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CMS SOSR and Safeguarding (CPOMS) guidance

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CMS SOSR and Safeguarding (CPOMS) guidance

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CMS Vocational Training Safeguarding and Prevent Guide and Referral Process 2025-26

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CMS Vocational Training Safeguarding and Prevent Guide and Referral Process 2025-26

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CMS Vocational Training Safeguarding and Prevent Guide and Referral Process 2025-26

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Understanding Triggers in Safeguarding

Understanding_Triggers_in_Safeguarding.docx

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NHS - Miscarriage Support

https://www.nhs.uk/conditions/miscarriage/

Miscarriage Association

https://www.miscarriageassociation.org.uk/

Tommy's Charity

https://www.tommys.org/about-us

Lullaby Trust - Bereavement Support

https://www.lullabytrust.org.uk/bereavement-support/practical-advice/places-to-go-for-support/

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A miscarriage is the loss of a pregnancy during the first 23 weeks. The main signs of a miscarriage include vaginal bleeding, followed by cramping and pain.

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NHS Menopause Help and Support

https://www.nhs.uk/conditions/menopause/help-and-support/

The Menopause Charity

https://themenopausecharity.org/

Women's Health Concerns

https://www.womens-health-concern.org/

British Menopause Society

https://thebms.org.uk/

Age UK - Menopause Support

https://www.ageuk.org.uk/information-advice/health-wellbeing/mind-body/menopause-symptoms-and-support/

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Speak to a health care professional

A GP, nurse or pharmacist can give you advice and help with your menopause or perimenopause symptoms.

There are also menopause specialists who have experience in supporting anyone going through perimenopause and menopause.

Psychological therapies like counselling or CBT (cognitive behavioural therapy) can help with symptoms of menopause and perimenopause. You can get NHS psychological therapies without seeing a GP first.

Videos of other people's experiences

Healthtalk has videos of women talking about living with menopause and perimenopause and what helped them. It covers many topics, including:

changes in periods

memory and concentration

sex drive

vaginal dryness

emotions and the menopause and perimenopause

HRT (hormone replacement therapy)

More information

Charities offering information and support include:

Page last reviewed: 17 May 2022
Next review due: 17 May 2025

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A GP, nurse or pharmacist can give you advice and help with your menopause or perimenopause symptoms. There are also menopause specialists who have experience in supporting anyone going through perimenopause and menopause. Psychological therapies like counselling or CBT (cognitive behavioural therapy) can help with symptoms of menopause and perimenopause.

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PSHE – Addressing misogyny and toxic masculinity

Predicting harm among incels .Gov

Safeguarding Network – Responding to the Incel Ideology

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Understanding the issues and risks

Schools are increasingly concerned about the impact of online influencers that promote misogynistic rhetoric. This content can be permissive of: discriminatory behaviours and attitudes (including racist, antisemitic, homophobic, transphobic, and misogynistic attitudes); sexual harassment and abuse; abuse in relationships; and victim-blaming narratives.

The entry point for young people's first engagement with such content can often seem quite superficial, but social media algorithms can then lead them to increasingly problematic and extreme content.

This all comes at an age when young people may be particularly insecure and vulnerable to persuasive narratives. For example, much of this content taps into insecurities about body image and agency. The focus on money, success and power also plays on financial and status insecurities that may lead to risky and even illegal behaviours.

Women and girls in particular are put at risk by narratives that normalise sexual harassment and abuse, promote unhealthy relationship behaviours and victim blaming. Similarly, the sharing of homophobic and transphobic content by some influencers can inform behaviour and attitudes towards LGBT+ young people in schools. Toxic masculinity is also harmful and restrictive to boys and men. Promoted stereotypes contribute to existing narratives that restrict and undermine help-seeking - especially in relation to mental health and emotional wellbeing. Some online spaces even direct young people towards other harmful content, including content that promotes self-harm and suicide.

In some extreme circumstances, boys can also become radicalised via involvement in forums and communities that promote and celebrate violent behaviours, including rape, child abuse and terrorist acts.

PSHE education should primarily be used as preventative education, providing a foundational understanding from an early age about healthy relationships, respect, self-esteem, digital literacy, economic wellbeing, critical thinking, and recognising and challenging negative influences. And, importantly, it should explore the links between these areas. This is crucial for safeguarding and building resistance to problematic narratives (as well as the influencers and algorithms that deliver them so effectively).

