Safeguarding and Child Protection Policy

·        Introduction and Ethos

“Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone who comes into contact with children and their families and guardians has a role to play in safeguarding children. School staff are particularly important as they are in a position to identify concerns early and provide help for children to prevent concerns from escalating. All school and college staff has a responsibility to provide a safe environment in which children can learn.” 1


  1. RAMSIS SCHOOL recognizes the importance of creating and maintaining a safeguarding culture that will help all Students to feel safe, secure and respected; encourage them to talk openly; and enable them to feel confident that they will be listened to. We are committed to providing an environment where children can play, learn, develop and achieve and where they are safeguarded and are enabled to disclose if they are being harmed in some way. We are alert to the signs of abuse and neglect and follow our procedures to ensure that all students receive effective support, protection and


  1. RAMSIS SCHOOL recognizes that some children may be especially vulnerable to abuse. We understand that children who are abused or neglected may find it difficult to develop a sense of self-worth and to view the world in a positive way. While at school, behavior may be challenging and they may exhibit concerning behaviors and at times this may impact on other children either directly or indirectly. We will always take a considered and sensitive approach in order that we can support all of our


  1. Our school core safeguarding principles are:
    • That school is an important part of the wider safeguarding system for
    • It is a whole school responsibility to safeguard and promote the welfare of children
    • All children (defined as those up to the age of 18) have equal rights to protection regardless of age, gender, ability, culture, race, language, religion or sexual identity
    • All children have a right to be heard and to have their wishes and feelings taken into account
    • All staff understand safe professional practice and adhere to our code of conduct and other associated policies
    • All staff have a responsibility to recognize vulnerability in children and act on any concern in accordance with this guidance

·        Definitions

“Safeguarding is not just about protecting children from deliberate harm. It includes a wide range of issues relating to student’s welfare, health and safety.


Within this document:

  • Safeguarding: Working Together to Safeguard Children, 2019 defines safeguarding as:
    • Protecting children from maltreatment;
    • Preventing impairment of children’s health or development;



  • Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care; and
  • Taking action to enable all children to have the best life
  • Child Protection is an aspect of safeguarding, but is focused on how we respond to children who have been significantly harmed or are at risk of significant


  • Staff applies to all those working for or on behalf of the school, full time or part time, in either a paid or voluntary capacity. This also includes parents and governors.


  • Child refers to all young people who have not yet reached their 18 birthdays or Children Looked After and SEND young people who have not yet reached their 25th On the whole, this will apply to pupils of our school; the policy will also extend to visiting children and students from other establishments


  • Parent refers to birth parents and other adults in a parenting role for example adoptive parents, step parents, guardians and foster


  • Abuse could mean neglect, physical, emotional or sexual abuse or any combination of these. Parents, guardians and other people can harm children either by direct acts and / or failure to provide proper care.

·        Context

  1. This policy has been developed in accordance with the principles established by the Federal Law No. 3 of 2016 concerning child rights, also known as Wadeema’s Law and related guidance Updated on 10 Sep 2020
  2. Federal Law No. 3 of 2016 concerning child rights, also known as Wadeema’s Law (PDF, 250 KB), stresses that all children must be provided with appropriate living standards, access to health services, education, equal opportunities in essential services and facilities without any kind of discrimination. The law protects children against all forms of negligence, exploitation, physical and psychological abuses.
  3. In addition, smoking in public and private vehicles and indoor facilities where children are present is also prohibited under the law. Violators will be subject to penalties as set out by the law.
  4. The law allows childcare specialists to remove children from their homes against parents’ wishes and without judicial permission in cases of imminent danger. In less severe cases, specialists may intervene by visiting the child regularly, providing social services and mediating a solution between the family and the child.
  5. Those who put children in danger, abandon them, neglect them, leave them without supervision, do not enroll them in school or register them upon their birth will be subject to a prison sentence or a fine or both. The law applies to all children up to the age of 18.






