We have a deep-rooted and secure culture of safeguarding
- Pupils feel safe and because our school is a safe space they attend very regularly.
- Pupils behave in an exceptional manner.
- Pupils respect each other. Prejudiced behaviour is extremely rare.
- Pupils have trusted adults they can talk to.
- The school supports students who need it. We have 7 Heads of Year and 3 Heads of School/Key Stage. Each Key Stage has 2 or 3 non-teaching pastoral support staff. We have 5 Mental Health First Aiders, 6 Learning Support Assistants, 3 ELSA practitioners and 2 Counsellors.
- Pupils are taught how to be safe online and offline
- Our school is an harassment-free zone.
- Staff are well trained to identify students at risk.
- Staff use their training to raise concerns.
- Referrals are made to the local authority in a timely way.
- When referrals are not accepted by the local authority, we support in other ways and challenge this decision if necessary.
- Rigorous checks are made on staff who work in our school.
- Staff are held to the highest standards of personal behaviour.
- Our school governors and external experts regularly check our safeguarding arrangements.
The Leigh Academies Trust exists to promote outstanding educational experiences that inspire all learners to set their sights high, to achieve to the best of their abilities, and to excel in all that they do in order to prepare them to live and work as successful, active citizens.
The Leigh Academies Trust recognises that schools have a crucial role to play in helping to identify welfare concerns and indicators of possible abuse or neglect at an early stage. All staff have a full and active part to play in protecting and safeguarding the children in our care; our pupils’ welfare is our paramount concern.
The Trust will follow guidelines provided by the DfE and the Medway Safeguarding Children Partnership (MSCP). Each Academy Body (AB) will appoint a senior member of staff as their Designated Safeguarding Lead (DSL), and consider appointing deputy DSL’s. The AB will work with the DSL to ensure all staff are appropriately trained, and will regularly monitor safeguarding within their school. The DSL will be responsible for ensuring all safeguarding procedures within the school are kept up to date.
The Designated Safeguarding Lead at SJWMS is Mr C Morris and the Deputy Safeguarding Leads are Mrs R Breach and Ms A Gibson. Any concerns should be reported to firstname.lastname@example.org.
To contact our Chair of Governors, Mr Steve Brightman, please email email@example.com specifying ‘For the attention of Chair of Governors’.
All our students can raise a concern with a member of staff. Each student has a form tutor whom they see daily. Our pastoral team consists of 7 Heads of Year and 3 Heads of School/Key Stage. Each Key Stage has 2 or 3 non-teaching pastoral support staff. We have 5 Mental Health First Aiders, 6 Learning Support Assistants, 3 ELSA practitioners and 2 Counsellors.
Out of Hours
As all students have access to a school Chromebook, meaning email contact with staff is easier and therefore growing in frequency.
Students who want to raise a welfare or safeguarding concern out of school hours (i.e. before 8am, after 4pm, at weekends and during school holidays) should email firstname.lastname@example.org rather than emailing teachers directly, as they may not respond.
How does Safeguarding work at SJWMS?
Staff are trained annually but also receive termly email updates, and input at staff meeting sessions at the start of each term (six times per year).
Safeguarding is our priority and everyone’s responsibility. We expect staff to use their training to maintain vigilance, professional curiosity and healthy scepticism about what they see and hear.
Staff who are worried about a child should raise their concerns using Bromcom, or email safeguarding@ for those without access to Bromcom.
Safeguarding permeates every aspect of our school and influences all decisions and actions taken by our staff.
Safeguarding in the Curriculum
The intent of the school’s curriculum is to ensure that all pupils are able to amass a sufficiently wide and extensive set of knowledge and skills so that they are suitably prepared both for the next steps of their education and to participate fully in the world in which they live.
To remain safe now, and participate fully and safely in society in the future, we ensure that students are taught about safeguarding, including online safety in our curriculum.
The safeguarding intent of our curriculum is explicitly implemented in Computing, Life Skills (lessons & tutorials) and Additional Tutorials. The teaching of safeguarding is carefully sequenced to build appropriate layers and structures of knowledge and skill so that pupils are able to retain and utlise their learning to be safe.
Year 7 start learning, in Computing in Term 1, about how to protect their identity online, and being aware of their digital footprint. This is supported by life skills tutorial activities on dealing with change, the pressure to be active online, how to get help, and how mindfulness can be supportive. This is further reinforced by Life Skills lessons on growth mindset and how to be resilient to both work and social pressures, so risky behaviour is reduced. In Term 2, this knowledge is built upon in tutorial activities on mental health and wellbeing and online bullying. Tutorial activities unite these concepts in work on online radicalisation. In Term 3 Year 7 are introduced to the dangers of smoking and alcohol in Life Skills lessons (which is revisited again in Year 8), and this is supported in life skills tutorials by work on personal strengths. Tutorial activities build on earlier work on online bullying by addressing online racism, all assisted by Safer Internet Day. In Term 4, Life Skills lessons revisit mental health from Term 2, life skills tutorials link this to family and bereavement, and tutorial sessions build on this with work on self-image, but introduce new risks such as county lines and vaping. In Term 5 Computing lessons focus on website design, while tutorial sessions connect this to online privacy, first introduced in Term 1. In Term 6, Life Skills tutorials connect this to the new risk of gambling. This is supported by Computing lessons on arcade games. Tutorial activities introduce the idea of consent, while the homophobia work from Term 4 is developed to look at the LGBTQ+ community. The self-image work also from Term 4 is expanded to look at body image.
Year 9 are introduced to relationships, consent, sex and STI’s in Life Skills lessons in Term 2, which is developed in Life Skills tutorials on the religious views of the body. This builds on Year 8 Term 5 tutorial work on body image and using sex to sell. Biology lessons in Term 2 enhance the STI work by looking at diseases and infections. Tutorial sessions connect this to identity and self-image. In Term 3 the focus of Life Skills tutorials is on health, which leads in Term 4 to a focus of Life Skills lessons on drugs. Tutorial sessions build on this with work on county lines. Term 5 Life Skills tutorials for Year 9 is a revisiting and consolidation of relationships, intimacy and harassment, first taught in Life Skills lessons in Term 2. Tutorial sessions are linked as the focus is on sexual harassment. Work on safer internet day from Term 3 is deepened by looking at online privacy and gaming. In Term 6 relationships and intimacy topics from Term 5 are developed by looking at harassment and consent, while the homophobia work from Term 4 is developed to look at the LGBTQ+ community.
Year 12 learn about study skills and mental health in Term 1, and then focus on toxic friendships and sexual harassment issues in Term 2. This develops the work on appropriate behaviour in a mixed sixth form taught in Year 11. This is continued in Term 3 with additional focus on positive relationships and online behaviour. Term 4 returns to issues of vaping, drugs and alcohol, and also sees the start of a series of ‘It’s Not OK’ activities about appropriate behaviours, which progresses into Term 5. This term also revisists county lines dangers, and introduces work on road safety for potential drivers. Term 6 features work on age-gap relationships.
The impact of this sequenced safeguarding curriculum will be seen through pupils amassing an extensive body of both knowledge and skills which enable them to be safe and make sensible choices throughout their lives. This is evidenced through a number of measures such as behaviour events, incidence of prejudiced behaviour and sexual harassment, risk concerns raised by staff, referrals to the local authority, and attendance rates. It is also apparent through the culture and lived experience of students and staff at the school, which are determined by our annual external safeguarding review, our bi-annual student interview process, our bi-annual student survey (of pupils and parents), and our annual staff survey.
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