Safeguarding Self-Assessment: Mock Inspection Conversation Prep - Full Form With No Sections and Pages To ćwiczenie ma na celu pomóc ci zastanowić się nad praktyką ochrony w twojej szkole i poczuć się pewnie, omawiając ją podczas rozmowy w stylu inspekcji. Nie ma dobrych ani złych odpowiedzi - chodzi o zrozumienie, co robisz dobrze, a co może wymagać wzmocnienia.
Headteacher / Principal Nazwa organizacji / szkoły
Organizacja / Szkoła Adres
1. How do you ensure your DSL and safeguarding team have protected time to carry out their roles effectively?
2. What arrangements are in place for supervision of the DSL and wider safeguarding team?
3. How do you ensure that governors understand and fulfil their safeguarding responsibilities? (e.g. training, briefings, reports, link governor visits)
4. How well do you understand your LADO arrangements and when to make a referral?
5. What systems do you have in place for out-of-school activities (clubs, trips, lettings) to ensure safeguarding checks and risk assessments are robust?
6. How do you ensure there is a strong safeguarding culture across the whole school?
7. How do you and the DSL make sure all staff understand their safeguarding responsibilities?
8. What do you do to engage pupils and parents in safeguarding and promote their voice?
9. How is your Single Central Record managed, checked and quality assured?
10. Where does the DSL sit within the senior leadership team, and how is safeguarding represented in strategic decision-making?
11. Tell us about a safeguarding incident that challenged your team — what went well, and what did you learn? (You don’t need to give identifiable details.)
Designated Safeguarding Lead (DSL) and Safeguarding Team 1. What support do you receive from the headteacher, SLT and colleagues?
2. How do you make your role and responsibilities visible to staff, pupils and parents?
3. How do you ensure safeguarding responsibilities are shared and not seen as ‘just the DSL’s job’?
4. Do you feel you are effectively support in this by the SLT?
6. How much protected time do you have, and is it sufficient?
5. How do you maintain your own supervision and wellbeing?
6. How is the Single Central Record managed to ensure compliance and what oversite do you have?
7. How do you quality-assure referrals, chronologies and records?
8. How do you use data (e.g. CPOMS or MyConcern) to spot patterns and inform preventative work and how is it used to develop staff knowledge?
9. How do you listen to children’s voices and act on their concerns?
10. Do you have a process for including the child's voice when reviewing or developing safeguarding policy and practice?
11. How do you work with parents and carers when concerns arise?
12. Tell us about a challenging safeguarding case and what you learned from it and How was this learning used to develop policy and practice?
Support Staff (including HR, Admin, Site, IT, Catering, etc.) 1. Talk us through the recruitment process — what checks are made and by whom?
2. Do you have a risk assessment procedure in place to manage DBS disclosure?
3. How do you ensure the Single Central Record is accurate and up to date? | When do you add or remove staff? | How often is it checked and by whom?
4. How do you ensure confidential information about children or staff is stored and shared appropriately?
5. How are you trained and supported to meet data protection requirements?
6. How do your filtering and monitoring systems work in practice? | Who reviews the alerts and how often? | What kind of issues are flagged most often?
7. What did you learn from this year’s safeguarding training? | How was it delivered? | Did it feel relevant to your role?
8. If you had a concern about a pupil, who would you go to and what would you do?
Studenci 1) Jak bezpiecznie czujesz się w szkole?
2) Czy jest jakieś miejsce w szkole, w którym nie czujesz się bezpiecznie i dlaczego?
3. Gdzie w szkole czujesz się najbardziej szczęśliwy i bezpieczny?
4) Gdybyś się czymś martwił, do kogo udałbyś się po pomoc?
5) Jeśli kiedykolwiek martwiłeś się o siebie lub przyjaciela i podzieliłeś się tym z nauczycielem, czy czułeś się wspierany?
6. co rozumiesz pod pojęciem “ochrona”?
7 W jaki sposób szkoła uczy Cię bezpieczeństwa w Internecie?
8. czy w szkole działa rada szkoły lub grupa uczniowska? | Opowiedz nam o sytuacji, w której Twoje pomysły lub poglądy doprowadziły do zmian (np. opcje obiadowe, mundurki, zajęcia, zasady).
Governors 1. How does the governing body monitor and evaluate safeguarding strategically?
2. How do you know safeguarding arrangements are effective in practice?
3. Who is the link governor for safeguarding, and how do they work with the DSL?
4. Who is responsible for safer recruitment and oversight of the Single Central Record?
5. How does the governing body assure itself that filtering and monitoring meet statutory requirements?
6. What are your main concerns or priorities in relation to keeping children safe?
7. What would you do if there was an allegation about the headteacher?
8. How do you ensure all governors receive up-to-date safeguarding training?
Prześlij formularz
English 
Italian
French
Spanish
Polish
Latvian