  • Is a senior member of staff from the school’s leadership team and therefore has the status and authority within the school to carry out the duties of the post, including committing resources and supporting and directing other staff.
  • Takes lead responsibility for safeguarding and child protection in the school, which will not be delegated although the activities of the DSL may be delegated to appropriately trained deputies.
  • Is appropriately trained, receives refresher training at two-yearly intervals and regularly (at least annually) updates their knowledge and skills to keep up with any developments relevant to their role.
  • Acts as a source of support and expertise to the school community.
  • Encourages a culture of listening to children and taking account of their wishes and feelings.
  • Is alert to the specific needs of children in need, those with special educational needs, looked after children and young careers.
  • Has a working knowledge of relevant UAE law, education inspection process, and inter- agency support.
  • Keeps detailed written records of all concerns, ensuring that such records are stored securely and flagged, but kept separate from, the student’s general file.
  • Refers cases of suspected abuse to Children’s Social Care, or the Police as appropriate.
  • Attends and/or contributes to child protection conferences, strategy meetings.
  • Coordinates the school’s contribution to child protection plans as part of core groups, attending and actively participating in core group meetings.
  • Develops effective links with relevant statutory and voluntary agencies.
  • Ensures that all staff sign to indicate that they have read and understood the child protection and safeguarding policy and Staff Behavior Policy (Code of Conduct).
  • Has a working knowledge of relevant national safeguarding guidance.
  • Ensures that the child protection and safeguarding policy and procedures are regularly reviewed and updated annually, working with the whole school community of students, parents, staff, volunteers regarding this.
  • Keeps a record of staff attendance at child protection training.
  • Makes the child protection and safeguarding policy available publicly, i.e. on the school’s website or by other means.
  • Ensures parents are aware of the school’s role in safeguarding and that referrals about suspected abuse and neglect may be made.
  • Ensures that the headteacher is aware of the responsibility under UAE Law

The Deputy Designated Safeguarding Lead(s)

Is/are appropriately trained to the same level as the DSL and, in the absence of the DSL, carries out those functions necessary to ensure the ongoing safety and protection of students. In the event of the long-term absence of the DSL, the deputy will assume all of the functions above.


  1. Abuse of position of trust

All school staff are aware that inappropriate behavior towards students is unacceptable and that their conduct towards students must be beyond reproach. Any relationship with a student, even if over the age of consent, is regarded as ‘an abuse of a position of trust’.



  1. Children who may be particularly vulnerable


Some children are more vulnerable to abuse and neglect than others. Several factors may contribute to that increased vulnerability, including prejudice and discrimination, isolation, social exclusion, communication issues, a reluctance on the part of some adults to accept that abuse can occur, as well as an individual child’s personality, behavior, disability, mental and physical health needs and family circumstances.

To ensure that all of our students receive equal protection, we will give special consideration to children who are:

  • Disabled or have special educational needs.
  • young careers.
  • Affected by parental substance misuse, domestic abuse and violence or parental mental health needs.
  • Asylum seekers.
  • Vulnerable to being bullied, or engaging in bullying behaviors.
  • Living in temporary accommodation.
  • Living transient lifestyles.
  • Living in chaotic and unsupportive home situations.
  • Vulnerable to discrimination and maltreatment on the grounds of race, ethnicity, religion, disability or sexuality.
  • At risk of being drawn into extremism.


  1. Early Help

The school recognizes that providing early help is more effective in promoting the welfare of children than reacting later. Early help means providing support as soon as a problem emerges, at any point in a child’s life. All school staff are trained to notice any concerns about children which may help to identify that they would benefit from early help.

The school is committed to working in partnership with children, parents and other agencies to:

  • Identify situations in which children and/or their families would benefit from early help.
  • Undertake an assessment of the need for early help; and provide targeted early help services to address the assessed needs of a child and their family, developing an action plan that will focus on activity to improve the child’s outcomes.

The school will be particularly alert to the potential need for early help for any child who:

  • Is disabled and has specific additional needs;
  • Has special educational needs;
  • Is a young career;
  • Is showing signs of engaging in anti-social or criminal behavior;
  • Is in a family whose circumstances present challenges for the child, such as adult substance abuse, adult mental ill health, domestic abuse;
  • Is showing early signs of abuse and/or neglect; and/or
  • Is particularly vulnerable in any of the ways identified in paragraph 6 above.


Careful consideration should be taken regarding who to involve in the ‘Early Help’ process. The process should involve the child and family as well as all the professionals who are working with them. However, if by doing so this puts the child at further risk, relevant best interests’ decisions should be made, in consultation with UAE inter-agencies.

The school will keep the needs and circumstances of children receiving early help under constant review. If the child’s situation does not improve and/or the child’s parents and/or the child do not consent to early help being initiated, the school will make a judgement about whether, without help, the needs of the child will escalate. If so, a referral to Children’s Social Care may be necessary.


