112 WORDS: Safeguarding & Child Protection Blog

The information contained within this blog comprises a series of 112* word individual safeguarding posts, specifically tailored and adapted for Expatriate Communities and in particular the International Schools’ global community. In this context I am using the term 112 Safeguarding to mean ‘Emergency’ or ‘First Responder’ Safeguarding. Use the ‘search’ functions at the top or bottom of this page to look for specific topics of interest.

*112 being the International emergency service contact number from mobile phones and some landline phones. See link for global emergency contact details, including those where 112 can be used: Global 112 Usage


Recruitment (v)

Safer recruitment practices and procedures should be at the centre of an international schools’ safeguarding practices: through planning, shortlisting, assessment, vetting, induction and rigorous probation periods. All of this should be embedded in your safer recruitment policy and underpinned by your safeguarding and child protection policy. 

How then do you recruit the very best staff? Professional recruitment led by trained, informed and experienced staff is the way to ensure that those candidates selected are of the best caliber and reach the highest of safeguarding standards.

Start your preparation on this topic by looking at the International Task Force on Child Protection (ITFCP): ‘Recommended Screening & Assessment Practices for the International School Recruitment’. 

Safeguarding supervision – a new resource from Supervision in School

Supervision in School, recognise that effective supervision is needed now more than ever as DSL workloads increase and schools return to normal. Achieving this need involves offering a reflective supervision programme that takes a systemic approach, acknowledges current legislation and recognised standards for supervision.

The engaging, facilitated sessions use high-quality, pre-recorded videos to take you through a step-by-step reflective process exploring six critical areas: attendance; mental health; contextual safeguarding/ peer on peer abuse; partnerships; domestic abuse; and record keeping. Sessions explore your strategic approach alongside individual cases.

To ensure a strengthened whole school system, the programme includes DSL wellbeing, mentoring and skills for safeguarding for all staff.

Overview of the programme here

Virtual NOVA Community Crisis Response Team Training

Virtual NOVA Community Crisis Response Team Training (Basic) on Zoom. Inspirational three-day training event from Wednesday 28 – Saturday 31 July 2021: Relevant to school counsellors, senior leaders and others with an interest in crisis response. ‘School crisis, transportation accidents, suicide, earthquakes, tsunamis can happen anytime to anyone. When crisis occurs, individuals and the communities in which they live are changed forever. This training will prepare participants and their organisations to respond to the emotional aftermath of crisis, whether few or many are involved.’ Upon successful completion, a certificate of completion will be issued by National Organization for Victim Assistance (NOVA), USA. 

Interested in attending, or for further information, follow the link here.

Intrafamilial Child Torture (ICT):

ICT Policy Report & Case Study

The American Professional Society on the Abuse of Children, Center for Child Policy has published a policy paper making the case for intrafamilial child torture (ICT) – torture directed against children by their primary caregivers – as a separate form of child abuse. It is one of a seven-part-series on the topic illustrating how ICT differs from other forms of child maltreatment.

A separate case study of ICT has also been published.

Professionals who regularly have contact with children, such as teachers, school counselors, or clergy, if knowledgeable about the indicators of child torture, may be able to sensitively engage children and help them disclose and provide support during referral and intervention. 

Age of Criminal Responsibility

Working within the International School sector…do you know the minimum age of criminal responsibility in your host country? I find many Designated Safeguarding Leads, Child Protection Officers, or members of Strategic Leadership Teams tend not to know, and so people try and guess if quizzed as part of a safeguarding audit, for example. It is, however, very important from a safeguarding perspective to know the answer!  

Why would it be important to understand any variation in your host country from other countries where you have been based?

Where might this information be stored such that it is accessible within your organization? 

To whom might this information be relevant within your school community?

Online Child Protection Course: ChildSafeguarding.com

This online child protection initiative was launched in June 2020 and now has registrants in 5 different countries. The courses are available in 8 languages with more on the way. An amazing tool for International Schools trying to reach those cohorts within their whole-school community where local languages can be a barrier to understanding andcommunication. Safeguarding and Child Protection can be complex topics at the best of times. This basic course breaks down the content into easy, manageable parts and empowers everyone to become part of the broader school safeguarding team.

CEO Matt Harris, was recently interviewed by David Niven from Social World Podcast. Listen to the interview at (Number 093).

Toilets, Washrooms & Changing Rooms (i)

This is a common issue in my International Schools’ work. Legislation and guidance exists for UK based schools for ‘toilet and washing facilities’. Requirements are governed by the Department of Education as detailed in ‘Advice on Standards for School Premises’ (March 2015).

 Independent School Standards Regulation 23A stipulates:

  1. Suitable toilet/washing facilities are provided for the sole use of pupils;
  2. Separate toilet facilities for boys and girls aged 8 years or over are provided except where the toilet facility is provided in a room that can be secured from the inside; and
  3. Suitable changing accommodation and showers are provided for pupils aged 11 years or over who receive physical education.

Online Learning

For those of you still actively involved in the delivery of online learning please note that back in April 2020 the Safer Recruitment Consortium (UK) published an addendum to their ‘Guidance for a Safer Working Practices’ document.

The Safer Recruitment Consortium is a partnership between four organisations with the safety and wellbeing of children at their heart:

The addendum was written to help schools consider the safeguarding issues around remote online learning, with changes and additions highlighted in yellow. The addendum should be read alongside the full guidance‘Guidance for safer working practice for those working with children and young people in education settings – May 2019’.

Recruitment (iv): Sentry for Safer Recruitment

How do you manage recruitment processes within your International School? Do you have an integrated safer recruitment program incorporating child protection measures relevant to all staffing levels including teacher, contractor, and volunteer engagement?

Sentry is a safeguarding software tool that can effectively manage your integrated safer recruitment processes whilst acting as your Single Central Record. 

Benefits include:

  • Easy recording of all recruitment checks;
  • System guides you through the recruitment process;
  • Enables progress monitoring of outstanding checks;
  • Ensures recruitment processes are robust;
  • Critical first line of defence against those presenting as a risk to children and young people;
  • Quick reference dashboards;
  • Automated workflows; and
  • Up-to-date guidance, advice and best practice.

Consider reviewing now!

Social World Podcast – Post COVID19 Social Work


Dave Niven, Head of the Social World Podcast, recently interviewed Professor Ngoh Tiong Tan Chair of the Global Institute for Social Work about contributions social work can make to communities in the context of the Covid19 pandemic.

Professor Tan discussed facilitating crisis management with vulnerable groups and the importance of social solidarity; neighbourliness; compassion; social wellbeing and heightened levels of awareness at such times. In line with ITFCP recommendations, he stressed the value of building social networks within host countries including with local social work specialists and agencies. Is your school making efforts to identify vulnerable indigenous staff or others in your community linked to this issue?

See Podcast 091 at http://socialworldpodcast.com