to suburban and rural areas, markets and seaside towns. Key to identifying potential involvement in county lines are children going missing for periods of time, which may indicate they have been trafficked to transport drugs or money. Children in Alternative Provision are statistically at higher risk of CCE; staff must be alert to unexplained absences, new possessions, or changes in behaviour.

So-called ‘honour-based violence (including Female Genital Mutilation and Forced Marriage

At Nature of Learning we recognise that our staff are well placed to identify concerns and take action to prevent children from becoming victims of Female Genital Mutilation (FGM) and other forms of so-called ‘honour-based’ violence (HBV) and provide guidance on these issues through our safeguarding training. If staff have a concern regarding a child that might be at risk of HBV, they should inform the DSL who will activate local safeguarding procedures, using existing national and local protocols for multiagency liaison with police and children’s social care.

Preventing radicalisation and extremism

We recognise that safeguarding against radicalisation and extremism is no different to safeguarding against any other vulnerability. At Nature of Learning, we will ensure that:

Through training, staff have an understanding of what radicalisation and extremism is, why we need to be vigilant and how to respond when concerns arise.
The DSL and deputy have received Prevent training and will act as the point of contact within our setting for any concerns relating to radicalisation and extremism.
The DSL will make referrals in accordance with Essex Channel procedures and will represent our school at Channel meetings as required.

Child on child abuse

Child-on-Child Abuse(as defined in KCSiE 2025, Part Five, and encompassing bullying, online harm, sexual violence, sexual harassment, and other forms of abuse between children).We recognise that children are also vulnerable to physical, sexual, and emotional abuse by their peers or siblings. Abuse perpetrated by children can be just as harmful as that perpetrated by an adult, so it is important that all staff and volunteers remember the impact on both the victim of the abuse as well as to focus on the support for the child or young person exhibiting the harmful behaviour. Such abuse will always be taken as seriously as abuse perpetrated by an adult and the same safeguarding children procedures will apply in respect of any child who is suffering or likely to suffer significant harm. Staff must never tolerate or dismiss concerns relating to child on child abuse; it must never be tolerated or passed off as ‘banter’, ‘just having a laugh’ or ‘part of growing up’.

At Nature of Learning all staff are trained so that they are aware that safeguarding issues can manifest themselves via child on child abuse. This is most likely to include, but may not be limited to:

Bullying (including cyberbullying).
Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm.
Racist abuse
Sexual violence and sexual harassment including domestic abuse
Upskirting
Sexting (also known as youth produced sexual imagery); and
Initiation/hazing type violence and rituals.

All staff will understand that they should follow our safeguarding procedures for reporting a concern if they are worried about peer-on-peer abuse. The DSL will respond to any concerns related to peer on peer abuse in line with national and local guidance. We will ensure that all concerns, discussions, and decisions reached are clearly recorded and any identified actions are followed up.

In Alternative Provision, smaller group sizes and high levels of need may increase risks of peer-on-peer abuse. Staff should be alert to power imbalances within small cohorts, especially where learners have differing levels of maturity or communication ability.

Online Safety

Although device use during sessions is minimal, we still address online harms that affect our learners: grooming, bullying, sexual/extortion, extremist content, and AI‑generated sexual imagery/deepfakes. Staff must not use personal devices to photograph or message learners; all images follow our DP/Photography policy. Significant online‑safety concerns are escalated to the DSL and, for AP learners, shared with the school DSL. Admin systems are accessed via secure, monitored connections with MFA.

Whistleblowing

Nature of Learning Forest School recognises that children cannot be expected to raise concerns in an environment where staff fail to do so.

A whistle-blower is a person who raises a genuine concern related to suspected wrongdoing or danger affecting any of our activities (a whistleblowing concern). Whistleblowing is the disclosure of information which relates to suspected wrongdoing or dangers at work.

Whistleblowing is ‘making a disclosure in the public interest’ and occurs when a worker (or member of the Nature of Learning community) raises a concern about danger or illegality that affects others within the organisation. This concern may be located in the actions of another staff member.

