About this guidance

This statutory guidance from the Department sets out the responsibilities of all local authorities, schools and further education (FE) colleges in England to safeguard and promote the welfare of children and young people. It sets out recruitment best practice, some underpinned by legislation, for the school, local authority, and FE education sectors.

Expiry/review date

This document is currently being considered for review and a public consultation.

What guidance does this legislation relate to?

  • Safeguarding Vulnerable Groups Act 2006;
  • Children Act 1989;
  • Education Act 2002;
  • Children Act 2004; and
  • Section 157 and 175 of the Education Act 2002.

Who is this guidance for?

Local authorities in their education functions, pupil referral units, governing bodies and headteachers of maintained schools (including aided and foundation schools), governing bodies and headteachers of non-maintained special schools, proprietors and headteachers of independent schools (including academies, Free Schools and city technology colleges), and corporations and principals of FE colleges (including sixth-form colleges).

It should also be read by staff within those organisations that have a lead responsibility for safeguarding children and/or for the recruitment and selection of staff or the management of staff. It also provides recruitment best practice guidance for supply agencies providing staff to the education sector, and for contractors working in the education sector.

Key points

All schools should protect children and promote their welfare by:

  • providing a safe environment for children to learn in;
  • creating a culture which recognises and understands the importance of safeguarding - including listening to and discussing with children;
  • identifying children who are suffering or likely to suffer significant harm, both at school and at home, and referring immediately any concerns to the local authority children’s social care services;
  • preventing unsuitable people from working with children;     
  • having systems and processes that ensure children are kept safe and allow for poor and unsafe practice to be challenged;
  • identifying instances in which there are grounds for concern about a child’s welfare, and initiating or taking appropriate action to keep them safe; and
  • contributing to effective partnership working between all those involved with providing safeguarding services for children.