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SECTION THREE: PROCEDURES REPORTING CONCERNS REGARDING LEARNERS Early Help and Additional Needs SCL has a statutory duty to provide help that strengthens families, prevents problems from escalating, and supports learners, and those with SEND or an EHCP. We use a coordinated, early help approach when additional needs are identified. All staff must know the signs of abuse and report concerns immediately to the safeguarding team. Further guidance: • KCSIE 2025 • NSPCC – Signs of Abuse • SCIE – Adult Safeguarding Additional Vulnerabilities may include (not exhaustive): disability/SEND, mental health needs, young carers, looked-after children, risk of radicalization, criminal or gang involvement, or persistent absence from education. Child-on-Child Abuse SCL has a zero-tolerance approach to child-on-child abuse. This includes any form of, bullying, physical abuse, sexual harassment or sexual violence, upskirting, initiation,/hazing type violence, or online abuse between learners. We recognise that learners can abuse their peers and that this behaviour is never acceptable or dismissed as ‘banter’ or part of growing up. All reports of child-on-child abuse will be taken seriously, actioned promptly and managed in line with safeguarding and these procedures. Learners who experience or witness such behaviour are encouraged to speak toa trusted adult or use our reporting and self reporting systems. Support will be provided for both the victim and the learner displaying harmful behaviour to promote safety, learning and positive behaviour change See: Addressing Child-on-Child-Abuse a Resource for Schools and Colleges. Contextual Safeguarding SCL recognises that harm can occur in contexts beyond the home or education setting. Risks may arise in peer groups, online environments, neighborhoods, or community settings. Staff must consider these wider influences when assessing risk and work with external agencies to address extra-familial harm, including
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