Of course, education is only one part of the solution, but it is a key part. There are essential efforts - for example through the Online Safety Bill - to make aspects of the digital landscape safer for children, but technical solutions must be complemented by human solutions that emphasise respect, equality and diversity.

Read on for advice on how to cover these issues through PSHE education, including recommended teaching resources.

Teaching about these topics safely:

Avoid focusing the lesson on specific influencers, websites or groups that promote harmful attitudes. This is important, as you cannot assume even the most popular influencers are known by all pupils. Speaking about a specific influencer or influencers might prompt suggestions from students of additional less well known influencers, and encourage those previously unaware to check them out - thereby providing a potentially inspiring role model and affecting how advertising and algorithms influence their future viewing. Speaking in general terms also helps pupils to understand that this advice applies to any problematic influencers in future, not just those currently causing concern.

This should be delivered by appropriately trained, prepared teachers using safe, effective materials: Anyone teaching this complex content should be given the training and pedagogical understanding to teach it safely and well.

Establish a safe learning environment: establishing a safe learning environment with pupils before teaching takes places is crucial.

Relevant guidance and training:

Addressing these issues through KS1 and KS2 PSHE education

Tips for laying the foundations at key stages 1 and 2:

With younger pupils, the aim is to develop respectful attitudes by focusing on learning that supports inclusion and belonging rather than covering specific types of discrimination, such as misogyny.

At key stage 1 this might include exploring how everyone is equal and deserves to be treated with respect. Also, recognising and celebrating people's similarities and differences.

This may extend to learning about stereotypes in early key stage 2, including gender stereotypes and how these can be unfair.

Then at upper key stage 2, pupils could explore how these stereotypes can have negative effects on a person's behaviour, aspirations, and feelings about themselves.

Teaching should also reflect younger children's early experiences online and begin to develop digital literacy skills to identify trusted sources, false information, and negative influences.

This will all help to prepare pupils for more specific learning about discrimination (including discrimination based on gender) in the later primary years and in secondary school, as they access digital platforms with increasing independence.

Statutory guidance at primary phase:

These topics are included in the DfE statutory Relationships and Health Education guidance for KS1 and KS2 as follows:

Relationships education
Respectful relationships

the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs.

that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority.

what a stereotype is, and how stereotypes can be unfair, negative or destructive.

Online relationships

that people sometimes behave differently online, including by pretending to be someone they are not.

that the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous.

how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.

how to report concerns or abuse, and the vocabulary and confidence needed to do so.

Health education
Internet safety and harms

why social media, some computer games and online gaming, for example, are age restricted.

that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.

how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted.

where and how to report concerns and get support with issues online

Developing this learning through PSHE education at key stages 3, 4 and 5/post-16:

Statutory RSHE can help schools to address this as part of their wider PSHE education curriculum as it addresses a range of topics, including treating each other respectfully; online and media influences; identifying discrimination; and seeking support, including in relation to radicalisation.

While the statutory guidance does not extend to post-16 settings, schools and colleges are encouraged to support students by offering these subjects. The PSHE education Programme of Study outlines what can be covered at key stage 5/post-16.

The statutory RSHE guidance gives schools an outline of what they need to cover, and the important knowledge that pupils should acquire, but PSHE education must also equip pupils with the skills and attributes to apply this understanding in the real world.

The PSHE education Programme of Study (KS1-5) and Programme Builders exemplify how to integrate the statutory content into a comprehensive PSHE education programme.

Statutory guidance at secondary phase:

These topics are included in the DfE statutory Relationships, Sex and Health Education guidance for KS3 and 4 as follows:

Relationships & Sex education
Respectful relationships, including friendships

how stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice).

that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including people in positions of authority and due tolerance of other people's beliefs

the legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal

Online and media

their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online

about online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online

what to do and where to get support to report material or manage issues online

the impact of viewing harmful content

The statutory guidance also requires that young people are made aware of 'relevant legal provisions when relevant topics are being taught', including:

violence against women and girls

extremism/radicalisation

hate crime

Health education
Mental wellbeing
how to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others' mental health
Internet safety and harms

the similarities and differences between the online world and the physical world, including: the impact of unhealthy or obsessive comparison with others online (including through setting unrealistic expectations for body image), how people may curate a specific image of their life online, over-reliance on online relationships including social media, the risks related to online gambling including the accumulation of debt, how advertising and information is targeted at them and how to be a discerning consumer of information online.

how to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours.

