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don't be afraid to speak honestly about where we are on our journey

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don't be afraid to speak honestly about where we are on our journey

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What is an appropriate length of time for a suspension?

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What is an appropriate length of time for a suspension?

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Being example specific when delivering safeguarding training on how adults can groom/behave when they are a risk to children

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Being example specific when delivering safeguarding training on how adults can groom/behave when they are a risk to children

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The important role of staff code of conduct

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The important role of staff code of conduct

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Clarify the statement "this is not whistle blowing."

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Clarify the statement "this is not whistle blowing."

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The challenge of support from external bodies in an international context

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The challenge of support from external bodies in an international context

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Importance of being example specific when delivering safeguarding training on how adults can groom/behave when they are a risk to children

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Importance of being example specific when delivering safeguarding training on how adults can groom/behave when they are a risk to children

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an approach to generate questions for an interview

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an approach to generate questions for an interview

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adapt Joe's information to own jurisdiction

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adapt Joe's information to own jurisdiction

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plan and prepare questions so that you don't find yourself asking 'why didn't I ask that question?'

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plan and prepare questions so that you don't find yourself asking 'why didn't I ask that question?'

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avoid the use of the stem: 'do you remember...'

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avoid the use of the stem: 'do you remember...'

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'that's interesting, tell me a little bit more about that'

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'that's interesting, tell me a little bit more about that'

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move from questions that are more open-ended to more specific questions

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move from questions that are more open-ended to more specific questions

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record reaction to low level concern of staff

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record reaction to low level concern of staff

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The process of creating questions from topic and issues

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Don't react to denial, excuses, downplaying etc.

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Don't react to denial, excuses, downplaying etc.

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Maintain positive body language and don't recoil at event's being recalled

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The way a statement works in first person and signed

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The way a statement works in first person and signed

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Be prepared for there to be denial or responsibility shifting

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don't recoil or show dismay during interview

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don't recoil or show dismay during interview

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Being transparent about this being a formal discussion and part of the process, don't apologise

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Being transparent about this being a formal discussion and part of the process, don't apologise

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- all policies relating to conduct, disciplinary issues, managing allegations and low level concerns and recruitment of staff and faculty should link to and be aligned with each other
- all policies should align with the criminal and labour laws of the jurisdiction the school is in
- all policies should as far as possible apply to all adults working with children, including volunteers
- be included in school handbook and online
-consider translations into languages of staff, faculty

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- definition of low level concern
- the outline of the purpose of the policy
- reporting routes for the sharing of low level concerns - in person, online, on paper
- outline of how such concerns will be managed
-info about how records will be kept, when shared by whom and with whom
-details of the types of action which might be taken following the receipt of such a concern
- statement of confidentiality
- statement about retaliation
see low level concerns toolkit

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- expectations apply to all
-may set out expected behaviours off-campus
- applies to on and offline activity
- limit time and location of 1:1 activity with a child
- describe clearly what constitutes educator misconduct
-explains that a breach of the code of conduct may be treated as a disciplinary offence and dealt with under the disciplinary action
(see Safer Working Practices in resources)

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- definition of an allegation/concern
- principles on ethical, legal, management, and communication aspects of child protection
- how an allegation should be reported and to whom
- steps that will be followed when responding to allegations; broad enough to accommodate different fact patterns
- steps that the school will take to protect the privacy rights of a child/children and the alleged perpetrator
-circumstances when suspension will be considered, link to the disciplinary policy
-criteria and process for informing external agencies
-action school will take when external agencies are not willing or able to intervene
-factors your school will consider in relation to the alleged perpetrator
- process for documenting allegations and recording decisions
- process for referring to allegations in references
- key contact details
- key legal issues
(see international protocol on managing allegations)