All staff should be aware of their duty to raise concerns, where they exist, about the management of child protection, which may include the attitude or actions/inactions of colleagues, poor or unsafe practice and potential failures in Nature of Learning’s safeguarding arrangements. Nature of Learning would wish for everyone in the Nature of Learning community to feel able to report any child protection/safeguarding concerns through existing procedure, including the whistleblowing procedure where necessary.

DSL should make notes of the discussions with the individual/s. Any individual recording of this process should make it clear that the employee is raising the issue via the whistle-blowing procedure and provide:

The background and history of the concerns; and
Names, dates, and places (where possible); and
The reasons why the employee is particularly concerned about the situation.

In some cases, it may be possible to resolve the concern(s) simply, by agreed action or an explanation regarding the concern(s), without the need for further investigation. However, depending on the nature of the concern(s) it may be necessary for the concern(s) to:

Be investigated internally.
Be referred to the police.
Form the subject of an independent inquiry.

Low‑level concerns about adults (KCSIE 2025)

However, for members of staff who do not feel able to raise concerns internally, there is an NSPCC whistleblowing helpline. Staff can call 0800 028 0285 (line available 8.00am to 8.00pm, Monday to Friday) or email: help@nspcc.org.ukmaintain a low‑level concerns process so staff can report behaviour by adults that does not meet the harm threshold but could indicate a pattern/risk (e.g., blurred professional boundaries, over‑familiarity, unprofessional language). Concerns go to the DSL/Manager, are recorded, reviewed for patterns, and addressed through supervision/training or HR routes. Allegations that meet the harm threshold are referred to the LADO within one working day.

Records and Information Sharing and confidentiality

Recording: Concerns are recorded on the standard reporting form (digital preferred; paper templates in the shed lockbox if offline) the same day and passed to the DSL without delay.] Storage:

Safeguarding records are kept securely in Google Workspace with access restricted to DSL/DDSL. Paper notes are uploaded promptly; originals are stored securely or destroyed per retention rules.

Lawful sharing: Where there is risk of harm, we share safeguarding information without consent if necessary to protect a child (UK GDPR/DPA 2018 allow this under public task/vital interests). We record a lawful basis, keep accurate, chronological records, and transfer AP safeguarding information securely to the commissioning school/LA.

If staff are concerned about the welfare or safety of any child, they will record their concern on the agreed reporting form in the Safeguarding file, located in the Lockbox in the shed. They should ensure that the form is signed and dated. Any concerns should be passed to the DSL without delay.

Any information recorded will be kept in the safeguarding file, filed by name, in the lockbox. These files will be the responsibility of the DSL. Child protection information will only be shared within the provision based on ‘need to know in the child’s interests’ and on the understanding that it remains strictly confidential.

Child protection information will only be kept in the file and this file will be kept up to date. Records of concern, copies of referrals, invitations to child protection conferences, core groups, reports and any other relevant information will be stored here. Details of any significant incidents during sessions are recorded and kept in the locked box in the shed.

Working with Parents and Carers

Nature of Learning is committed to working in partnership with parents/carers to safeguard and promote the welfare of children and to support them to understand our statutory responsibilities in this area.

When new children join our service, parents and carers will be informed that we have a safeguarding policy. A copy will be provided to parents on request and is available on the website. Parents and carers will be informed of our legal duty to assist our colleagues in other agencies with child protection enquiries and what happens should we have cause to make a referral to Essex Children & Families Hub.

We are committed to working with parents positively, openly, and honestly. We ensure that all parents are treated with respect, dignity, and courtesy. We respect parents’ rights to privacy and confidentiality and will not share sensitive information unless we have permission, or it is necessary to do so in order to safeguard a child from harm.

We will seek to share with parents any concerns we may have about their child unless to do so may place a child at increased risk of harm. A lack of parental engagement or agreement regarding the concerns we have about a child will not prevent the DSL making a referral to Essex Children & Families Hub. in those circumstances where it is appropriate to do so.

In order to keep children safe and provide appropriate care for them, Nature of Learning requires parents to provide accurate and up to date information regarding parental responsibility and emergency contacts.

Nature of Learning will retain this information in the child’s safeguarding file or in the Bookwhen booking system only. Nature of Learning will only share information about children with adults who have parental responsibility for the child or where a parent has given permission, and the school has been supplied with the adult’s full details in writing.