Keeping Children Safe in Education (KCSIE) 2022 statutory guidance

The statutory KCSIE guidance stresses that 'schools and colleges play a crucial role in preventative education' and that this is most effective in the context of a whole school approach that 'creates a culture of zero tolerance for sexism, misogyny/misandry, homophobia, biphobic and sexual violence/harassment'.

Regarding the curriculum, KCSIE outlines the importance of 'a planned programme of evidence-based RSHE delivered in regularly timetabled lessons and reinforced throughout the whole curriculum' and that 'such a programme should be fully inclusive and developed to be age and stage of development appropriate'.

KCSIE lists the areas of statutory RSHE of key importance to safeguarding. These are also particularly relevant to addressing toxic masculinity and misogyny in the classroom:

healthy and respectful relationships

boundaries and consent

stereotyping, prejudice and equality

body confidence and self-esteem

how to recognise an abusive relationship, including coercive and controlling behavior

the concepts of - and laws relating to - sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, so called 'honour'-based violence such as forced marriage and Female Genital Mutilation (FGM), and how to access support, and

what constitutes sexual harassment and sexual violence and why these are always unacceptable

The KCSIE guidance also reminds us that all schools are subject to the Prevent duty, meaning they must have: 'due regard to the need to prevent people from being drawn into terrorism' and that 'The Prevent duty should be seen as part of schools' and colleges' wider safeguarding obligations'. KCSIE advises that 'designated safeguarding leads (and deputies) and other senior leaders in schools should familiarise themselves with the revised Prevent duty guidance : for England and Wales, especially paragraphs 57-76, which are specifically concerned with schools (and also covers childcare)'.

Teaching resources and related learning

Teaching about consent and healthy relationship behaviours counters messages that normalise unhealthy relationship behaviours. See:

This teaching should be linked to learning about mental health and emotional wellbeing in both primary and secondary phase, as influencers prey upon young people, with challenges relating to their self-esteem and mental health. See:

Some influencers combine discriminatory content with messaging about the importance of acquiring wealth and material possessions. This messaging is often aimed at those experiencing or concerned about unemployment or financial difficulties. It is therefore important to ensure that the economic wellbeing aspects of your PSHE education curriculum help young people to recognise pathways to careers, identify strategies to support their financial wellbeing in the future and to challenge economic misinformation presented by influencers.

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Addressing misogyny, toxic masculinity and social media influence in PSHE education

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Advice for schools on addressing the impact of online influencers who promote misogynistic rhetoric and other discriminatory behaviours and attitudes.

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NHS Inform - Keeping active guidelines (all ages)
https://www.nhsinform.scot/healthy-living/keeping-active/keeping-active-guidelines#:~:text=at%20least%2060%20minutes%20of,as%20dancing%2C%20aerobics%20and%20tennis.

NHS Mental Wellbeing

https://www.nhs.uk/every-mind-matters/mental-wellbeing-tips/

NHS Better Health

https://www.nhs.uk/better-health/

NHS Eatwell

https://www.nhs.uk/live-well/eat-well/

CMS Fitness Courses - Blog Page
https://www.cmsfitnesscourses.co.uk/blog/

Hygiene and personal care

https://www.betterliveshealthyfuturesbw.nhs.uk/learning_resource/hygiene-and-personal-care/

How to help someone you care for keep clean

https://www.nhs.uk/conditions/social-care-and-support-guide/practical-tips-if-you-care-for-someone/how-to-help-someone-you-care-for-keep-clean/

NHS Stop Smoking

https://www.nhs.uk/live-well/quit-smoking/nhs-stop-smoking-services-help-you-quit/

NHS Alcohol Support

https://www.nhs.uk/live-well/alcohol-advice/alcohol-support/

NHS Drug Addiction Support

https://www.nhs.uk/live-well/addiction-support/drug-addiction-getting-help/

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Information and guidance about eating a healthy, balanced diet.

