Safeguarding
At Brough Primary School, we recognise that your child is our responsibility and concern.
We want to work in partnership with you, and discuss with you, any concerns we may have or that you may have. It is a priority to inform and involve you at every stage in your child’s time at the school.
Since the first priority is your child’s welfare, there may be rare occasions when our concernabout your child means that we have to consult other agencies even before we contact you.
The ER Safeguarding Children Partnership (ERSCP) has laid down the procedures we follow, and the school has adopted a Child Protection Policy in-line with this for the safety of all.
If you want to know more about our procedures or the policy, please speak to the Headteacher who is the Designated Safeguarding Lead, your child’s Class Teacher or Martin Wilcockson who is the Governor with responsibility for Child Protection.
Mrs Shepherdson is our DSL (Designated Safeguarding Lead) and oversees the safeguarding team.
All members of our safeguarding team can be identified by their green lanyards.
Meet our safeguarding team:
Mrs Shepherdson
Designated Safeguarding Lead & Headteacher
Mrs A Rozenbroek
Child Protection Leader
Miss Roberts
Child Protection Leader
Mrs Skilleter
Child Protection Leader
Mrs J Honaker
Child Protection Leader
Mrs L Reuben
Child Protection Leader
Everyone takes personal responsibility on a daily basis to ensure children are kept safe.
We do this by:
- Meeting Health and Safety standards
- DBS checking all staff, students, governors and volunteers
- Keeping essential training up to date (paediatric first aid, food safety, safeguarding etc)
- Securing our site, including data protection
- Liaising with outside agencies – Health Visitors, Social Care, SEN Services
- Meeting our Prevent Duty requirements
Further information
Operation Encompass
Operation Encompass is a police and education early information sharing partnership enabling schools to offer immediate support for children and young people experiencing domestic abuse. Information is shared by the police with a school’s trained Key Adult (DSL) prior to the start of the next school day after officers have attended a domestic abuse incident thus enabling appropriate support to be given, dependent upon the needs and wishes of the child.
Children experiencing domestic abuse are negatively impacted by this exposure; domestic abuse has been identified as an Adverse Childhood Experience and can lead to emotional, physical and psychological harm. Operation Encompass aims to mitigate this harm by enabling immediate support, making a child’s day better and giving them a better tomorrow.
Operation Encompass believes that children are victims of domestic abuse in their own right and should be acknowledged as such.
‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’
‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’
‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’
‘Inclusive Support for SEND Pupils: The school provides tailored support for pupils with special educational needs and/or disabilities (SEND), particularly through its “The Bridge” provision. Pupils with complex needs are encouraged to manage their emotions, which positively impacts their learning.’
‘School Environment:
This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’
‘Role Models:
Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’
‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’
‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’
‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’
‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’
‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’
‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’
‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’
‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’
‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’
‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’
‘Curriculum:
This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’
‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’