Policy Statement

Thrive is committed to safeguarding and promoting the welfare of all children and young people. We expect all staff, volunteers and visitors to share this commitment. Safeguarding and promoting the welfare of children is everyone's responsibility at Thrive. We have a culture of vigilance and believe that every child, regardless of age, disability, gender reassignment, race, religion or belief, sex, or sexual orientation, has the right to protection from abuse.

Our approach is child-centred; we always act in the best interests of the child.

We work in accordance with:

·         Keeping Children Safe in Education (KCSIE) 2024

·         Working Together to Safeguard Children 2023

·         The Children Act 1989 and 2004

·         Education (Independent School Standards) Regulations 2014

·         Equality Act 2010

·         Prevent Duty 2015

Aims of this Policy

·         To provide all staff with the necessary information to enable them to meet their child protection responsibilities

·         To ensure consistent good practice

·         To demonstrate our commitment to child protection

·         To promote a culture of "it could happen here"

·         To create a safe environment where children can learn and thrive

Roles and Responsibilities

Head of school: Joanne Henshaw holds ultimate accountability for safeguarding at Thrive. Joanne oversees governance of safeguarding practices and ensures policies are implemented effectively.

Designated Safeguarding Lead (DSL): Michelle Ward Jones is responsible for managing referrals, maintaining safeguarding records, raising awareness, and providing support and training to staff.

Deputy Designated Safeguarding Lead (Deputy DSL): ???? supports the DSL and acts in their absence.

All Staff and Volunteers: Must:

·         Read and understand Part 1 and Annex B of KCSIE

·         Attend safeguarding and child protection training annually

·         Report concerns immediately and accurately

·         Maintain an attitude of "it could happen here"

·         Understand early help processes and thresholds for intervention

Recognising Abuse

Abuse can take many forms and may present with a wide range of indicators. All staff should be aware of the definitions and signs of:

·         Physical Abuse

·         Emotional Abuse

·         Sexual Abuse

·         Neglect

Additional vulnerabilities include:

·         Children with SEND

·         Children with mental health needs

·         Looked-after children and care leavers

·         Children at risk of exploitation (CSE, CCE)

·         Children who are LGBTQ+

·         Young carers

·         Children at risk of radicalisation

Staff are trained to be alert to the wide range of safeguarding issues, including contextual safeguarding.

Reporting Procedures

·         All concerns, no matter how small, must be reported to the DSL or Deputy DSL immediately.

·         Concerns must be logged factually using Thrive’s safeguarding recording system.

·         In the absence of the DSL/Deputy DSL, concerns should be reported directly to Wirral Council Children's Services.

·         Referrals to children's social care are made promptly.

·         If a child is in immediate danger, staff must call 999 and inform the DSL.

·         Allegations against staff must be referred to the Wirral Local Authority Designated Officer (LADO).

Safer Recruitment

Thrive follows safer recruitment best practice.

All applicants undergo enhanced DBS checks and identity verification.

References are sought, verified, and questioned where necessary.

Gaps in employment are explored during interviews.

All staff undergo safeguarding induction and regular updates.

Staff Training

Annual safeguarding training, including child-on-child abuse, Prevent Duty, and online safety.

DSL and Deputy DSL undertake Level 3 Safeguarding training every two years.

Regular safeguarding updates are shared through staff meetings, newsletters, and bulletins.

Online Safety

Pupils are taught how to keep themselves safe online, including cyberbullying, grooming, and digital footprints.

Staff receive regular online safety training.

IT use is monitored and policies are in place for acceptable use.

Allegations Against Staff

Thrive follows KCSIE 2024 Part 4 procedures.

All allegations are taken seriously.

The Proprietor must be informed immediately.

Allegations are referred to the Wirral LADO.

If the allegation concerns the Proprietor, it is referred to the Local Authority Designated Officer directly.

Whistleblowing

Thrive promotes a culture of transparency and openness.

Staff must report concerns about the conduct of colleagues or the organisation.

Whistleblowing procedures are explained at induction and available to all staff.

Curriculum Safeguarding

Safeguarding themes are embedded across the curriculum through PSHE, Humanities, and Life Skills:

Recognising abuse and knowing how to report it

·         Healthy relationships and consent

·         Online safety

·         British values and citizenship

·         Respecting diversity and inclusion

Child-on-Child Abuse

Thrive takes child-on-child abuse seriously.

Abuse between children will not be tolerated or passed off as "banter," "part of growing up," or "having a laugh."

Victims are supported sensitively and perpetrators educated or sanctioned as appropriate.

Child-on-child abuse may include bullying, sexual violence/harassment, sexting, and initiation rituals.

Prevent Duty

Thrive recognises its duties under the Prevent Strategy 2015.

