Leading With Safeguarding

As the Designated Safeguarding Lead, I hold the responsibility for making sure every child in our care is safe, supported, and protected at all times. This responsibility is framed by the statutory guidance we follow, including Keeping Children Safe in Education and Working Together to Safeguard Children. These documents shape our practice and give clear expectations for how we identify risk, respond to concerns, and work with families and professionals. I make sure our provision meets these expectations every single day.

Sarri Grey - Head of Centre and DSL

Children with additional needs face higher levels of vulnerability. Some may communicate differently. Some may struggle to recognise unsafe situations. Some may rely on adults more deeply for reassurance and clarity. These realities require us to pay closer attention, ask better questions, and think about how each child experiences the world. My role is to make sure their needs are understood and responded to with consistency and care.

I ensure that all staff complete online safeguarding training as part of their induction. This includes modules on child protection, recognising signs of harm, managing disclosures, and understanding how additional needs can influence vulnerability. Staff revisit training regularly so their knowledge stays current and grounded in national expectations. I also provide in-house briefings and updates whenever DfE guidance changes or when patterns in our setting raise new concerns.

At FIIT Learning Academy, we have systems that make safeguarding part of our daily rhythm. Staff know how to record concerns clearly. They know when to come directly to me. I check logs each day, monitor patterns, and act quickly when a child needs support. We put routines in place that help children feel safe and steady. We create predictable structures, clear boundaries, and warm relationships so students always know who they can turn to.

I stay in close contact with families, carers, and external agencies. Working Together sets out clear expectations for multi-agency practice, and I make sure we meet them. When a child needs additional support, I speak with the right professionals, share information appropriately, and keep communication active so nothing is overlooked. This helps create a joined-up picture of each child’s needs and strengthens their support network.

Our environment is designed to reduce stress and increase emotional safety. Some children need calm spaces. Some need adults who recognise early signs of distress. Some need extra reassurance to settle. I guide staff on how to respond to triggers, how to support regulation, and how to listen when a child communicates discomfort through behaviour rather than words.

I reflect often on our practice and seek ways to improve. I review procedures, update staff when guidance shifts, and check that our actions stay consistent with statutory expectations. I support staff when situations are complex, and I take the lead on decisions that keep the child at the centre.

At FIIT Learning Academy, safeguarding is not a single action. It is a commitment carried through every part of our provision. With clear guidance, ongoing training, and a deep understanding of the needs of our most vulnerable learners, we create a place where every child is protected, believed, and supported to feel safe.

Sarri Grey - Head of Centre and DSL