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For each ‘element of knowledge/practice to be audited’ below, the area coordinators and project leader should discuss and agree a rating, and the relevant area coordinator should record their evidence on the audit template under the most accurate descriptor (‘A consistently strong feature’, ‘Some good practice’, or ‘An emerging area of practice’).
| Key theme | Element of knowledge/practice to be audited | Relevant CSA Centre resources |
|---|---|---|
| a) The setting has a shared vision and values that promote positive relationships | (i) The setting’s values and ethos promote positive relationships that are evident in everyday practice
(ii) Pupils, staff and parents understand the setting’s values (iii) There is a strong emphasis on wellbeing for pupils and staff |
CSA Centre online directory: find a child sexual abuse support service |
| b) Relationships across the setting reflect its vision and values | (iv) The staff team are consistent in how they demonstrate their responsibility to be positive role models and trusted adults
(v) Stereotypical or unkind/harmful behaviour between any members of the community is consistently challenged |
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| c) The setting engages with stakeholders to review and refresh its practice, promoting positive relationships across the community | (vi) The setting encourages stakeholder feedback about its practice – a range of activities are used to elicit views
(vii) The setting supports stakeholders to contribute to policy review processes |
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| d) The setting embraces and promotes diversity in opportunities for its whole community | (viii) Learning resources and displays portray positive images that challenge stereotypes
(ix) The setting demonstrates how sex/gender, cultural needs and protected characteristics are considered in practice |
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| e) The setting has appropriate systems to support safe recruitment and the management of low-level concerns | (x) The recruitment process ensures that candidates’ attitudes to equality, diversity and inclusion are explored fully
(xi) Mechanisms to report and manage low level concerns are in place and effective |
| Key theme | Element of knowledge/practice to be audited | Relevant CSA Centre resources |
|---|---|---|
| a) Staff understand the prevalence of child sexual abuse | (i) Staff know about the scale and nature of child sexual abuse
(ii) The staff team know that any child can be sexually abused |
What you need to know about child sexual abuse |
| b) Staff have appropriate training and resources to give them a good understanding of child sexual abuse and trauma | (iii) Training opportunities allow all staff to develop their knowledge and understanding of child sexual abuse
(iv) Staff with increased safeguarding responsibilities can access information, training and support |
What you need to know about child sexual abuse
Key messages from research on intra-familial child sexual abuse Key messages from research on child sexual exploitation Key messages from research on child sexual abuse in institutional contexts Key messages from research on the impacts of child sexual abuse |
| c) Staff have the knowledge, confidence and resources to take appropriate action that will protect, identify and respond to child sexual abuse | (v) All staff understand their role in protecting pupils from sexual abuse
(vi) All staff can identify the signs and indicators of possible child sexual abuse (vii) All staff are confident in knowing how to speak to a pupil when there are concerns |
What you need to know about child sexual abuse
Signs and indicators: A template for identifying and recording concerns of child sexual abuse Communicating with Children Guide Key messages from research on intra-familial child sexual abuse Key messages from research on child sexual exploitation Key messages from research on child sexual abuse in institutional contexts |
| Key theme | Element of knowledge/practice to be audited | Relevant CSA Centre resources |
|---|---|---|
| a) PSHE/RSE has high status, and teachers confidently deliver learning opportunities that promote safe and healthy relationships using age-appropriate methods | (i) The lead for PSHE/RSE liaises effectively with the designated safeguarding lead/professional and the safeguarding team about teaching and learning priorities
(ii) Teachers access high-quality learning materials and continuing professional development to support high-quality delivery of PSHE/RSE (iii) Teachers deliver PSHE/RSE effectively, creating safe spaces to share learning and promote discussion (iv) PSHE/RSE leaders have capacity to respond to emerging issues, including engaging with external partners when needed (v) Key messaging about healthy relationships and how to seek help are supported throughout the wider curriculum (vi) The impacts (on mental health, relationships and body image) of social media and viewing pornography are taught to pupils |
Communicating with Children Guide
Key messages from research on harmful sexual behaviour in online contexts Key messages from research on child sexual abuse by adults in online contexts Key messages from research on intra-familial child sexual abuse |
| b) Pupils demonstrate a good understanding of safe and healthy behaviours and relationships, and know how to seek help | (vii) Pupils use the correct language for intimate body parts
(viii) Pupils apply age-appropriate knowledge about healthy relationships in different contexts (ix) Pupils are taught what to do if someone they know asks them to keep an unsafe secret or touches them in a way that feels wrong (x) Pupils understand how the internet and social media can be used to cause harm (xi) Pupils know to report concerns about inappropriate content online, and about sexual abuse, extortion or exploitation (xii) Pupils know how social media and/or pornography can distort the reality of healthy relationships (xiii) Pupils’ views are sought to help shape the setting’s policy, practice and curriculum |
