Information for Education and Early Years Professionals

Information for Education and Early Years Professionals

 

Introduction  

Education providers and early years settings are at the forefront of safeguarding children. You play a critical role in identifying concerns, promoting wellbeing, and ensuring that every child is protected from harm. This section of our website is designed to support you in meeting your statutory responsibilities under Working Together to Safeguard Children 2023 and Keeping Children Safe in Education (KCSIE).

Here you will find:

  • Clear guidance on referral processes and thresholds.
  • Information on Early Help and multi-agency working.
  • Advice on lawful information sharing.
  • Access to local policies, procedures, and training opportunities.
  • Resources to help you respond to specific safeguarding risks.

Our aim is to provide practical tools and up-to-date information so you can act confidently and effectively to keep children safe.

Safeguarding in Education and Early Years

What is Safeguarding?

Safeguarding means protecting children from harm, abuse, and neglect, ensuring they grow up in safe and supportive environments. It includes:

  • Preventing impairment of children’s health or development.
  • Ensuring children receive safe and effective care.
  • Taking action to enable all children to have the best outcomes.

Roles and Responsibilities of Education and Early Years Professionals

Every professional working with children has a duty to:

  • Recognise signs of abuse or neglect and act promptly.
  • Follow local safeguarding procedures and referral pathways.
  • Work in partnership with other agencies to protect children.
  • Maintain accurate records and share information lawfully when necessary.

The Designated Safeguarding Lead (DSL)

The DSL is the key point of contact for safeguarding within your setting. Their responsibilities include:

  • Leading on child protection concerns and referrals to the Multi-Agency Safeguarding Hub (MASH).
  • Ensuring staff are trained and understand safeguarding policies.
  • Maintaining detailed, confidential records of concerns.
  • Acting as a liaison with the local authority and safeguarding partners.

Training Available for Designated Safeguarding Leads (DSLs) in South Tyneside

South Tyneside Safeguarding Children Partnership (STSCP), offers a comprehensive multi-agency training programme for education professionals, including DSLs and those managing DSLs:

  • Safeguarding Course  
    • Includes essential courses such as:
      • Multi-Agency Threshold Training – Children
      • Domestic Abuse Practitioner Standard (Levels 1 & 2 – “Ask and Action”)
      • Child Protection Conferences
      • Safeguarding Children – A Multi-Agency Responsibility
    • To Book a Course Click HERE
  • E‑Learning Modules via Virtual College
    • Accessible courses include:
      • Safeguarding Children – Level 2 & Level 3
      • Safeguarding Everyone – Level 1 & 2
      • Early Help and CAF, Information Sharing, Supporting Teenagers
    • To access e-learning register HERE

DSLs, deputies, and those line managing them are strongly encouraged to access both face-to-face and e-learning options to ensure robust and up-to-date safeguarding expertise. Bookings can be made using the links above.

Support & Strategies for DSLs and Their Line-Managers

  1. Regular Supervision & Reflective Practice
  • Schedule formal supervision to debrief complex cases, review thresholds used, and support decision-making.
  • Facilitate case reflection sessions to identify learning opportunities and refine practice.
  1. Peer Networks & Multi-Agency Collaboration
  • Encourage DSLs to attend multi-agency forums or network meetings facilitated through STSCAP.
  • Promote collaborative practice with local MASH teams and child protection leads from other schools.
  1. Access to Strategic Oversight & Policy Guidance
  • Ensure DSLs have direct access to STSCAP policies, local thresholds, and flowcharts via the training portal.
  • Embed monthly or termly reviews to revisit policy updates (such as changes to DSL availability) as recommended in KCSIE.
  1. Continued Professional Development
  • Set CPD objectives, ensuring DSLs complete accredited courses each year (e.g., domestic abuse, information sharing, adolescent mental health).
  • Support external CPD such as NSPCC DSL updates or Operation Encompass training (noted separately for domestic abuse notifications).
  1. Wellbeing & Workload Management
  • Line-managers should monitor DSL workload, ensuring protected time and preventing burnout.
  • Offer dedicated cover during DSL absence to maintain continuity of service and compliance with statutory duties.

Embedding these strategies ensures DSLs are informed, supported, and positioned to respond effectively to safeguarding challenges in education settings.

 

 

Statutory Guidance

Professionals must follow national guidance, including:

Key Duties from KCSIE:

  • All staff must know how to identify and report concerns.
  • DSLs must be appropriately trained and available during school hours.
  • Settings must have clear safeguarding policies and procedures.

Record Keeping, Information Sharing and Confidentiality

Record Keeping

Accurate and timely record keeping is essential for safeguarding. All professionals must:

  • Record concerns factually, clearly, and promptly.
  • Include dates, times, and actions taken.
  • Keep records secure and in line with your organisation’s data protection policies.

Good records ensure continuity, support decision-making, and provide evidence for safeguarding processes.

Information Sharing

Sharing information is critical to protect children from harm. Professionals should:

  • Share information lawfully, proportionately, and securely.
  • Base decisions on the Data Protection Act 2018, UK GDPR, and the principles in Working Together to Safeguard Children 2023.
  • Remember: The safety of the child is paramount, you do not need consent if a child is at risk of significant harm.

National Guidance:

Confidentiality

  • Keep information confidential except where sharing is necessary to safeguard a child.
  • Share only with those who need to know.
  • Follow your organisation’s confidentiality policy and local safeguarding procedures.

Local Information Sharing Agreements

South Tyneside has a Multi-Agency Information Sharing Agreement that sets out:

  • When and how agencies share information.
  • Security and consent requirements.
  • Contact details for advice.