5.Helping children to keep themselves safe

The UAE School Inspection Framework stipulates governing bodies and proprietors to ensure that children are taught about safeguarding, including online, through teaching and learning opportunities, as part of providing a ‘broad and balanced curriculum.’

Children are taught to understand and manage risk through our advisory and Moral Education lessons, and through all aspects of school life. Our approach is designed to help children to think about risks they may encounter and, with the support of staff, work out how those risks might be reduced or managed. Discussions about risk are empowering and enabling for all children and promote sensible behavior rather than fear or anxiety. Children are taught how to conduct themselves and how to behave in a responsible manner. Children are also reminded regularly about online safety, the risks of sharing content and images online and tackling bullying, including cyber bullying procedures. The school continually promotes an ethos of respect for children and students are encouraged to speak to a member of staff of their choosing about any worries they may have.

Discussions about risk will include talking to children about the risks and issues associated with young people sending, receiving and/or disseminating indecent images of themselves and other young people, which is widely referred to as ‘sexting’.

It is recognized that a young person may choose to share indecent images with another young person in the context of a romantic relationship and that she or he may do so without any intention to cause harm or distress to anybody.

Although technically an offence, ‘sexting’ of that nature is referred to as ‘experimental sexting’ and it is usually not necessary or appropriate to criminalize young people in those circumstances, yet UAE law prohibits this.

However, there are clear risks associated with such behavior. Staff are trained to be vigilant and to notice and record any concerns about young people sending and receiving indecent images, which includes listening to what young people say to each other and to staff, as they do with any other safeguarding concern.

When concerns are identified, staff will always speak to children and will inform parents about their concerns unless there is good reason to believe that doing so would place the child at increased risk of significant harm.

Children under the age of 13 are unable to consent to sexual activity. Any imagery containing sexual activity by under 13-year-old will therefore be referred to the Police.


7.Support for students, families and staff involved in a child protection issue

Child abuse is devastating for the child and can also result in distress and anxiety for staff who become involved. We will support students, their families, and staff by:

  • Taking all suspicions and disclosures seriously.
  • Nominating a link person (usually the DSL) who will keep all parties informed and be the central point of contact.
  • Where a member of staff is the subject of an allegation made by a student, separate link people will be nominated to avoid any conflict of interest.
  • Responding sympathetically to any request from students or staff for time out to deal with distress or anxiety.
  • Maintaining confidentiality and sharing information on a need-to-know basis only with relevant individuals and agencies.
  • Storing records securely.
  • Offering details of helplines, counselling or other avenues of external support.
  • Following the procedures laid down in our child protection, whistleblowing, complaints and disciplinary procedures.
  • Cooperating fully with relevant statutory agencies.

8.Staff training

It is important that all staff have training to enable them to recognize the possible signs of abuse, neglect and exploitation and to know what to do if they have a concern.

New staff who will have direct contact with children and volunteers will receive an explanation during their induction which will include:

  • The school’s child protection and safeguarding policy.
  • Signs and symptoms of abuse and neglect.
  • Responding to disclosure of abuse or neglect by a child.
  • Reporting and recording arrangements.
  • Receiving paid training offered by the school “Child Protection in Schools”

All staff, including the headteacher (unless the headteacher is the DSL), volunteers and governors will receive appropriate and regularly updated safeguarding and child protection training and thematic updates as required (at least annually) during staff development days and regular discussions at staff meetings, to provide them with the requisite skills and knowledge to safeguard children effectively in line with UAE guidance.

9.Record Keeping

The school will maintain safeguarding (including early help) and child protection records. The school will:

  • Keep clear detailed written records of concerns about children (noting the date, event and action taken), even where there is no need to refer the matter to relevant agencies immediately;
  • Keep records in a folder in a meticulous chronological order;
  • Ensure all records are kept secure and in locked locations;
  • Ensure all relevant child protection records are sent to the receiving school, college or other education establishment when a student moves.

10.Confidentiality and Information Sharing

All staff will understand that child protection issues warrant a high level of confidentiality, not only out of respect for the student, family and staff involved but also to ensure that information being released into the public domain does not compromise evidence.

Staff will ensure confidentiality protocols are adhered to and information is shared appropriately.

All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.

11.Online Safety

    RAMSIS SCHOOL recognizes that the use of technology presents particular challenges and risks to children and adults both inside and outside of school. New technologies have become integral to the lives of children and young people in today’s society, both within schools and in their lives outside school. We are committed in RAMSIS ENGLISH PRIVATE SCHOOL to improving e-Safety not only in school but at home as well.