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What’s going on in your area

National Police data Base - https://www.police.uk/pu/your-area/

National Safe Places

https://www.safeplaces.org.uk/

Look for the Safe Places Logo

https://cmsvocational.sharepoint.com/:b:/s/ProgrammeResources/EV5U59TuimBMlXRyQgC5esYBm7Eyj3KA6F7nafKZYRS7Uw?e=xPWKP9

Using the App

https://cmsvocational.sharepoint.com/:b:/s/ProgrammeResources/EQwq9Yzup6xBq07cviA8qr0BIDTCYBoYwENqBbWuUYXR9w?e=s3ymry

Using the Website

https://cmsvocational.sharepoint.com/:b:/s/ProgrammeResources/EdRViGBRcOVFr-ZlnXzGDfQB69bgnWm2rPsRpOIGb1rQCg?e=bZYjAh

What are Safe Places - key symbols

https://cmsvocational.sharepoint.com/:b:/s/ProgrammeResources/EQcK-HoKCSBIq6ys57gzX3kB44gf6M9RDUPTXvuNlrpnOA?e=ahoc4X

Staying safe when walking home

https://securityguardsuk.com/news/staying-safe-at-night/

Hollie Guard App

https://www.hollieguard.com/index.html

Ask for Angela

https://www.met.police.uk/police-forces/metropolitan-police/areas/about-us/about-the-met/campaigns/ask-for-angela/

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It's the most common and normal thing to do - take a walk either for pleasure, exercise, or to get from point A to point B. Most people don't think twice about being out and about solo during the day, but walking alone at night is often cause for concern.

While avoiding dark areas can make you feel safer, don't assume that well-lit areas are completely safe and nothing can happen to you. It is essential to always be aware of your surroundings and take safety precautions no matter where and when you walk alone. There are many measures you can take to ensure you remain safe at night.

When it comes to walking alone, there are certain precautions you can take to reduce the chance of an incident.

1) Plan Your Route

Make sure you plan your route ahead of time. If you are walking in an area you are not familiar with, this can help keep you from getting lost. You will be able to walk with confidence. If you do get lost, don't wander aimlessly, find a gas station, supermarket, or fast-food restaurant where you can ask for directions.

2) Make Sure Someone Else Knows Your Plans

Don't go out when it is dark without telling someone, even if you are just taking the dogs out for a walk around your neighborhood or walking home from a friend's house nearby. It may seem paranoid, but in fact, knowing someone knows where you are can be reassuring and help you feel safe. If you fall and hurt yourself or run into trouble, and someone knows where you are, they can send help if you don't arrive at your destination on time.

3) Always Carry Your Phone with You

Always carry your phone, but not for music or to make social calls as your walk. Your phone can be a lifeline if you see something suspicious or worse if something happens to you. Download a safety app on your phone, so you'll be able to discreetly alert the authorities if you feel threatened or see something suspicious.

4) Avoid Suspicious People and Areas

Areas that are dark, deserted, or out-of-the-way, such as an alley or a parking lot, can be riskier than a well-lit area full of people. Stick to busy, lighted paths, to minimize the risks. Also, walk mainly in familiar places where you are known. That way, if you feel like a suspicious person is following you, you can always duck into a store you know or knock on a neighbor's door. Avoid empty streets and walkways with thick shrubbery.

5) Keep Your Hands Free

Except for a flashlight and one of the items discussed below, keep your hands free. If you are carrying anything, put it all in one bag or backpack. This will make it easier for you to react if you notice someone following you. In a dangerous situation, carrying too many bags can keep you from moving as quickly as you can if your hands are free or if you only have one bag.

6) Carry a Non-Violent Deterrent

In addition to a flashlight, carry a non-violent deterrent such as a whistle, mace, or pepper spray. A whistle will help you alert others and call them to aid you if something is wrong. The loud noise may put off attackers, and they'll move on to find someone else. Mace or pepper spray can give you enough time to evade a potential attacker, and in a pinch, a flashlight can be used as a weapon. Make sure you know how to use the mace or pepper spray to get its full effect.

7) Wear Reflective Clothing to Prevent Accidents

When it comes to personal safety, it's not just about suspicious people. Areas with low visibility can be prone to accidents. Reflective clothing allows bikers and cars to see you as you walk along. A flashlight or headlight can also help drivers see you if there are dark stretches of road on your route.

8) Take a Self-Defense Class

When fighting off something as an assault, the element of surprise can work in your favor. If you regularly walk alone, take a self-defense class. You don't have to become a black belt. In fact, it's probably better to learn something like Krav Maga, which has been popular for self-defense. The idea is to disable your attacker enough for you to get to safety, and a class focused on self-defense will help give you those survival skills.

9) Remove Any Distractions

Keep your phone in your hand in case you need to hit the panic button on your safety app, but don't let it distract you. When walking alone at night for exercise, music can be motivating and energizing but also distracting. You may not hear someone driving or walking up behind you. Avoid wearing headphones or talking on your phone as you walk.