 

Early Help

Early Help: Advice and Guidance for Professionals

Early Help is about identifying needs at the earliest opportunity and providing timely, coordinated support to prevent issues from escalating. In South Tyneside, our approach is rooted in collaboration and empowerment, ensuring families receive the right help, at the right time.

What is Early Help?

Recognises families as experts in their own experiences.

Provides a Lead Professional to coordinate support.

Brings together a Team Around the Family to deliver a tailored plan.

Offers access to a range of services to build resilience and improve outcomes.

What is Local Authority Early Help?

Local Authority Early Help is the support provided directly by South Tyneside Council through its Family Hubs and Early Help Teams.

This includes:

Assessment and Planning: Completing an Early Help Assessment to understand needs and agree a plan with the family.

Direct Support: Offering practical help, parenting advice, and access to targeted interventions.

Coordination: Acting as the lead agency when cases require multi-agency involvement.

Specialist Services: Linking families to services such as housing support, financial advice, and safeguarding where needed.

Partner-Led Early Help

Early Help is a shared responsibility across all agencies working with children and families. Partner-led Early Help means that schools, health services, voluntary organisations, and other partners take the lead in supporting families when concerns are identified early, without waiting for issues to escalate.

What Does Partner-Led Early Help Involve?

  • Identifying Needs Early: Recognising emerging concerns and acting promptly.
  • Leading the Support Plan: Taking responsibility for coordinating the Early Help Assessment and developing a plan with the family.
  • Team Around the Family: Working collaboratively with other professionals to provide a joined-up package of support.
  • Empowering Families: Ensuring families are involved in decision-making and understand the support available.

Why Partner-Led Early Help Matters

  • Builds trust and strong relationships between families and professionals.
  • Reduces the need for statutory intervention by addressing issues early.
  • Promotes resilience and positive outcomes for children and young people.

How to Get Started

  • Complete an Early Help Assessment with the family.
  • Use the Multi-Agency Referral Form (MARF) if additional support is required.
  • Refer to the Threshold Guidance to understand levels of need.
  • Access national expectations in Working Together to Safeguard Children 2023.

Useful Links:

Contact:

Early Help Telephone: 01914246210

Email: familyhubs@southtyneside.gov.uk

Telephone: 0800 783 4645

 

Understanding Key Child Protection Processes

What is a Child in Need?

A Child in Need is defined under Section 17 of the Children Act 1989 as a child who requires additional services to achieve or maintain a reasonable standard of health or development, or to prevent significant harm. These children may not be at immediate risk of harm but need support from multi-agency services.

What is Child Protection?

Child Protection refers to the processes and actions taken to safeguard a child who is suffering, or likely to suffer, significant harm. This includes statutory interventions under Section 47 of the Children Act 1989.

What is Significant Harm?

Significant harm is the threshold that justifies compulsory intervention in family life. It can result from:

  • A single traumatic event (e.g., physical assault).
  • A combination of events that impair a child’s health or development (e.g., neglect, emotional abuse).

What is Section 47 of the Children Act?

Section 47 places a duty on the local authority to make enquiries when there is reasonable cause to suspect a child is suffering or likely to suffer significant harm. These enquiries determine what action is needed to safeguard the child.

Section 47 Child Protection Strategy Meeting (South Tyneside) – Guidance for Professionals

  1. What is a Section 47 Strategy Meeting?

A Section 47 Strategy Meeting (also called a Strategy Discussion) is a multi‑agency meeting held when there is reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm. Its purpose is to decide whether to initiate Section 47 child protection enquiries, plan any required criminal investigation, and coordinate immediate safeguarding actions.  

Section 47 enquiries are undertaken under the Children Act 1989 to determine what type of intervention is required to safeguard the child.

  1. When is a Strategy Meeting Convened?

A Strategy Meeting must be convened:

  • Whenever there is reasonable cause to suspect significant harm.
  • Following a referral, during an assessment, or when new information indicates that the child may be at risk.
  • Immediately (within hours) where there is risk to life or likelihood of immediate serious harm. In urgent situations, police/children’s social care may take initial action, followed by a meeting within 2 hours or as soon as possible.
  • When an Emergency Protection Order or Police Protection Powers are used.
  • At any point in an open case where concerns about significant harm arise.

Strategy Meetings should ideally occur within 24 hours of concerns being identified.

  1. Who Attends the Strategy Meeting?

Attendees must include agencies with relevant knowledge and decision‑making authority:

Mandatory participants:

  • Children’s Social Care (chair/Lead Practitioner)
  • Police (Public Protection/Child Protection Unit)
  • Health professionals (e.g., paediatrician, designated nurse/doctor)

Other attendees may include:

  • Education (school/nursery)
  • Youth Justice Service
  • Professionals involved with assessment or referral
  • Services relevant to the nature of harm (e.g., exploitation, missing, mental health, substance misuse)
  • Foster/Residential staff if the child is looked after

Attendees must be sufficiently senior to make decisions on behalf of their organisation.

Families do not attend Strategy Meetings.

  1. What the Strategy Meeting Means for the Child

For the child, a Strategy Meeting means:

  • Professionals are urgently assessing whether they are suffering or likely to suffer significant harm.
  • Immediate safety actions may be implemented (e.g., medical assessment, safety planning, police action).
  • Decisions will be made about whether a Section 47 enquiry should begin, and how the child’s voice and experience will be considered during the investigation.

The meeting aims to ensure the child’s welfare is central and that agencies coordinate effectively to protect them.