    Members of staff with appropriate skills, interest and expertise regarding online safety ( E-safety Team )are encouraged to help support the social worker when developing curriculum approaches or making technical decisions. However, the E-safety Team should take the overall responsibility for online safeguarding within the school.

    Further information reading the specific approaches relating to this can be found in the RAMSIS ENGLISH PRIVATE school Online Safety Policy which can be found on the school website and School telegrams channels.

    RAMSIS SCHOOL will ensure that appropriate filtering and monitoring systems are in place when STUDENTS and staff access school systems and internet provision. The school will be careful  to ensure that these systems do not place unreasonable restrictions on internet access or limit what children can be taught with regards to online teaching and safeguarding.


    RAMSIS SCHOOL will ensure a comprehensive whole school curriculum response is in place to enable all students to learn about and manage online risks effectively and will support parents and the wider school community (including all members of staff) to become aware and alert to the need to keep children safe online.


    Detailed information about the school’s response to online safety can be found in the school’s Online Safety Policy on the school website.

11.Photography and images

To protect students we will:

  • Seek their consent for photographs to be taken or published (for example, on our website or in newspapers or publications)
  • Seek parental consent in the admission form.
  • Use only the student’s first name with an image
  • Ensure students are appropriately dressed, and
  • Encourage students to tell us if they are worried about any photographs that are taken of them.

The school’s online safety policy explains how we try to keep students safe in school and protect and educate students in the safe use of technology.

There are four categories of abuse: physical abuse, emotional abuse, sexual abuse and neglect


Physical abuse

Physical abuse is a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child (this used to be called Munchausen’s Syndrome by Proxy, but is now more usually referred to as fabricated or induced illness).


Emotional abuse

Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.


Sexual abuse

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse (including via the internet).

Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.



Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to:

  • provide adequate food, clothing and shelter (including exclusion from home or abandonment);
  • protect a child from physical and emotional harm or danger;
  • ensure adequate supervision (including the use of inadequate care-givers); or
  • ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness



to, a child’s basic emotional needs.


Definitions taken from Working Together to Safeguard Children (HM Government, 2015).


Indicators of abuse

Physical signs define some types of abuse, for example bruising, bleeding or broken bones resulting from physical or sexual abuse, or injuries sustained while a child has been inadequately supervised. The identification of physical signs is complicated, as children may go to great lengths to hide injuries, often because they are ashamed or embarrassed, or their abuser has threatened further violence or trauma if they ‘tell’. It is also quite difficult for anyone without medical training to categorise injuries into accidental or deliberate with any degree of certainty. For those reasons it is vital that staff are also aware of the range of behavioral indicators of abuse and report any concerns to the Designated Safeguarding Lead.


It is the responsibility of staff to report their concerns. It is not their responsibility to investigate or decide whether a child has been abused.


A child who is being abused or neglected may:

  • have bruises, bleeding, burns, fractures or other injuries;
  • show signs of pain or discomfort;
  • keep arms and legs covered, even in warm weather;
  • be concerned about changing for PE or swimming;
  • look unkempt and uncared for;
  • change their eating habits;
  • have difficulty in making or sustaining friendships;
  • appear fearful;
  • be reckless with regard to their own or other’s safety;
  • self-harm;
  • frequently miss school or arrive late;
  • show signs of not wanting to go home;
  • display a change in behavior – from quiet to aggressive, or happy-go-lucky to withdrawn;
  • challenge authority;
  • become disinterested in their school work;
  • be constantly tired or preoccupied;
  • be wary of physical contact;
  • be involved in, or particularly knowledgeable about drugs or alcohol; and/or
  • display sexual knowledge or behavior beyond that normally expected for their age and/or stage of development.
  • acquire gifts such as money or a mobile phone from new ‘friends’ or adults recently acquainted with the child’s family


It is very important that staff report all of their concerns, however minor or insignificant they may think they are – they do not need ‘absolute proof’ that the child is at risk.


If a member of staff or volunteer is concerned about a student’s welfare

There will be occasions when staff may suspect that a student may be at risk but have no ‘real’ evidence. The student’s behavior may have changed, their artwork could be bizarre, they may write stories or poetry that reveal confusion or distress or physical but inconclusive signs may have been noticed. In these circumstances, staff will try to give the student the opportunity to talk. The signs they have noticed may be due to a variety of factors, for example a parent has moved out, a pet has died, a grandparent is very ill or an accident has occurred. It is fine for staff to ask the student if they are OK or if they can help in any way.