10) Trust Your Gut

When walking alone at night, trust your gut. If you feel like an area or situation may be dangerous, don't wait around to find out. Stop and scan your surroundings if you think someone is following you. If you are being followed, walk as quickly as you can to a well-lit public place. You can wait until you feel safe, or call a friend, a taxi, or an Uber to help you get safely get home at night.

Following these personal safety tips will help keep you stay safe when walking alone. Always be aware of where you are and alert to suspicious activity.

What Else Can You Do To Increase Personal Safety?

Encourage your schools, universities, hospitals, worship facilities, and other municipalities to use the SaferWatch App. Stay alert and if you see something, send something.

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Most people don't think twice about being out & about solo in daylight, but walking alone at night is often cause for concern. Use these tips to stay safe.

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Free NHS Talking Therapies Support

https://www.nhs.uk/mental-health/talking-therapies-medicine-treatments/talking-therapies-and-counselling/nhs-talking-therapies/

A-Z of Mental Health Organisations
https://sandyhealthcentre.nhs.uk/practice-information/a-z-list-of-organisations-for-mental-health/

Andy's Man Club

https://andysmanclub.co.uk/

MIND
https://www.mind.org.uk/

Mental Health UK
https://mentalhealth-uk.org/

Young Minds
https://www.youngminds.org.uk/

Together UK
https://www.together-uk.org/

Mental health Foundation
https://www.mentalhealth.org.uk/

Rethink Mental Illness
https://www.rethink.org/

Muslim Community Online
muslimcommunityhelpline.org.uk

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Free NHS Talking Therapies Support

https://www.nhs.uk/mental-health/talking-therapies-medicine-treatments/talking-therapies-and-counselling/nhs-talking-therapies/

Anxiety UK - What is Anxiety?

What is Anxiety - Psych Hub Video

Anxiety in Adults

Young Minds - Anxiety

NHS Self-help - Generalised anxiety disorder in adults

Patient Info - What is Anxiety

TedX - ADHD Video

Anxiety UK - How to manage Anxiety

Guardian Article - How anxiety scrambles your brain and makes it harder to learn

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Young carers rights

https://www.nhs.uk/conditions/social-care-and-support-guide/support-and-benefits-for-carers/being-a-young-carer-your-rights/#:~:text=If%20you're%20a%20young,sister%20who's%20disabled%20or%20ill.

Why get support / what being a young carer can affect https://www.nhs.uk/conditions/social-care-and-support-guide/support-and-benefits-for-carers/help-for-young-carers/

Young carers assessment https://www.nhs.uk/conditions/social-care-and-support-guide/support-and-benefits-for-carers/carer-assessments/

Allowance

https://www.gov.uk/carers-allowance

Action for children https://www.actionforchildren.org.uk/blog/young-carers-who-are-they-and-how-are-they-impacted/?utm_source=dm.google&utm_medium=cpc&utm_term=grant%20account%20blog&utm_content=young%20carers%20who%20are%20they%20&gad_source=1&gclid=CjwKCAjwp8--BhBREiwAj7og17vlLvY8D-Kvs3EetHECIFgPPevlE7sSy5SiWK8gJbe_InH8GXMcDRoCvLMQAvD_BwE

Barnardos https://www.barnardos.org.uk/get-support/young-carers?gad_source=1

Carers Trust

https://carers.org/about-caring/about-young-carers

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Being a young carer: your rights - Social care and support guide

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If you are 18 or under and you care for someone you are entitled to help and support.

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Artificial Intelligence and Online Safety | SWGfL

Test your Internet Filter
http://testfiltering.com/

Check if your email has been hacked
https://haveibeenpwned.com/

Is your password secure
https://haveibeenpwned.com/Passwords

Childline - Staying Safe Online
https://www.childline.org.uk/info-advice/bullying-abuse-safety/online-mobile-safety/staying-safe-online/

National Cyber Security Centre - Top Tips for Staying Safe Online
https://www.ncsc.gov.uk/collection/top-tips-for-staying-secure-online

Is my password secure?
https://www.security.org/how-secure-is-my-password/

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Samaritans

Phone: 116 123

https://www.samaritans.org/how-we-can-help/contact-samaritan/?utm_source=google&utm_medium=organic&utm_campaign=onebox