If a child is to be dropped off by someone other than their usual carer, this adult must assume parental responsibility and must sign the child/ren in on the register.

If a child is to be collected by someone other than a main carer, a Lead Practitioner must be informed in writing in advance (this can be via email or text message). If a child is unable to identify the person collecting them, by name or familial relationship, then a password should be used to ensure parental authorisation has been given.

Safeguarding in Alternative Provision (AP)

For children attending as part of Alternative Provision (AP), Nature of Learning will:

Record attendance and notify the commissioning school/Local Authority (LA) of absences one the day.
Share safeguarding concerns, risk assessments, and safeguarding records promptly and securely with the commissioning school Designated Safeguarding Lead (DSL) and/or LA, in line with GDPR.
Complete and regularly review individual risk assessments in collaboration with the commissioning school/LA and parents/carers.
Maintain clear and secure safeguarding records for all AP learners.
Ensure safe transport handover arrangements are in place and risk assessed where travel is arranged by the LA or school (e.g. taxis).
Recognise the heightened vulnerability of AP learners to contextual safeguarding risks, including Child Criminal Exploitation (CCE), gang exploitation, county lines, and peer-on-peer abuse, and respond accordingly.

Child Protection Conferences

If a representative of Nature of Learning is invited to attend a child protection conference or core group meeting in respect of an individual child attending the setting, this will be facilitated where possible and will usually be the DSL or deputy. In any event, the person attending will need to have as much relevant up to date information about the child as possible; any member of staff may be required to contribute to this process.

All reports for child protection conferences will be prepared in advance using the guidance and template report provided. The information contained in the report will be shared with parents before the conference as appropriate and will include information relating to the child’s physical, emotional and intellectual development. In order to complete such reports, all relevant information will be sought from staff working with the child.

Clearly, child protection conferences can be upsetting for parents. We recognise that we are likely to have more contact with parents than other professionals involved. We will work in an open and honest way with any parent whose child has been referred to Essex Children & Families Hub (or equivalent Local Authority service) or whose child is subject to a child protection plan. Our responsibility is to promote the protection and welfare of all children and our aim is to achieve this in partnership with our parents.

Safer Recruitment

We will ensure that safer recruitment practices are followed in accordance with the requirements of national and local guidelines. At least one person involved in conducting an interview will have received safer recruitment training.

At Nature of Learning, we will use the recruitment and selection process to deter and reject unsuitable candidates. We require evidence of original academic certificates. We do not accept testimonials and insist on taking up references prior to interview. We will question the contents of application forms if we are unclear about them, we will undertake Disclosure and Barring Service checks and use any other means of ensuring we are recruiting and selecting the most suitable people to work with our children.

We will maintain a record of all safer recruitment checks carried out in line with statutory requirements. A lead Practitioner will check the record regularly to ensure that it meets statutory requirements.

As an AP provider, we maintain a central record of all safer recruitment and vetting checks (equivalent to the statutory Single Central Record required of schools) in line with KCSIE and LA QA expectations.

Online checks: Where proportionate, we complete open‑source online checks for shortlisted candidates to identify publicly available safeguarding risks (KCSIE 2025). Outcomes are recorded.

Ongoing suitability: Volunteers are risk‑assessed and supervised pending checks. Staff must disclose any changes relevant to suitability.

Safer working Practice

All adults who come into contact with our children have a duty of care to safeguard and promote their welfare. There is a legal duty placed upon us to ensure that all adults who work with or on behalf of our children are competent, confident, and safe to do so.

All staff will be directed to our handbook at induction. They will be expected to fully understand the Forest School ethos and our approach to managing challenging behaviour as explained in our behaviour policy.

If staff, visitors, volunteers, or parent helpers are working with children alone they will, wherever possible, be visible to other members of staff. They will be expected to inform another member of staff of their whereabouts, who they are with and for how long.

Guidance about acceptable conduct and safe practice will be shared with all staff and volunteers during induction. These are sensible steps that every adult should take in their daily professional conduct with children. This advice can be found in ‘Guidance for Safer Working Practices for Adults who work with Children and Young People in Education Settings’ (May 2019). All staff and volunteers are expected to carry out their work in accordance with this guidance and will be made aware that failure to do so could lead to disciplinary action. Lone working is a particular risk in AP/forest school environments; staff must follow the Lone Working Policy and risk assessment procedures.