Staff are trained to notice signs of radicalisation.

The DSL will refer concerns through the Channel process if necessary.

Record Keeping

All safeguarding records are confidential, accurate, and stored securely.

Records include a chronology of significant events.

Records are transferred securely to the next school when a child moves.

Monitoring and Review

Thrive’s safeguarding practices are reviewed termly by senior leadership.

This policy is reviewed annually or sooner following significant updates to legislation or guidance.

Child and parent feedback is used to inform safeguarding practice.

This policy was adopted in October 2025 and will be reviewed no later than October 2026.

Policy Statement

At Thrive, we believe every child has the right to learn in a safe, supportive, and respectful environment. We are committed to preventing bullying in all its forms and to promoting positive behaviour through consistent expectations, therapeutic approaches, and restorative practices. Our aim is to nurture resilience, respect, and responsibility in all pupils, while supporting them to manage their emotions and behaviour in constructive ways.

Aims

·         To provide a safe and secure environment where pupils feel valued and respected.

·         To prevent and respond to bullying effectively.

·         To promote positive behaviour and self-regulation.

·         To ensure consistency of approach across the school.

·         To support pupils in developing empathy, respect, and responsibility.

Definition of Bullying

Bullying is behaviour that is:

·         Deliberate and hurtful (physical, verbal, social, or online).

·         Repeated over time.

·         An imbalance of power, where one person feels unable to defend themselves.

Forms of bullying include:

·         Physical (hitting, kicking, taking belongings)

·         Verbal (name-calling, insults, threats)

·         Social (exclusion, spreading rumours)

·         Cyber (messages, social media, online harassment)

·         Prejudice-based (racist, sexist, homophobic, disability-related, or linked to protected characteristics under the Equality Act 2010).

Behaviour Expectations

Pupils are expected to follow the Thrive Code:

T – Trying your best

H – Helping others

R – Respecting others

I – Inspiring attitude

V – Valuing yourself

E – Engaging positively

·         Staff will model positive behaviours and language.

·         Expectations will be taught, revisited, and reinforced through PSHE, assemblies, and restorative conversations.

Preventing Bullying

·         Promoting a positive school culture built on respect and inclusion.

·         Embedding SMSC, PSHE, and RSE education to teach empathy and respect.

·         Celebrating diversity through curriculum links and awareness events.

·         Supervision of pupils in all areas, including outdoor play.

·         Clear reporting routes for pupils, parents, and staff.

Responding to Bullying

·         All reports are taken seriously.

·         Staff investigate incidents promptly and record outcomes.

·         Support is offered to the victim and restorative work carried out with the perpetrator.

·         Repeated or serious bullying will trigger behaviour support plans and may involve external agencies.

·         Parents/carers are informed and involved in resolving issues.

Behaviour Management Approach

Thrive uses a therapeutic and restorative model of behaviour management:

·         Positive reinforcement and praise for effort and progress.

·         Use of therapeutic interventions (e.g., sensory breaks, mentoring, reflection time).

·         Restorative conversations to rebuild relationships.

·         Individual behaviour support plans for pupils with persistent needs.

·         Clear consequences that are proportionate, fair, and consistent.

Recording and Monitoring

·         All bullying and serious behaviour incidents are logged.

·         Records are reviewed half-termly to identify patterns.

·         Reports are shared with senior leaders and governors.

·         Outcomes inform staff training and policy development.

Roles and Responsibilities

Head of School: overall responsibility for policy implementation and safeguarding.

Staff: consistent application of the policy and modelling positive behaviour.

Pupils: following the Thrive Code and reporting concerns.

Parents/Carers: supporting the school’s approach and working in partnership.

Review

This policy will be reviewed annually or sooner if legislation or practice requires.

Policy Statement

Thrive is committed to safeguarding and promoting the welfare of children and young people. We ensure that all staff, volunteers, and proprietors are suitable to work with children through robust safer recruitment, vetting, and ongoing monitoring processes.

This policy outlines how Thrive meets its statutory duties under:

Keeping Children Safe in Education (KCSIE, 2024)

The Education (Independent School Standards) Regulations (2014, as amended)

Rehabilitation of Offenders Act (1974)

Safeguarding Vulnerable Groups Act (2006)

Aims

·         To ensure that all adults working at Thrive are suitable to do so.

·         To maintain a Single Central Record (SCR) in line with statutory guidance.

·         To set out clear procedures for recruitment, vetting, and ongoing supervision.

·         To protect pupils through safe and consistent employment practices.

Scope

·         This policy applies to:

·         All staff (teaching, support, administrative, and temporary).

·         Volunteers.

·         Agency and supply staff.