  1. Expectations of Professionals

Before the Meeting

Professionals must:

  • Share all relevant information with Children’s Social Care to support the meeting decision.
  • Ensure accuracy and timeliness of information-sharing.
  • Be prepared to describe concerns, historical context, and any current risks.
  • Ensure a manager or authorised representative able to make decisions attends.
  • Understand whether parental consent can or cannot be sought; consent may be withheld if doing so presents risk or jeopardises a police investigation.

During the Meeting

Professionals must:

  • Contribute relevant factual information that helps determine risk.
  • Support judgement on whether the threshold for significant harm is met.
  • Agree immediate safeguarding measures and responsibilities (SMART actions).
  • Agree roles in any joint or single‑agency criminal investigation.
  • Agree what can be shared with the family and what must be withheld for safety reasons.

After the Meeting

Professionals must:

  • Complete agreed actions within required timescales.
  • Report progress back to the Lead Practitioner.
  • Contribute to the ongoing Section 47 enquiry if authorised.
  • Attend follow‑up Strategy Meetings if required.
  1. Outcomes and Next Steps of a Strategy Meeting

Possible outcomes include:

  1. Section 47 Enquiry Initiated

The meeting may determine that statutory child protection enquiries must begin. Enquiries must be completed within 45 working days of referral.
Outcomes of the enquiry will inform whether an Initial Child Protection Conference is required (within 15 working days of the strategy meeting if so).

  1. Joint Investigation with Police

Where a criminal offence may have occurred, police will undertake or join the investigation while maintaining safeguarding as a shared responsibility.

  1. Immediate Safeguarding Actions

Actions may include:

  • Safety planning
  • Medical examination
  • Emergency legal action
  • Removal to safe accommodation
  1. No Section 47 Enquiry; Alternative Support

If concerns do not meet the threshold, agencies may proceed under partnership Early Help or Child in Need (s.17) pathways.

  1. Follow‑Up Strategy Meeting Required

Where more information is needed or risks evolve.

All decisions must be recorded and shared with participating professionals.

  1. Relevant Policy and Guidance
  1. Local Contacts (South Tyneside)

Children and Families Social Care (for concerns, referrals, urgent safeguarding)

  • Office hours: 0191 424 5010
  • Out of hours: 0191 456 2093

Northumbria Police – Child Protection / Public Protection

  • Non‑emergency: 101
  • Emergency: 999

Probation (South Tyneside) – HM Probation Service

  • South Shields Probation Office
    Phone: 0191 933 3780
    Secretan Way, South Shields, NE33 1HG

 

Child Protection Conferences in South Tyneside  

What is a Child Protection Conference?

A Child Protection Conference is a multi‑agency meeting convened when there are concerns that a child is suffering, or is likely to suffer, significant harm. The purpose is to share and analyse information, assess current risks, and decide whether a Child Protection Plan is required to safeguard the child.

Local guidance further states that a conference is arranged after a child protection enquiry (Section 47 Children Act 1989) or when social workers are increasingly worried about a child’s safety.

Conferences may also be convened for unborn babies where there are concerns about future harm.  

Purpose of the Child Protection Conference

According to statutory and procedural guidance, the conference aims to:

  • Bring together family, child (where appropriate), and key professionals.
  • Collate and analyse all relevant information.
  • Determine how agencies can work together to keep the child safe.
  • Decide whether the child requires a Child Protection Plan.  

What the Conference Means for the Child

For the child, a Child Protection Conference means:

  • Their needs, experiences, and safety are placed at the centre of decision‑making.
  • Professionals work together to identify risks and required safety measures.
  • There may be future review conferences, typically within 3 months and then every 6 months.

The process ensures multi‑agency oversight, a coordinated safety plan, and regular monitoring of progress and risks.

Why Child Participation is Important

Children should be invited to contribute when it is appropriate and safe to do so. According to national and third‑sector guidance:

  • Children may attend if they are old enough and it is suitable (e.g., not typically appropriate in cases involving sexual abuse).
  • They may bring an advocate or supporter.
  • Their views are important in understanding risk, lived experience, and what helps them feel safe.

The North and South of Tyne procedures also emphasise supporting the voice of the child as core good practice.  

Who Attends the Child Protection Conference?

A conference is normally chaired by an Independent Reviewing Officer and attended by:

  • The social worker and social work manager
  • Parents/carers and the child (where appropriate)
  • Police
  • Health professionals
  • Education
  • Any specialist or support services involved
  • Advocates or supporters as appropriate

Attendance is determined by who can contribute relevant information and support planning.

Levels in the Child Protection Process

In South Tyneside and across the North & South of Tyne region, the Child Protection Conference process includes:

Initial Child Protection Conference (ICPC)

Convenes after Section 47 enquiries when significant harm is suspected.

Review Child Protection Conference (RCPC)

Held within 3 months of the initial meeting, and every 6 months thereafter to monitor safeguarding progress and adjust the plan.

Child Protection Plan

If the conference decides the child is at continuing risk of significant harm, a Child Protection Plan will be established with clear roles, actions, and timescales.

Expectations of Professionals

Before the Conference

Professionals must:

  • Prepare a written report and share it with the family at least 3 days before an Initial Child Protection Conference and 5 days before a Review Conference.
    This ensures transparency and avoids surprises for families.
  • Submit the report within the same timescales to the designated local process.
  • Ensure families understand what will be discussed.

During the Conference

Professionals are expected to:

  • Attend for the entire duration of the conference.
  • Share relevant information openly and factually.
  • Apply Working Together to Safeguard Children 2023 principles, including contextual safeguarding where extra‑familial risks exist.
  • Contribute to decision‑making and formulation of the Child Protection Plan.
  • Work collaboratively, respectfully and with a strengths‑based and trauma‑informed approach.

