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1.1 Please provide an overview of the safeguarding incident or incidents that have led to the completion of this safety plan, including the impact of these on the student.

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1.1 Please provide an overview of the safeguarding incident or incidents that have led to the completion of this safety plan, including the impact of these on the student.

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5.1 How will you measure the impact of this safety plan over timeThis may include:• Improvement in student’s well-being• Reduction or increase in certain behaviours

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5.1 How will you measure the impact of this safety plan over timeThis may include:• Improvement in student’s well-being• Reduction or increase in certain behaviours

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2.1 In consultation with the student identify any particular issues or triggersParticular lessons, activities, peers, staff and events outside of school.

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2.1 In consultation with the student identify any particular issues or triggersParticular lessons, activities, peers, staff and events outside of school.

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4.1 Who needs to know about this plan:Consider teaching staff, counsellors, does the student have another student they’d like to involve in this plan?Who will share this information and when? Discuss this with the student

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4.1 Who needs to know about this plan:Consider teaching staff, counsellors, does the student have another student they’d like to involve in this plan?Who will share this information and when? Discuss this with the student

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3.1 Please describe positive relations the student has: Include professionals, family, peers etc.

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3.1 Please describe positive relations the student has: Include professionals, family, peers etc.

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Who is the plan for? (Name, DoB, Grade etc.)

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Who is the plan for? (Name, DoB, Grade etc.)

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1.2 Any additional vulnerabilities:For example, exam stress, home circumstances, learning needs, previous MH needs

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1.2 Any additional vulnerabilities:For example, exam stress, home circumstances, learning needs, previous MH needs

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5.2 Review date: The plan should be reviewed every week or two weeks initially, then every three months or if there is a further event that impacts on risk.

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5.2 Review date: The plan should be reviewed every week or two weeks initially, then every three months or if there is a further event that impacts on risk.

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Where identified, detail strategies to reduce triggers:What supervision is available to support the student, what techniques can the student use to manage difficult emotions when they arise, does the student need a 'time out card', a safe space or a trusted adult they can go to in the school (this might not be the counsellor)

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Where identified, detail strategies to reduce triggers:What supervision is available to support the student, what techniques can the student use to manage difficult emotions when they arise, does the student need a 'time out card', a safe space or a trusted adult they can go to in the school (this might not be the counsellor)

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4.2 Referrals for external support:14 / 18Specialist services, for example, [insert specialist mental health / safeguarding services in country or available internationally] Note any identified need, e.g. safeguarding, therapeutic support. Who will make the referral and timescales?

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4.2 Referrals for external support:14 / 18Specialist services, for example, [insert specialist mental health / safeguarding services in country or available internationally] Note any identified need, e.g. safeguarding, therapeutic support. Who will make the referral and timescales?

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3.2 Please note activities/lessons the child enjoys and engages in positively:Describe how these will be promoted and maintainedConsider any additional activities that could be encouraged to promote prosocial behaviour and self-esteem.

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3.2 Please note activities/lessons the child enjoys and engages in positively:Describe how these will be promoted and maintainedConsider any additional activities that could be encouraged to promote prosocial behaviour and self-esteem.

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1.3 Please provide an overview of the support that the student is currently receiving in school, at home and in the wider community. For example, counselling, check-ins, additional support at home.

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1.3 Please provide an overview of the support that the student is currently receiving in school, at home and in the wider community. For example, counselling, check-ins, additional support at home.

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2.2 Identify with the student any locations in the school or online that might be triggering for the student: Toilets, unsupervised areas, corridors, playgrounds, social media etc.

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2.2 Identify with the student any locations in the school or online that might be triggering for the student: Toilets, unsupervised areas, corridors, playgrounds, social media etc.

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3.3 Please identify positive attributes/characteristics/skills the child possesses which can be promoted to help support their well-being.

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3.3 Please identify positive attributes/characteristics/skills the child possesses which can be promoted to help support their well-being.

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What else should we consider before starting this?

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What else should we consider before starting this?

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1.4 Student’s views regarding the support they are currently receiving and how this might be improved in future:

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1.4 Student’s views regarding the support they are currently receiving and how this might be improved in future:

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Where locations are identified, set out plans to minimise risk:Using different toilets/toilet times, additional supervision, plan for how to manage difficult situations on social media

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Where locations are identified, set out plans to minimise risk:Using different toilets/toilet times, additional supervision, plan for how to manage difficult situations on social media

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1.5 Parent’s/carer’s views regarding the support that the student is currently receiving and how this might be improved in future: If there is a tension between the parents’ and students’ views, consider how to address this.

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1.5 Parent’s/carer’s views regarding the support that the student is currently receiving and how this might be improved in future: If there is a tension between the parents’ and students’ views, consider how to address this.

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2.4 Identify any activities that might be triggering for the student:Comprehensive sexuality education or related lessons, school trips, sports, including getting changed/contact sports, residential stays.

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2.4 Identify any activities that might be triggering for the student:Comprehensive sexuality education or related lessons, school trips, sports, including getting changed/contact sports, residential stays.

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Where identified, set out plans to minimise risk: Supervision, changing in different room, conducting activities safely without supervision

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Where identified, set out plans to minimise risk: Supervision, changing in different room, conducting activities safely without supervision