·         Proprietors, directors, and members of the governing body.

·         External professionals and contractors with pupil contact.

Recruitment and Vetting Procedures

Safer Recruitment

Thrive follows safer recruitment principles at all stages of employment:

Job descriptions and adverts include safeguarding responsibilities.

Application forms require a full employment history with explanations for gaps.

References are sought prior to interview and verified.

Shortlisted candidates complete a declaration of criminal history.

Interviews explore attitudes towards safeguarding and child protection.

Pre-Employment Checks

·         The following checks are completed before an employee starts work:

·         Enhanced DBS with barred list check (children’s workforce).

·         Identity verification (original documents required).

·         Right to work in the UK (Home Office-compliant evidence).

·         Qualifications check (where relevant).

·         Overseas criminal record check (for anyone who has lived/worked abroad).

Agency and Supply Staff

·         Agencies must provide written confirmation that all statutory checks have been completed.

·         Thrive verifies the individual’s identity and records confirmation on the SCR.

Volunteers

·         Volunteers in regulated activity undergo an Enhanced DBS check.

·         Non-regular volunteers are supervised by a member of staff at all times.

Proprietors and Directors

All proprietors and directors are subject to:

Enhanced DBS with barred list check.

Section 128 direction check.

Identity verification.

Right to work in the UK check (if applicable).

Prohibition from management checks recorded on the SCR.

The Head of School ensures that these checks are completed before appointment and that all records are available for inspection.

The Single Central Record (SCR)

Thrive maintains an up-to-date SCR covering all staff, volunteers, agency staff, and proprietors.

The SCR includes:

·         Identity

·         Barred list check

·         DBS number/date

·         Right to work

·         Qualifications

·         Overseas checks

·         Section 128

·         Date of checks and name of checker

The Head of School is responsible for maintaining and auditing the SCR.

The record is reviewed at least termly by the Safeguarding Lead.

Ongoing Suitability and Supervision

All staff must disclose any arrests, cautions, or convictions during employment.

Annual declaration of continued suitability is required from all employees.

Staff receive regular safeguarding and KCSIE updates.

Performance reviews include discussion of professional conduct.

Allegations and Concerns About Staff

Any allegation of abuse or unsuitability will be managed in line with the Safeguarding and Child Protection Policy.

The Local Authority Designated Officer (LADO) will be contacted immediately.

Staff may be suspended or redeployed pending investigation.

Data Protection and Record Keeping

All personal information and vetting records are handled in line with the Data Protection Act 2018 and GDPR.

Recruitment and vetting information is stored securely and confidentially. 

Monitoring and Review

This policy is reviewed annually by the Head of School and Directors.

Updates are made in line with KCSIE and ISS changes.

Records of all checks and training are retained securely for inspection.

Policy Statement

Thrive is committed to providing a safe and supportive environment for all pupils, staff, and visitors. This policy outlines how we ensure adequate and appropriate first aid provision, in line with statutory requirements and good practice guidance. The wellbeing of our pupils is central to our ethos, and our approach ensures that first aid is administered promptly, effectively, and with care.

Aims

To provide timely and effective first aid for pupils, staff, and visitors.

To ensure sufficient numbers of trained staff are available.

To ensure equipment and facilities are maintained to a safe standard.

To promote awareness of health, safety, and wellbeing across the school.

To ensure that first aid procedures support Thrive’s therapeutic and inclusive ethos.

First Aid Provision

At least one paediatric first aider will always be on site when pupils are present.

Enough staff will hold accredited First Aid at Work or Emergency First Aid qualifications.

First aid kits will be available in key areas of the school (classrooms, office, kitchen, outdoor play area).

Portable first aid kits will be provided for off-site visits.

Procedures for Responding to Illness or Injury

Minor injuries (cuts, grazes, bumps) will be treated by a trained first aider.

More serious injuries will be assessed, and parents contacted.

Emergency services will be called where necessary.

Pupils will not be sent home without the knowledge of a parent/carer.

All incidents will be recorded in the school’s First Aid Log.

Medical Conditions and Medication

Individual Health Care Plans (IHCPs) will be created for pupils with medical conditions (e.g., asthma, epilepsy, diabetes).

Medication will only be administered by trained staff, following written parental consent.

All medication will be stored securely, clearly labelled, and recorded when administered.

Staff will receive training to support specific needs (e.g., EpiPen, epilepsy awareness). 

Record Keeping and Reporting

All first aid treatments will be recorded in the First Aid Log with details of: date, pupil, injury/illness, treatment, and staff signature.

Accidents and serious incidents will be reported to the Head of School and, if required, to the HSE under RIDDOR regulations.

Parents/carers will be informed of any significant injury or illness.