Staff should use report these concerns to the DSL as per any other concern about a child’s welfare.


Notifying parents

The school will normally seek to discuss any concerns about a student with their parents. This must be handled sensitively and the DSL will make contact with the parent in the event of a concern, suspicion or disclosure.

However, if the school believes that notifying parents could increase the risk to the child or exacerbate the problem, advice will be sought first from relevant UAE agencies.


Making a referral to Children’s Social Care

The DSL will make a referral to UAE agencies, and the police, if it is believed that a student is suffering or is at risk of suffering harm


The student (subject to their age and understanding) and the parents will be told that a referral is being made, unless to do so would increase the risk to the child or create undue delay.








Reporting Forms / Body Maps / Log Sheets


Full Name:






Class/Form: Additional needs:
Home Address: Telephone:


E mail:

Status of file and dates:
Any other child protection records held in school relating to this child or a child closely connected to him/her? YES/NO WHO?
Members of household
Name Relationship to child DOB/Age Tel No  
Significant Others (relatives, carers, friends, childminders, etc.)
Name Relationship to child Address Tel No
Other Agency Involvement
Name of officer/person Role and Agency Tel No Date



Logging a concern about a child’s safety and welfare

Part 1 (for use by any staff)

student’s Name: Date of Birth:                                         Class:
Date and Time of Incident: Date and Time (of writing):

……………………………………………………………..     …………………………………………………………….              Print Signature


Job Title:

Record the following factually: What are you worried about? Who? What (if recording a verbal disclosure by a child use their words)? Where? When (date and time of incident)? Any witnesses?
What is the student’s account/perspective?
Professional opinion where relevant.
Any other relevant information (distinguish between fact and opinion). Previous concerns etc.
What needs to happen? Note actions, including names of anyone to whom your information was passed and when.


Check to make sure your report is clear to someone else reading it.

Please pass this form to your Designated Safeguarding Lead.









Part 2 (for use by DSL)


Time and date information received, and from whom.


Any advice sought – if required (date, time, name, role, organisation and advice given).


Action taken (referral to outside agencies

/monitoring advice given to appropriate staff) with reasons.


Note time, date, names, who information shared with and when etc.


Parent’s informed? Y/N and reasons.

Outcome  Record names of

individuals/agencies who have given information regarding outcome of any

referral (if made).


Where can additional information regarding child/incident be found (e.g. student file, serious incident book)?

Should a concern/ confidential file be commenced if there is not

already one? Why?




Printed Name






(This must be completed at time of observation)


Name of student:                                                               Date of Birth:                                   

Name of Staff:                                                                     Job title:

Date and time of observation:





FRONT                                                                                        BACK



RIGHT                                                                  LEFT


R                                                                           L










R                             TOP                             L                                R                         BOTTOM                       L






R                                                                                                   L






Printed Name, Signature and Job title of staff:

R                                                                          L







Blank template





Name of Child



Class/for m


Home Address



/carer contact details


Name of Social worker

and contact details


Other Agencies


Dates of: Conference, Reviews and Meetings













This is a core policy that forms part of the induction for all staff. It is a requirement that all members of staff have access to this policy and sign to say they have read and understood its contents.


·         Monitoring and Review

  1. All school staff (including temporary staff and volunteers) will have access to a copy of this policy and will have the opportunity to consider and discuss the contents prior to approval of the Governing Body being formally sought. The policy will also be available to parents/guardians on the school Website.


  1. This policy has been edited in October 2020 to reflect the new guidance and legislation issued in relation to safeguarding children and E-safety.


  1. The policy forms part of our school improvement plan and will be reviewed


  1. All staff should have access to this policy and sign to the effect that they have read and understood its



·         Support




Related Policies

  • REPS Student Behavior Management Policy for Distance Learning
  • REPS Online Safety Policy
  • REPS Acceptable Use Policy
  • REPS Password Security Policy
  • REPS Filtering Policy
  • REPS Managing Mobile Technologies Policy
  • REPS Emails Policy
  • REPS Distance Learning Policy







Please only sign if you have fully read the REPS Safeguarding and Childprotection Policy. By signing the acceptance form you are agreeing that you have fully understood the REPS Mobile Phone Policy.

I hereby confirm that I have read and fully understood the terms and conditions document attached and will strictly follow the REPS Mobile Phone Policy.






Reviewed: OCTOBER,2020.

Reviewed: DECEMBER,2020.

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