After the Conference

Professionals must:

  • Implement actions assigned to them in the Child Protection Plan.
  • Attend Core Group meetings and provide updates as required.
  • Continue multi‑agency information sharing as per local procedures.
  • Escalate concerns where risk increases or agencies cannot agree on safeguarding measures (using local professional challenge/escalation protocols).

Relevant Policies and Guidance

Local Procedures

Statutory Guidance

Additional Professional Resources

Local Contacts (South Tyneside)

Professionals must contact Children and Families Social Care for concerns, referrals, or to provide information before conferences:

  • Children and Families Social Care (Office hours): 0191 424 5010
  • Out of hours: 0191 456 2093
     

Police non‑emergency: 101
Emergency: 999
 

Stepping Up and Stepping Down Between Early Help, Child in Need and Child Protection (South Tyneside)

Effective safeguarding relies on children and families receiving the right support at the right time, with smooth transitions between Early Help, Child in Need (CIN) and Child Protection (CP) when risk or need increases or decreases. This section explains what stepping up and stepping down is, when it happens, how decisions are made, and what is expected of professionals.

  1. What is “Stepping Up” and “Stepping Down”?

Stepping Up

A case is “stepped up” when concerns indicate that the child’s level of need or risk has increased to the point that Early Help can no longer meet those needs and a Children’s Social Care response is required.
Stepping Down

A case is “stepped down” when risk has reduced and continued support can be appropriately delivered through Early Help without ongoing statutory social work involvement.
Step‑up and step‑down processes ensure decision‑making is planned, multi‑agency, and consistent with the Thresholds Document – Continuum of Help and Support, which outlines levels of need across the region.

  1. When Does Stepping Up or Stepping Down Happen?

Stepping Up Occurs When:

  • New or escalating concerns indicate possible significant harm, requiring statutory assessment.
  • Early Help identifies that needs are beyond its remit and seeks Social Care involvement.
  • Safeguarding risks emerge while the family is engaged in Early Help.
     

How it happens:

  • Early Help practitioners raise concerns with a Senior Practitioner.
  • Senior Practitioner completes a MARF (Multi‑Agency Referral Form) including assessment and rationale.
  • MASH Manager records the decision and rationale on the case system (LCS).
     

Stepping Down Occurs When:

  • Risk has reduced and the family no longer requires statutory intervention.
  • Support needs are ongoing but manageable within Early Help.
     

How it happens:

  • Social worker books a slot at the Early Help Step Down Clinic.
  • Case is discussed jointly with Early Help and Social Work managers.
  • Outcome and rationale are recorded in the child’s Early Help Module (EHM).
     
  1. Meetings and Conversations Involved

Step‑Down Clinic Meeting

A formal discussion between:

  • Allocated social worker
  • Social Work Team Manager
  • Early Help Team Manager

The meeting agrees:

  • Whether the family is suitable for Early Help
  • What support is needed
  • Timeframes and next actions
    The discussion outcome must be recorded in the EHM.
     

Step‑Up Case Transfer Discussions

Includes:

  • Early Help Practitioner
  • Early Help Senior Practitioner
  • MASH Manager
  • Allocated Social Worker (following allocation)

These conversations confirm thresholds, allocate responsibility, and ensure continuity of support.
A joint visit should occur between Early Help and the Social Worker once stepped up.
Multi‑Agency Information Sharing

Regionally agreed multi‑agency procedures require that agencies share relevant information according to the North and South of Tyne Safeguarding Children Partnership Procedures Manual.

  1. What is Recorded and Shared?

Professionals must record:

  • Rationale for stepping up/stepping down
  • Case summaries and assessments
  • Decisions made at each meeting
  • Actions assigned and agreed timeframes
  • Transfer forms (for step‑up cases)
     

Information must be consistent with:

  1. What This Means for Professionals

Before Transition

Professionals must:

  • Assess and evidence the child’s level of need or concern.
  • Consult internal supervision/management.
  • Prepare full and accurate information for discussion.

During Transition

Professionals must:

  • Attend the Step‑Up/Step‑Down meetings as required.
  • Contribute relevant information about the child’s needs and risk.
  • Agree shared responsibility for actions and next steps.

After Transition

Professionals must:

  • Implement agreed actions within expected timescales.
  • Attend Early Help or CIN meetings as required.
  • Maintain consistent communication with the family and multi‑agency partners.
  1. Relevant Policies and Guidance

Local Policies

Regional Multi‑Agency Procedures

How to Refer/Report your concerns

Conversational Referrals Process for Education Providers

South Tyneside is committed to creating a safe, supportive, and collaborative community to ensure the best outcomes for our children, young people, and families. As part of this commitment, we have adopted a relational and restorative approach in our practice and are embedding this ethos across our partnership.

What is the Conversational Referrals Process?

The conversational referrals process is designed to strengthen relationships with education settings and enhance collaboration. Instead of completing a education professionals can now make referrals through a telephone conversation with our safeguarding team.

During these conversations, we will explore:

  • The impact of your concerns on the child or young person.
  • Steps already taken
  • The family network, including friends, and the support they provide.
  • Parents’/carers’ and the network’s views on the concerns raised.
  • Most importantly, the views of the child or young person we aim to support and protect.

Why are we doing this?

This approach aims to:

  1. Build on the quality of referrals from education, which often highlight the voices of children and families.
  2. Strengthen relationships with schools through open, two-way communication.
  3. Enhance shared understanding of thresholds and decision-making processes. See Threshold Guidance
  4. Identify barriers, improve processes, and ensure timely, appropriate support.