Pupil survey templates |
| Key theme | Element of knowledge/practice to be audited | Relevant CSA Centre resources |
|---|---|---|
| a) The setting’s environment and routines are predictable, calm and supportive of emotional regulation | (i) Pupils know how to seek help, and are encouraged to do so whenever they need it
(ii) There are supervised, calm and regulated spaces which are accessible to pupils (iii) The setting has consistent, predictable routines which promote feelings of safety and reduce anxiety |
Pupil survey templates |
| b) Staff across the setting adapt their communication and responses based on the child’s emotional state, demonstrating practical trauma-informed skills | (iv) All staff understand the impact of abuse and trauma on children
(v) All staff understand behaviour as communication; they engage with curiosity and avoid blame (vi) All staff demonstrate a deep understanding of what trauma-informed practice means |
What you need to know about child sexual abuse
Signs and indicators: A template for identifying and recording concerns of child sexual abuse Key messages from research on children and young people who display harmful sexual behaviour Key messages from research on the impacts of child sexual abuse |
| c) Staff across the setting understand factors that increase the risk of child sexual abuse | (vii) All staff know how additional vulnerabilities (e.g. disability) can place pupils at increased risk of sexual abuse
(viii) All staff are aware of barriers to abused children’s engagement with adults, and how these can be overcome |
What you need to know about child sexual abuse |
| Key theme | Element of knowledge/practice to be audited | Relevant CSA Centre resources |
|---|---|---|
| a) Leaders recognise the relevance of community, societal and individual factors which can influence community safeguarding practice | (i) The setting’s leaders ensure that staff practice reflects an awareness of diversity and intersectionality, and the need for inclusion
(ii) Pupils across all backgrounds and characteristics are supported by staff to share their views about their life outside school (iii) Activities are organised to raise awareness (among staff, pupils and/or families) of issues around child sexual abuse, and their impacts are measured (iv) Collaboration by leaders with community partners informs safeguarding activity (v) Pupils have opportunities to share concerns about issues in their community |
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| b) Families receive clear, accessible information about support; they understand and trust safeguarding processes | (vi) All staff know which community and voluntary organisations they can signpost pupils and families to for support
(vii) Leaders facilitate and/or signpost parents/carers to awareness-raising events/information |
Supporting Parents and Carers Guide
Webinar: Online sexual offending: Supporting families following arrest of a parent CSA Centre online directory: find a child sexual abuse support service |
| Key theme | Element of knowledge/practice to be audited | Relevant CSA Centre resources |
|---|---|---|
| a) Record-keeping is timely, thorough and child-centred; concerns about child sexual abuse are responded to promptly | (i) All staff know how to record their concerns about child sexual abuse, including harmful sexual behaviour
(ii) There is consistency in how concerns are recorded and followed up, including the action taken and outcomes (iii) Misunderstandings in recording and reporting are swiftly addressed (iv) Under/over-reporting of concerns relating to particular groups of pupils, or from particular staff groups or departments, is scrutinised |
Key messages from research on children and young people who display harmful sexual behaviour
Key messages from research on identifying and responding to disclosures of child sexual abuse Webinar: Putting the Child Sexual Abuse Response Pathway into practice |
| b) Leaders review concerns and incidents of child sexual abuse to identify trends, and to ensure a fair and consistent response | (v) Data is used effectively to identify trends, and to determine priorities, in relation to all child sexual abuse concerns
(vi) There is a consistent approach to managing harmful sexual behaviour between pupils (vii) Concerning behaviours are explored as a possible sign of harm or unmet need (viii) Support plans in place for pupils are reviewed for effectiveness |
Safety planning in education: A guide for professionals supporting children following incidents of harmful sexual behaviour |
| c) Leaders engage effectively with statutory safeguarding agencies, and know how to challenge when appropriate | (ix) Secure arrangements are in place with statutory partners; information, advice and learning are shared in a timely way
(x) Where referrals to statutory partners do not meet the threshold for the partner to take action, leaders in the setting know what action they can take, including local escalation procedures |
Webinar: Putting the Child Sexual Abuse Response Pathway into practice |
| d) Leaders and governance arrangements ensure that practice is secure, to improve the prevention of and response to child sexual abuse | (xi) Governors/trustees understand the key issues relating to child sexual abuse within the setting
(xii) Monitoring and assurance activity helps to inform governors/trustees about the impact of child sexual abuse prevention and response interventions |
CSA Centre infographics
Key messages from research on child sexual abuse in institutional contexts |