Schools should aim to have exemplary safeguarding practices, but one of the biggest challenges is equipping themselves with the right skill-sets.
Two-thirds of school leaders say they have experienced some challenges when recruiting staff with safeguarding expertise, according to Browne Jacobson’s recent School Leaders Survey (2024).
As such, schools need to consider how to ensure that candidates for safeguarding positions feel suitably supported in these roles, which will in turn enhance safeguarding frameworks. Broadly, this should involve a focus on five key areas:
- Effective and meaningful supervision for designated safeguarding leads (DSLs).
- Comprehensive training for governors and staff.
- Rigorous quality assurance processes.
- Emphasising the crucial roles of support and challenge.
- Collaboration between safeguarding leads.
Together, these elements create a robust safeguarding environment that not only protects, but also empowers pupils and staff.
1, Designated safeguarding lead supervision
The DSL plays a crucial role in schools, acting as the first point of contact for concerns about children's welfare.
Effective supervision of DSLs is essential to maintain high standards of child protection. This should be regular and supportive, providing an opportunity for DSLs to discuss sensitive cases, reflect on their practice, and receive advice on complex issues.
In her recent article for Headteacher Update, safeguarding expert Sara Alston discussed how to “look after” our safeguarding leads, including a focus on issues such as practical support, sufficient time to do the role – and high-quality supervision.
As Ms Alston writes: “Supervision allows DSLs to review the decisions they have made, the procedures that they have followed, manage their own feelings about this, and consider what lessons can and should be learnt from each case.
“Supervision is a key part of the management, support and care for many professionals working in difficult areas, including child protection.
“Supervision for the DSL and their team should not be seen as a luxury, but an essential part of caring for these key staff so that they can work effectively to safeguard others.”
Well-supervised DSLs will benefit from enhanced decision-making skills and being up-to-date on the latest safeguarding policies and procedures.
Schools and trusts are developing their own DSL supervision policies and guidance to provide the scaffolding required for effective supervision. Example supervision methods include:
- One-to-one sessions that are pre-arranged with an agenda shared beforehand.
- Group safeguarding supervision to encourage communication, problem-solving and peer group learning.
- Unplanned, ad-hoc sessions that could focus on the DSL as an individual, their performance, work/life balance, and personal support.
A combination of the above is likely to be most holistic and effective. The purpose of supervision is to have protected time to discuss and provide a fresh perspective, review workloads, and have an opportunity to offload among a whole raft of other things that relate to the DSL role.
2, Training for governors and staff
Training and on-going updating is a cornerstone of effective safeguarding. Governors, trustees and staff should receive regular, up-to-date training on the latest safeguarding issues, legal responsibilities, and best practices.
This training should be tailored to the roles and responsibilities of the participants, ensuring that governors and trustees understand their strategic role in safeguarding oversight, while ensuring staff are equipped with practical skills to identify and respond to concerns.
Training must also cover when and how information should be shared with other agencies, such as local authorities, social services and the police.
Reflecting on what is required to empower your safeguarding governor or trustee is crucial as this role is a vital component of your safeguarding strategy. To achieve best outcomes, it is worth remembering that governors and trustees can be short on time.
Therefore, ensure that training is impactful, updates are succinct and to the point, and this is easily accessible to them. The more barriers we erect, the less effective training is likely to be.
To further enhance their effectiveness, consider exploring networking opportunities and coaching courses specifically designed to support and strengthen their capabilities.
These resources can provide the necessary tools and insights for your safeguarding trustee to excel and contribute significantly to your school safeguarding framework.
3, Quality assurance processes
Quality assurance processes are equally important to ensure that training and safeguarding practices are effective, and that you have evidence of their effectiveness.
Peer reviews, staff surveys and feedback sessions can provide insights into areas for improvement and help maintain high standards of safeguarding across your school or trust.
To get the best from our reviews, start with what you are trying to achieve and why you are carrying out the review. Define the outcomes you are looking for and decide how best to capture the true picture. A review should include an understanding of the safeguarding provision, consistency, and compliance with policies and processes.
A good review forms part of a longer process, rather than being a one-off event. That way, when the review takes place, the strengths and areas of development are already known, and the process feels collaborative and beneficial – done with, not done to.
4, Supporting and challenging safeguarding staff
Supporting and challenging safeguarding staff is vital to ensure they perform their roles effectively. Schools should provide regular professional development opportunities and resources to help safeguarding staff stay informed about best practices and legal changes.
At the same time, safeguarding staff should be held accountable through performance reviews and feedback mechanisms, ensuring they meet the required standards and continuously improve their practices.
Incorporating advice from external specialists can significantly enhance your safeguarding support system. This approach introduces an additional layer of expertise and perspective that is crucial, especially in complex scenarios where specialist knowledge is required.
External specialists, such as consultants in mental health, legal compliance or educational strategies, can bring a fresh set of eyes to existing challenges. Their insights can help refine practices, introduce innovative solutions and ensure a school’s safeguarding practices are exemplary.
It is also important that colleagues and governors are sufficiently able and willing to present professional challenge to your DSL in a constructive way, and to work together to achieve the best results.
This approach is vital for fostering an environment of continuous improvement within your safeguarding framework. It is also key from a governance and accountability perspective.
Constructive challenges should support and strengthen practices, focusing on enhancing outcomes rather than creating conflict. By promoting a culture where professional challenge is seen as a growth opportunity, schools can build a stronger, more effective safeguarding team.
5, Collaboration with safeguarding leads
School leaders should work closely with their safeguarding leads to create a cohesive strategy for child protection.
Depending on the size and locality of your organisation, this may include regular updates on safeguarding issues, joint training sessions, and collaborative reviews of policies and procedures. A unified approach to safeguarding will help to ensure it is robust and effective.
Final thoughts
By empowering your DSLs and safeguarding trustees, nurturing a supportive staff culture, and continuously refreshing training and reviews, schools can establish an effective safeguarding leadership framework. It’s about teamwork and continuous learning.
- Vicky Wilson is senior associate at UK and Ireland law firm Browne Jacobson.
Further information & resources
- Alston: Looking after your school's designated safeguarding lead, Headteacher Update, 2025: www.headteacher-update.com/content/best-practice/looking-after-your-schools-designated-safeguarding-lead
- Browne Jacobson: School Leaders Survey, 2025: Click here.