How does it work?

When you contact us to share a concern, our team will guide the conversation using key questions to capture essential information. This collaborative approach ensures we understand what’s working well, what could be improved, and how we can work together to achieve the best outcomes for children and families.

 

Specific Risks

Domestic Abuse and Its Impact on Children

What is Domestic Abuse?

Domestic abuse is any incident or pattern of controlling, coercive, threatening, degrading, or violent behaviour between those aged 16 or over who are, or have been, intimate partners or family members. It can include physical, emotional, psychological, sexual, and financial abuse.

Legislation and Guidance:

Signs and Indicators

  • Unexplained injuries or frequent absences.
  • Changes in behaviour: anxiety, withdrawal, aggression.
  • Reluctance to go home or fear of a parent/carer.
  • Poor concentration and decline in academic performance.

Impact on Children

Children living with domestic abuse experience trauma that can affect their emotional wellbeing, development, and safety. They are victims in their own right, not just witnesses.

Role of Education

Schools and early years settings are often the first to notice signs of domestic abuse. Staff must:

  • Be alert to indicators.
  • Share concerns promptly via local safeguarding procedures.
  • Provide a safe and supportive environment.

Operation Encompass

Operation Encompass is a national initiative that ensures schools are informed when a child has been involved in a domestic abuse incident.

Why is it in place? To provide immediate support to children by informing their school before the next school day.

Process in South Tyneside:

  • Local Authority notify the school’s DSL before the start of the next day.
  • The DSL ensures the child has a trusted adult and appropriate support.

Role of Education and Trusted Adult:

  • Offer reassurance and emotional support.
  • Monitor wellbeing and academic engagement.
  • Record actions taken in line with safeguarding policy.

Training Available: Operation Encompass provides free online training for DSLs and staff. Click HERE

Teenage Relationship Harm

Teenage relationship harm refers to abuse within relationships involving young people under 18. It can include:

  • Physical, emotional, or sexual abuse.
  • Coercive control and exploitation.

Signs and Indicators:

  • Withdrawal from friends and activities.
  • Unexplained injuries or distress.
  • Excessive contact or monitoring by a partner.

Advice and Guidance:

  • Talk to the young person in a safe, non-judgmental way.
  • Follow safeguarding procedures and consider Early Help.
  • Share concerns with the DSL.

Support Available:

Address:124-126 Ocean Road
South Shields
NE33 2JF
Contact number:0191 4564147

Changing Lives GAP / MAP provides assertive outreach to vulnerable men and women who are involved in sex work or at risk of being sexually exploited, and are over the age of 16.

Address:Central Office
Unit D13 Marquis Court
10th Avenue West Team Valley
Gateshead
NE11 0RU
Contact number:0191 273 8891

Provides support to women victims of domestic violence on issues relating to housing, legal protection, welfare benefits and children.

Address:Chinese Information and Advice Centre
Basement
2 Gerrard Place
London
W1D 5PB
Contact number:0300 201 1868

Provides advice and support to victims of forced marriage as well as to professionals dealing with cases.

Contact number:0207 008 0151

Galop provides emotional and practical support to lesbian, gay, bisexual and transgender people experiencing domestic abuse.

Contact number:0800 999 5428

Address:Vanguard Suite
307a Broadcasting House
Middlesbrough
TS1 5JA
Contact number:01642 683 045 / 08081 788 424 (emergencies only)

Hourglass Response Line offers a confidential helpline.

Address:Office 8, Unit 5, Stour Valley Business Centre
Brundon Lane
Sudbury
Suffolk
CO10 7GB

Contact number:0808 808 8141 – confidential and free

This service provides advice and assistance to those who are homeless, at risk of homelessness or are unable to remain in their current home.

Impact Family Services provides a range of services for adults and children who are experiencing a difficult time due to separation, divorce or domestic abuse.

Contact number:07375788835

A confidential and untraceable helpline service, which supports Jewish women and their children who are sufferers of domestic violence.

Contact number:0800 591 203

The ManKind Initiative is a charity offering information and support to men who are victims of domestic abuse or violence.

Contact number:01823 334 244

Men’s Advice Line provides confidential support for any man experiencing domestic violence or abuse

Contact number:0808 801 0327

Provides practical advice and support to men who have been abused.

Contact number:0333 567 0556

Provides a free, fast emergency injunction service to survivors of domestic violence.

Contact number:0800 970 2070

Provides a service for women experiencing domestic violence, their family, friends, colleagues and others calling on their behalf.

Contact number:0808 2000 247

Provides information and guidance on the law, how to report stalking, gathering evidence, staying safe and reducing the risk.

Contact number:0808 802 0300

Address:Millbank
Station Road
South Shields
NE33 1RR
Contact number:0800 599 9365

Address:Millbank
Station Road
South Shields
NE33 1RR
Contact number:101 (Ask for Protecting Vulnerable People)

Provides Polish people who are experiencing domestic violence with a confidential contact, which will allow them to talk about their situation in their native language and to obtain information about available help and support.

Contact number:0800 061 4004

Provides information, support and counselling to girls and women, aged 13 and over, who have experienced any form of sexual violence at any times in their lives.

Contact number:0800 035 2794 (RCTN Helpline)

Address:MEA House
Ellison Place
Newcastle Upon Tyne
NE1 8XS
Tyne and Wear
Contact number:0191 232 9109

A confidential and anonymous helpline for anyone concerned about their violence and/or abuse towards a partner or ex-partner.