Staff must adhere to Searching, Screening and Confiscation (DfE 2023) guidance where relevant (e.g., removal of unsafe items) and record actions.

Restrictive Physical Intervention (RPI or physical intervention/restraint)

At Nature of Learning, we do not consider Restrictive Physical Intervention to be a routine part of our behaviour management approach, however, we recognise that on rare occasions it may be necessary to physically intervene in order to maintain our duty of care to a learner and to prevent harm or injury.

In accordance with DfES guidelines for the use of reasonable force, when deemed necessary and unavoidable, staff members will use force which is “Reasonable in the circumstances” this may include “passive physical contact, such as standing between pupils or blocking a pupils’ path or active physical contact such as leading a pupil by the arm” (DfES Use of Reasonable Force July 2013). In extreme circumstances restraint may be necessary for example to separate a fight, in all situations staff will use no more force than is needed.

In line with Keeping Children Safe in Education (2025), all incidents of restraint will be clearly recorded and reported to the DSL. Parents/carers will be informed of any use of restraint as soon as practicable, unless doing so would place the child at greater risk of harm and lead to updates to individual risk plans and post‑incident support for all involved.

Managing Allegations against Staff and Volunteers

Our aim is to provide a safe and supportive environment which secures the wellbeing and very best outcomes for the children in our care. We do recognise that sometimes an allegation of abuse may occur.

Allegations sometimes arise from a differing understanding of the same event, but when they occur, they are distressing and difficult for all concerned. We also recognise that many allegations are genuine and there are some adults who deliberately seek to harm or abuse children.

We will take all possible steps to safeguard our children and to ensure that the adults in our forest school are safe to work with children. In the event that an allegation is made, the DSL or deputy will report this to the Essex Children & Families Hub A Duty Advisor will give advice and guidance on next steps. If the advice is to make a referral to LADO, then this will be carried out.

If an allegation is made or information is received about any adult who works in our setting which indicates that they may be unsuitable to work with children, the member of staff receiving the information should inform the DSL immediately. This includes concerns relating to volunteers.

The DSL will seek advice from the LADO within one working day. No member of staff or the DSL will undertake further investigations before receiving advice from the LADO.

Any member of staff or volunteer who does not feel confident to raise their concerns with the Manager should contact the LADO directly. Further national guidance can be found at: Advice on whistleblowing. The NSPCC whistleblowing helpline is also available for staff who do not feel able to raise concerns regarding child protection failures internally. Staff can call: 0800 028 0285 – line is available from 8:00am to 8:00pm, Monday to Friday or via email: help@nspcc.org.uk.

Nature of Learning has a legal duty to refer to the Disclosure and Barring Service anyone who has harmed, or poses a risk of harm, to a child, or if there is reason to believe the member of staff has committed one of a number of listed offences, and who has been removed from working (paid or unpaid) in regulated activity, or would have been removed had they not left. The DBS will consider whether to bar the person. If these circumstances arise in relation to a member of staff a referral will be made as soon as possible after the resignation or removal of the individual in accordance with advice from the LADO.

signpost to low‑level concerns section]: Staff can also raise low‑level concerns (see Whistleblowing/Low‑level concerns) to enable early action before risks escalate.

Relevant Policies

To underpin the values and ethos of our provision and our intent to ensure that children at our setting are appropriately safeguarded the following policies or procedures are also included under our safeguarding umbrella:

Anti-Bullying
Behaviour
Health and Safety policy
Risk assessments
Staff code of conduct
Handbook
Data Protection & Photography/Images Policy

STATUTORY FRAMEWORK

This policy has been devised in accordance with the following legislation and guidance:

Keeping Children Safe in Education (KCSIE) (2025)

Working Together to Safeguard Children (2023)
Arranging Alternative Provision (DfE, 2025)
Effective Support for Children and Families in Essex (current)
SET Procedures (latest)
Information sharing: advice for practitioners (2018)
Prevent Duty (2015, updates as issued)
Searching, Screening and Confiscation (DfE, 2023)
UK GDPR & Data Protection Act 2018
United Nations Convention on the Rights of the Child