Shout

Text: 85258

https://giveusashout.org/

NHS: Help for Suicidal Thoughts

https://www.nhs.uk/mental-health/feelings-symptoms-behaviours/behaviours/help-for-suicidal-thoughts/

MIND: Mental Health Helplines

https://www.mind.org.uk/information-support/guides-to-support-and-services/seeking-help-for-a-mental-health-problem/mental-health-helplines/

Free NHS Talking Therapies Support

https://www.nhs.uk/mental-health/talking-therapies-medicine-treatments/talking-therapies-and-counselling/nhs-talking-therapies/

National Suicide Prevention Helpline

https://www.spuk.org.uk/national-suicide-prevention-helpline-uk/

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Rape Crisis England and Wales
https://rapecrisis.org.uk/

ENOUGH - Abuse Campaign
https://enough.campaign.gov.uk/

Safeline
https://safeline.org.uk/

The Survivors Trust
https://www.thesurvivorstrust.org/

Refuge
https://refuge.org.uk/

Muslim Community Online
muslimcommunityhelpline.org.uk

Womens Aid
https://www.womensaid.org.uk/

Mens Advice Line
https://mensadviceline.org.uk/

NHS Help after rape and sexual assault
https://www.nhs.uk/live-well/sexual-health/help-after-rape-and-sexual-assault/

NHS - Find Rape and sexual assault referral centres services
https://www.nhs.uk/service-search/other-services/Rape-and-sexual-assault-referral-centres/LocationSearch/364

Revenge Porn Get in Touch
https://revengepornhelpline.org.uk/how-can-we-help/how-to-get-in-touch/

Revenge Porn Help Line
https://www.gov.uk/government/news/revenge-porn-helpline-launched-by-government

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ACT Counter-Terrorism Policing- Report a Concern

https://act.campaign.gov.uk/

Metropolitan Police- Report a Possible Terrorism Activity

https://www.met.police.uk/tua/tell-us-about/ath/possible-terrorist-activity/

.Gov- Report online material promoting terrorism or extremism

https://www.gov.uk/report-terrorism?utm_source=e-shot&utm_medium=email&utm_campaign=Campaign+2024_11_20_2

Making a referral to Prevent

https://www.gov.uk/guidance/making-a-referral-to-prevent?utm_source=chatgpt.com

Channel and Prevent Multi-Agency Panel (PMAP) guidance

https://www.gov.uk/government/publications/channel-and-prevent-multi-agency-panel-pmap-guidance

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Learners - Report a Safeguarding Concern to CMS

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Learners - Report a Safeguarding Concern to CMS

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How learners can report a safeguarding concern to CMS:

If you feel you or another individual is at risk from themselves or someone else, and/or requires support and/or protection please complete the ‘CMS Safeguarding Form’ below.

https://remote.ipegs.co.uk/webforms/Mzk4ODc=

Designated Safeguarding Officers (DSO)

Emma MacDonald:

email: emma.macdonald@cmsvoc.co.uk

phone: 01924 614 524

Hadyn Luke

email: hadyn.luke@cmsvoc.co.uk

phone: 01924 614 528

Alternatively e-mail: safeguarding@cmsvoc.co.uk

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CMS SOSR and Safeguarding (CPOMS) schematic

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CMS SOSR and Safeguarding (CPOMS) schematic

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NHS Regional Safeguarding Contacts

Use this website to find the local authority for safeguarding with a region.

https://safeguarding-guide.nhs.uk/contacts/#:~:text=Select%20your%20region%20below%20to%20find%20your%20local%20authority

SafeCIC – Safeguarding Adults Board Links England

https://www.safecic.co.uk/sab-england

SafeCIC – Safeguarding Children Partnership/Board Links England

https://www.safecic.co.uk/scb-england

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CMS  Monitoring Form
The purpose of the Monitoring Form is to highlight learners who have been identified by tutors that may need additional support, information, advice and guidance to help manage with personal, lifestyle, family and / or work issues.

https://remote.ipegs.co.uk/webforms/Mjg0ODM=

CMS Safeguarding Form
If you feel the incident is urgent and that the individual is at risk from themselves or someone else, and/or requires support and/or protection please complete the ‘CMS Safeguarding Form’.

https://remote.ipegs.co.uk/webforms/Mjg1MDA=

CMS Safeguarding Update Form

If you have already submitted a monitoring/safeguarding form but want to update a specific situation, you can complete the update form.

https://remote.ipegs.co.uk/webforms-nh/Mzk4ODY=