Restart provides confidential, non-judgemental support to those who are experiencing all forms of Domestic Abuse and are living and working in South Tyneside.

Contact number:0800 254 5087

If the fear of domestic abuse is making you think about moving, the Sanctuary Scheme could make it possible for you to stay living safely in your own home, if the perpetrator no longer lives there.

Contact number:07977 595 910

Support for people aged 16 and over, who have experienced any form of sexual violence at any times in their lives.

Contact number:0330 223 0099

Address:Salus House
33 Mile End Rd
South Shields
NE33 1TA
Contact number:0191 454 6959

 

Child Sexual Exploitation (CSE) – Guidance for Education and Early Years Professionals

What is Child Sexual Exploitation?

Child Sexual Exploitation is a form of child sexual abuse where an individual or group coerces, manipulates, or deceives a child into sexual activity in exchange for something the child needs or wants (such as attention, gifts, money, drugs, or alcohol). It can occur online or in person and often involves grooming.

Definition:
As per statutory guidance, CSE involves exploitative situations, contexts, and relationships where the child or young person receives something as a result of performing sexual acts or having sexual acts performed on them.

What is Grooming?

Grooming is the process by which an offender builds a relationship with a child to gain their trust and reduce resistance to abuse. Grooming can occur:

  • In person – through gifts, attention, or emotional manipulation.
  • Online – via social media, gaming platforms, or messaging apps.

Signs of Grooming:

  • Sudden secrecy about online activity.
  • Receiving unexplained gifts or money.
  • Increased contact with unknown adults online.
  • Withdrawal from family and friends.

Signs and Indicators of CSE

Children may:

  • Have unexplained absences from school.
  • Display changes in behaviour (e.g., aggression, withdrawal).
  • Show signs of physical harm or sexualised behaviour.
  • Be in possession of expensive items without explanation.
  • Associate with older individuals or new peer groups.

Behaviours That Might Be Displayed

  • Truancy or going missing.
  • Sudden decline in academic performance.
  • Substance misuse.
  • Emotional distress or self-harm.

Factors That Increase Vulnerability

  • Previous experience of abuse or neglect.
  • Family breakdown or domestic abuse.
  • Poverty or homelessness.
  • Low self-esteem or mental health difficulties.
  • Being in care or leaving care.

Duties of Education Professionals

Under Working Together to Safeguard Children 2023 and Keeping Children Safe in Education, professionals must:

  • Be alert to signs of exploitation.
  • Record concerns accurately and promptly.
  • Share information lawfully to protect the child.
  • Refer concerns to the Multi-Agency Safeguarding Hub (MASH) using the Multi-Agency Referral Form (MARF).

Approach with the Child and Parents

  • Speak calmly and sensitively.
  • Avoid judgmental language.
  • Reassure the child they are not to blame.
  • Share concerns with the DSL immediately.
  • Work with parents where safe and appropriate.

Referral Process in South Tyneside

  • Complete the MARF for child protection concerns:
  • Contact the MASH for advice:
    Tel: 0191 424 5010
  • Out-of-hours Emergency Duty Team: 0191 456 2093.

Additional Guidance

 

Child Criminal Exploitation (CCE) – Guidance for Education and Early Years Professionals

What is Child Criminal Exploitation?

Child Criminal Exploitation occurs when individuals or gangs manipulate, deceive, or coerce children into committing crimes for their benefit. This often involves County Lines, where children are exploited to transport drugs, money, or weapons across regions.

County Lines:
A term used to describe criminal networks that use mobile phone lines to supply drugs across different areas. Children are frequently used to move drugs and cash, often under threat or coercion.

Signs and Indicators of CCE

Children may:

  • Go missing from home or school, sometimes for days.
  • Have unexplained money, expensive items, or new clothing.
  • Be found in areas far from home without clear reason.
  • Show signs of physical assault or injuries.
  • Display changes in behaviour such as aggression, secrecy, or withdrawal.

What is Grooming in CCE?

Similar to sexual exploitation, grooming in CCE involves building trust and dependency before exploitation.
In-person grooming: Offering gifts, money, or protection.
Online grooming: Contact via social media or gaming platforms to recruit and control.

Signs of Grooming:

  • Increased secrecy about friendships or online activity.
  • Sudden possession of multiple phones or SIM cards.
  • Frequent communication with unknown adults.

Behaviours That Might Be Displayed

  • Truancy or exclusion from school.
  • Carrying weapons or drugs.
  • Fearful or anxious about leaving school or home.
  • Sudden decline in academic performance.

Factors That Increase Vulnerability

  • Poverty or financial hardship.
  • Previous experience of abuse or neglect.
  • Being in care or leaving care.
  • Substance misuse.
  • Lack of positive peer or family relationships.

Duties of Education Professionals

Under Working Together to Safeguard Children 2023 and Keeping Children Safe in Education, professionals must:

  • Be alert to signs of exploitation.
  • Record concerns accurately and promptly.
  • Share information lawfully to protect the child.
  • Refer concerns to the Multi-Agency Safeguarding Hub (MASH) using the Multi-Agency Referral Form (MARF).

Approach with the Child and Parents

  • Speak calmly and sensitively.
  • Avoid judgmental language.
  • Reassure the child they are not to blame.
  • Share concerns with the DSL immediately.
  • Work with parents where safe and appropriate.

Referral Process in South Tyneside

  • Complete the MARF for child protection concerns:
  • Contact the MASH for advice:
    Tel: 0191 424 5010
  • Out-of-hours Emergency Duty Team: 0191 456 2093.

