Safeguarding

Headway has an established ethos where:

• Students feel secure in a safe environment in which they can learn and develop in a culture of vigilance.
• Students know that there are adults in the centre whom they can approach if worried or in difficulty.
• Importance and prioritisation is given to equipping the children with the skills needed to stay safe; including providing opportunities for personal, social and health education throughout the curriculum.
• Students develop realistic attitudes to their responsibilities in adult life and are taught the skills needed to keep themselves safe; including understanding and recognition of healthy/unhealthy relationships and support available.
• Students are supported in recognising and managing risks in different situations, including on the internet, being able to judge what kind of physical contact is acceptable and unacceptable, recognising when pressure from others, including people they know, threatens their personal safety and well-being and supporting them in developing effective ways of resisting pressure.
• All adults feel comfortable and supported to draw safeguarding issues to the attention of the Designated Safeguarding Lead and are able to pose safeguarding questions with ‘respectful uncertainty’ as part of their shared responsibility to safeguard children ‘Think the unthinkable’ Keeping Children Safe in Education 2020.
• There is a proactive approach to substance misuse. Issues of drugs and substance misuse are recorded and there is a standalone policy which is robustly delivered throughout the school and curriculum.
• Support and planning for young people in custody and their resettlement back into the school community is undertaken, where necessary, as part of our inclusive approach.
• It works in accordance with Working Together to Safeguard Children 2018' and supports the North Lincolnshire Children’s Multi Agency Resilience and Safeguarding Board (Children’s MARS) to ensure children and young people receive the most appropriate referral and access provision; actively supporting multi agency planning for those children and, in doing so, providing information about the ‘voice of the child’ and the child’s lived experience as evidenced by observations or information provided by the multi- agency forum.