Off-Site Visits

A risk assessment will be completed for all off-site activities.

At least one trained first aider will accompany every visit.

A travel first aid kit will be taken on all trips.

Emergency contacts and procedures will be in place.

Training

First aid training will be provided and updated regularly in line with statutory guidance.

Records of staff training will be kept securely.

Refresher training will be organised to ensure staff remain competent and confident.

Monitoring and Review

The policy and procedures will be reviewed annually.

The Head of School will ensure audits of first aid provision are carried out termly.

Curriculum Intent: Our Ethos and Purpose

  Our school provides a holistic, therapeutic curriculum designed to support children with social, emotional, and neurodevelopmental needs who have struggled to access mainstream education. The curriculum prioritises wellbeing, self-regulation, engagement, and life skills alongside academic development.

We take a project-based approach, often integrating subjects such as literacy, science, geography, and history into real-world themes, animal care, and community-based projects. These are tailored to the learners’ interests, needs, and developmental stages.

Curriculum Structure and Subjects Offered

Our curriculum includes:

•             English: Reading, writing, speaking, listening

•             Mathematics: Number, shape, space, data, problem-solving

•             Science: Practical investigation, biology, environmental science

•             Humanities: Geography, history, citizenship — often through project-based themes

•             PSHE & RSE: Emotions, relationships, self-awareness, life skills

•             Art, Design, and Creativity: Art, crafts, expressive media

•             Physical Education: Movement, relaxation, sensory regulation

•             Outdoor and Environmental Learning: Urban gardening, nature walks, sustainability

•             Life Preparation: Cooking, budgeting, planning, teamwork

Curriculum Aims

   Our curriculum aims to:

•             Re-engage learners in a setting that recognises their unique strengths and needs

•             Support pupils to make meaningful academic progress in core subjects

•             Develop self-awareness, confidence, and resilience

•             Prepare learners for adulthood, including independence and further education or employment

•             Offer structured routines and predictable learning for learners with neurodivergent profiles

Commitment to Fundamental British Values

At our school, we are fully committed to promoting and embedding the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. These values are woven throughout our curriculum—particularly within Humanities, PSHE, and assemblies—and underpin our approach to personal development and social education.

Our curriculum:

•             Promotes understanding of democratic processes and respects the importance of active citizenship.

•             Reinforces the principle that English civil and criminal law takes precedence in our society and must be upheld.

•             Encourages respectful dialogue and understanding between people of different religious and non-religious worldviews.

•             Never promotes political or religious ideologies that undermine democratic values or human rights.

•             Teaches pupils that while people may disagree on matters of belief or philosophy, all individuals are deserving of dignity, safety, and respect.

In line with paragraph 2.4, we ensure that no teaching or curriculum material:

•             Promotes non-democratic political systems

•             Encourages the disregard of UK law in favour of religious law

•             Devalues or disrespects people based on their religion or belief system

•             Our curriculum is monitored and reviewed regularly to ensure alignment with statutory guidance and to maintain a respectful, inclusive learning environment for all.

Promoting Equality and Respecting Protected Characteristics

We are committed to fostering an inclusive learning environment where all pupils feel respected, safe, and valued. Our curriculum promotes understanding and celebration of the nine protected characteristics as outlined in the Equality Act 2010:

Age

Disability

Gender reassignment

Marriage and civil partnership

Pregnancy and maternity

Race

Religion or belief

Sex

Sexual orientation

We teach pupils about the importance of equality, diversity, and inclusion, and we challenge stereotypes and discriminatory behaviour through carefully planned PSHE lessons, assemblies, and cross-curricular projects. Themes such as Pride Month, Black History Month, International Women’s Day, and Refugee Week are embedded across the curriculum, offering opportunities for critical thinking, empathy, and respectful dialogue. Staff model inclusive language and behaviour, and all learners are supported to express their identities in a safe and affirming environment.

Implementation

We will have learners from Years 3 to 11.

The curriculum is implemented through:

•             Individualised curriculum plans for each pupil

•             Plans will be linked to EHCPs for students who have them and will be informed by diagnostic assessments for all pupils

•             Weekly thematic timetables that cover academic subjects and therapeutic sessions

•             Timetables to support self-regulation and social learning

•             Regular staff planning and review meetings to assess progress and adapt provision

Schemes of Work

Each subject area has a detailed scheme of work aligned with:

•             Primary and Secondary National Curriculum outcomes, adapted for need

•             EHCP targets and individual developmental needs

•             Project-based thematic planning (e.g. “Caring for Animals,” “Where Food Comes From,” “My Community”)

These schemes outline:

•             Termly learning objectives

•             Cross-curricular links

•             Methods of assessment

•             Resources and differentiated activities