Additional Guidance

Radicalisation and the Prevent Duty – Guidance for Education and Early Years Professionals

What is Radicalisation?

Radicalisation is the process by which individuals come to support extremism or terrorism. Children may be influenced both online and in person, and can be drawn into serious criminal activity, including gang involvement, modern slavery, or extremism.

South Tyneside CSP’s priorities include disrupting organised crime and exploitation of children and young people, as part of a broader focus on serious violence, modern slavery, and extremism.

Prevent Duty

Under the Counter-Terrorism and Security Act 2015, all education providers must have “due regard to the need to prevent people from being drawn into terrorism.” This duty is embedded locally through the Safer South Tyneside Partnership’s commitment to community safety and cohesion.

Key Responsibilities:

  • Identify pupils at risk of radicalisation.
  • Create safe environments for open dialogue.
  • Ensure staff recognise signs and referral pathways.

Signs and Indicators of Radicalisation

Possible warning signs include:

  • Sudden changes in behaviour, beliefs, or appearance.
  • Withdrawal or increased secrecy.
  • Expressed support for extremist views.
  • Frequent access to extremist content online.
  • Associating with individuals known for extremist views.

Channel Programme

Channel is a confidential, voluntary, multi-agency intervention programme focused on early support for individuals vulnerable to radicalisation.

Referral Process in South Tyneside

  1. Discuss concerns with your Designated Safeguarding Lead (DSL).
  2. Complete a Prevent referral form, available HERE.
  3. Submit the form to the Multi-Agency Safeguarding Hub (MASH) or direct to the Prevent team:
    • MASH: 0191 424 5010
    • Out‑of‑hours Emergency Duty Team: 0191 456 2093
  4. The local Channel panel reviews the case to assess suitability.

This aligns with the CSP’s structured approach to prevention, early intervention, and tackling serious violence, organised crime, exploitation, and extremism.

Training Available

  • Prevent e‑learning (Home Office)
  • Local multi-agency workshops via Safer South Tyneside Partnership.

Why This Matters in Education

Schools and early years settings are vital in identifying radicalisation early—before it progresses. The CSP emphasises preventative and community-based approaches to reduce extremism, similar to its work on anti-social behaviour, county lines, and domestic abuse.

 

 

Elective Home Education (EHE): Guidance for Education and Early Years Providers

What is Elective Home Education?

Elective Home Education (EHE) is when parents choose to educate their children at home instead of sending them to school. This is a legal option in England. Parents may home educate from the start or withdraw their child from school at any stage of compulsory school age. EHE is distinct from home tuition arranged by the local authority or flexi-schooling, where a child attends school part-time.

Rights and Entitlements for Children and Parents

  • Parents’ Rights: Parents have the right to home educate in line with their philosophy or religious convictions. They are not required to follow the National Curriculum or use qualified teachers, but must ensure their child receives a suitable, efficient, full-time education appropriate to their age, ability, aptitude, and any special needs.
  • Children’s Rights: Children have the right to an education, to be safe, and to have their views heard (UN Convention on the Rights of the Child). South Tyneside Council actively promotes listening to children’s views about their education.

Why Do Parents and Children Choose EHE?

Parents may choose EHE for reasons such as:

  • Philosophical, religious, or cultural beliefs
  • Dissatisfaction with the school environment (e.g., bullying, unmet special educational needs)
  • Desire for a tailored or flexible approach to learning
  • Temporary circumstances, such as health needs or family relocation

The NSPCC “Tipping Point” report highlights that some families may feel pushed into EHE due to unresolved issues in school, such as bullying or lack of support for additional needs.

Impacts of Elective Home Education

  • Positive Impacts: EHE can provide a personalised, flexible learning environment and may suit some children’s needs and family circumstances.
  • Potential Risks: Risks include social isolation, lack of access to specialist support, and reduced oversight of the child’s welfare and educational progress. Some children may become “invisible” to services, increasing vulnerability if there are safeguarding concerns.

Safeguarding and Vulnerability

Home education is not a safeguarding concern in itself. However, children educated at home may be less visible to professionals, which can increase risks if there are underlying vulnerabilities. The local authority has a statutory duty to safeguard and promote the welfare of all children, including those who are home educated. If there are concerns about a child’s safety or wellbeing, normal safeguarding procedures apply.

Role and Responsibilities of All Agencies

All agencies, including schools, health, social care, and the local authority, have a duty to safeguard and promote the welfare of children, including those who are electively home educated.

  • Agencies should work collaboratively to identify and address vulnerabilities.
  • Any professional who becomes aware of concerns about a home educated child’s welfare or education must follow local safeguarding procedures and share relevant information with the local authority.
  • Agencies should support families by signposting to resources, offering advice, and facilitating access to services.

Role and Responsibilities for Schools and Education Providers

  • Notification: When a parent notifies a school of their intention to home educate, the headteacher must inform the local authority and follow off-rolling procedures. Schools should engage with the local authority before removing a child from the roll and offer a meeting to discuss the decision with parents.
  • Support: Schools should respond constructively to parents considering EHE, especially if the decision is linked to issues such as bullying or unmet needs. They should provide information about EHE and signpost to relevant guidance.
  • Safeguarding: If there are safeguarding concerns, schools must refer to Early Help or Social Care before the child is removed from the roll. Schools should share any recent concerns with the local authority.

Information Sharing

Effective information sharing is essential to safeguard children who are home educated.

  • Information should be shared lawfully, proportionately, and securely, in line with the Data Protection Act 2018, UK GDPR, and Working Together to Safeguard Children 2023.
  • The local authority may request information from schools, health, or other agencies to assess the suitability of EHE or to address safeguarding concerns.
  • All agencies should be familiar with South Tyneside’s Multi-Agency Information Sharing Agreement and follow local protocols

EHE and Links to SEND, Mental Health, and Persistent Absenteeism

  • Special Educational Needs and Disabilities (SEND):
    Parents have the right to home educate children with SEND. The education provided must be suitable for the child’s needs. If the child has an Education, Health and Care Plan (EHCP), the local authority remains responsible for ensuring the child’s needs are met and will conduct annual reviews, including for those educated at home. If a child attends a special school, parental withdrawal requires local authority consent.
  • Mental Health:
    Some families choose EHE due to mental health needs, such as anxiety or trauma related to school experiences. Agencies should be alert to the impact of isolation and ensure children have access to appropriate support. The local authority and health services should work together to support children’s emotional wellbeing.
  • Persistent Absenteeism:
    EHE may be considered by families experiencing persistent absenteeism due to bullying, unmet needs, or other issues. Schools should work proactively with families to address the underlying causes before EHE is chosen, and ensure that parents are making an informed decision. If EHE is chosen, schools must follow off-rolling procedures and share relevant information with the local authority.

The EHE Process in South Tyneside

  • Parents can find information and support on the South Tyneside Council website.
  • A named EHE officer is available to provide advice and support.
  • On notification of EHE, the local authority records the case and assigns an officer to liaise with the family.
  • The EHE officer may offer a home visit or meeting to discuss the education being provided and gather the child’s views.
  • The local authority maintains regular contact (usually at least annually) and can support families wishing to return to school.
  • If the education provided is deemed unsuitable, the local authority will notify parents in writing and offer the opportunity to address concerns. If unresolved, a School Attendance Order may be issued.

Key Contacts and Further Guidance

 

Online Safety: Advice for Schools and Education Providers

Why Online Safety Matters

Children and young people are spending more time online than ever before, using the internet for learning, socialising, and entertainment. While the digital world offers many opportunities, it also presents risks such as cyberbullying, online grooming, exposure to inappropriate content, and exploitation.

Key Principles for Online Safety in Education Settings

  • Promote Safe and Responsible Use: Teach children and young people how to use technology safely and respectfully, both in and out of school.
  • Stay Informed: Keep up to date with the latest online trends, apps, games, and potential risks.
  • Empower Staff: Ensure all staff receive regular online safety training and know how to respond to concerns.
  • Involve Parents and Carers: Share advice and resources to help families support safe online behaviour at home.
  • Embed Online Safety in the Curriculum: Integrate digital literacy and online safety into lessons and assemblies.

What to Do if You Have a Concern

  • Respond Promptly: If you believe a child is at risk of harm online, follow your setting’s safeguarding procedures and report concerns to your Designated Safeguarding Lead (DSL).
  • Record and Refer: Keep clear records of any incidents and refer to the Multi-Agency Safeguarding Hub (MASH) if necessary.
  • Support the Child: Offer reassurance and guidance, and signpost to further support if needed.

Local Support and Resources

South Tyneside’s dedicated Online Safety Hub provides up-to-date guidance, resources, and training for schools, professionals, parents, and carers.
Access the hub HERE
The hub includes:

  • Latest online safety news and alerts
  • Guidance on emerging risks and digital trends
  • Lesson plans and resources for all age groups
  • Support for responding to incidents and concerns

Further Guidance

 

 

Working Together to Improve School Attendance

Guidance for Schools, Academy Trusts, Governing Bodies, and Local Authorities

Why School Attendance Matters

Regular school attendance is vital for children’s learning, wellbeing, and future opportunities. Persistent absence can be a sign of underlying issues and increases vulnerability to safeguarding risks.

Statutory Guidance and Local Policy

Roles and Responsibilities

Schools and Academy Trusts

  • Promote a culture of high attendance through clear policies, positive relationships, and early intervention.
  • Monitor attendance daily and identify patterns of absence.
  • Work in partnership with parents, carers, and external agencies to address barriers to attendance.
  • Designate a senior leader with overall responsibility for attendance.
  • Refer cases of persistent or severe absence to the local authority and follow safeguarding procedures where appropriate.

Governing Bodies

  • Hold school leaders to account for attendance performance.
  • Ensure policies and procedures are in place and reviewed regularly.
  • Champion attendance as a priority for the whole school community.

Local Authority

  • Provide guidance and support to schools and families.
  • Monitor attendance data and intervene where necessary.
  • Issue penalty notices in line with the local code of conduct.
  • Work collaboratively with schools, health, and social care to address complex cases.

Early Intervention and Support

  • Identify issues early: Use data to spot trends and intervene before absence becomes persistent.
  • Work with families: Offer support, signposting, and practical help to overcome barriers.
  • Consider underlying needs: Persistent absence may be linked to SEND, mental health, or safeguarding concerns, work with relevant professionals to address these.

Safeguarding and Attendance

  • Persistent or unexplained absence can be a safeguarding indicator.
  • Follow your setting’s safeguarding procedures and refer to the Multi-Agency Safeguarding Hub (MASH) if you have concerns about a child’s welfare.
  • Information sharing: Share relevant information with the local authority and other agencies in line with data protection and safeguarding protocols.

Penalty Notices and Legal Intervention

  • Penalty notices may be issued for unauthorised absence, holidays taken in term time, or persistent lateness, in accordance with the South Tyneside Code of Conduct.
  • Legal action is a last resort, used when other interventions have not improved attendance.

Further Advice and Resources

For further support, contact the South Tyneside Attendance Service or your Designated Safeguarding Lead.

 

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