Safeguarding & Child Protection Policy

⚠️ SAFEGUARDING-CRITICAL POLICY — REQUIRES HUMAN SIGN-OFF BEFORE USE This policy touches child safety. Before it is published or relied upon, Al Fajer Private School leadership must: (1) fill every [NEEDS AFS INPUT] placeholder, (2) name the school's designated safeguarding lead (DSL) and deputy with real contact details, and (3) formally adopt it with real dates. Nothing in this document has been invented to fill those gaps.

DOCUMENT CONTROL

Table of Contents

1. Introduction
2. Aims
3. Procedures
4. Training
5. Responsibilities
6. Procedures for Managing Concerns
7. Children Who Are Absent from Education
8. Domestic Abuse
9. Radicalization and Extremism
10. Honor-Based Violence and FGM
11. Modern Slavery
12. Child-on-Child Abuse
13. Racist Incidents
14. Anti-Bullying
15. Online Safety
16. Supporting Children
17. Students with Special Educational Needs and Disabilities
18. Positive Physical Intervention / Use of Reasonable Force
19. Record Keeping
20. Information Sharing & Confidentiality
21. Communication with Parents
22. Support and Supervision of Staff
23. Safer Recruitment and Selection of Staff
24. Dealing with Allegations of Abuse against Staff
25. Position of Trust
26. Complaints or Concerns Expressed by Parents, Students, Staff or Volunteers
27. Whistleblowing (Confidential Reporting)
28. Photography and Use of Images (including handheld devices)
29. Staff–Student Relationships
30. Health & Safety
31. Safe Environment
32. Staff Obligations and the Duty to Report Concerns
33. Neutral Notifications
34. Challenge and Escalation
35. Monitoring and Evaluation
36. Extended-Day and Holiday Activities
37. Arrangements for Visiting Speakers
38. Events/Activities Involving Multiple Schools

• Appendix 1 – Recruitment & Selection Checklist
• Appendix 2 – Criminal-Record Disclosure Information
• Appendix 3 – Recruitment of Individuals with Prior Convictions
• Appendix 4 – Recognition of Abuse
• Appendix 5 – Radicalization & Extremism
• Appendix 6 – Safeguarding Request Form
• Appendix 7 – Safeguarding Flowchart

AFS SAFEGUARDING & CHILD PROTECTION POLICY

Al Fajer Private School recognizes our moral responsibility — and our responsibilities as a school licensed by the Bahrain Ministry of Education — to safeguard and promote the welfare of all students. We endeavor to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse, neglect and exploitation and follow our procedures to ensure that children receive adequate support, protection and justice. Child protection forms part of the School's safeguarding responsibilities.

The School is committed to safeguarding and promoting the welfare of children from KG1 to Grade 6. We expect all staff (teachers, administrators, clerical and support staff, and members of the governing body) to share this commitment in their attitudes and actions. Such a determination is firmly based on the fact that child protection and safeguarding are everyone's responsibility. Parents are made aware of the Policy: it is on the School website. The Policy will be amended and improved, without delay, in the light of experience, learning from implementation and any changes arising from serious case reviews.

Child protection, safeguarding and promoting welfare. Child protection, safeguarding and promoting the welfare of children is defined for the purposes of this Policy as protecting children from maltreatment; preventing impairment of children's health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes. In this connection, safeguarding is an overarching term which encompasses all activities regarding the safety and well-being of children under the age of 18 years.

Staff should not see child protection and safeguarding as isolated concepts but as features that run across a wide range of policy areas. These include:

• ICT Acceptable Use Policy [NEEDS AFS INPUT: this policy is not in the current AFS policy set — create it or remove this reference]
• Behavior, Rewards & Sanctions Policy
• Anti-Bullying Policy [NEEDS AFS INPUT: this policy is not in the current AFS policy set — create it or remove this reference]
• Health & Safety Policy
• Admissions Policy and Attendance & Punctuality Policy
• Staff Code of Conduct Policy

School Details — Safeguarding Team

The source policy named individuals across multiple schools; AFS is a single KG1 – Grade 6 school, and the table below is role-based. Every name and contact must be completed and kept current.

Throughout this Policy, "governing body" is used as a placeholder for the School's governance structure. [NEEDS AFS INPUT: AFS ownership/governance — confirm the actual body and titles]

1.0 Introduction

1.1 This Policy is based on internationally recognized child-protection practice and on the requirements that apply to schools in the Kingdom of Bahrain. [NEEDS AFS INPUT: confirm the safeguarding framework AFS formally adopts — the source policy cited UK guidance ("Working Together to Safeguard Children", "Keeping Children Safe in Education"), which has not been carried over]

1.2 In the absence of a specific statutory provision on safeguarding and local government agencies, the School will work with the relevant Bahraini authorities and with local agencies in the area of child welfare and child protection.

1.3 This Policy has been prepared in consultation with the school leadership team and the School's governing body. The governing body will review the Policy on an annual basis and the efficiency with which child-protection duties have been carried out. The review should involve knowledge of any live cases and how the Policy was applied to them.

1.4 The governing body takes seriously its responsibility to protect children from harm, safeguard and promote the welfare of children, and to work together with other agencies to ensure adequate arrangements within the School to identify, assess, and support children who are suffering harm (whether actual or likely), children in need and children at risk.

1.5 We recognize that all adults, including staff and members of the governing body, have a full and active part to play in protecting students from harm, and that the child's welfare is our paramount concern. Wherever the word "staff" is used, it covers ALL staff on-site, including support staff working with children. To this end, the School will make this Policy available in both English and Arabic and will include ancillary, security and administrative staff in safeguarding training.

1.6 All staff have a duty to promote a caring, protective and safe environment that fosters the social, physical and moral development of the individual child.

2.0 Aims

2.1 The aims of this Policy are:

• 2.1.1 Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children;
• 2.1.2 Raising awareness of child-protection issues and equipping children with the skills needed to keep them safe;
• 2.1.3 Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse;
• 2.1.4 Supporting students who have been identified as in need of early help or at risk of harm;
• 2.1.5 Establishing a safe environment in which children can learn and develop.

2.2 We recognize that because of the day-to-day contact with children, school staff are well placed to identify concerns early and to observe the outward signs of abuse. The School will, therefore:

• 2.2.1 Establish and maintain an environment where children feel safe, secure, valued and respected and encouraged to talk, believing they will be listened to;
• 2.2.2 Ensure children know that there are adults in the School whom they can approach if they are worried;
• 2.2.3 Include opportunities in the curriculum, specifically through PSHE (personal, social and health education), computing and IT, for children to develop the skills they need to recognize and stay safe from abuse and to know whom they should turn to for help.

2.3 We seek to ensure that the child's wishes and feelings are taken into account when determining what action to take and what services to provide to protect children from harm. To this end, we will ensure:

• 2.3.1 There are systems in place for children to express their views and give feedback, e.g. through school/class councils, safety questionnaires, and participation in anti-bullying and online-safety events;
• 2.3.2 That the child's thoughts, wishes and feelings are sought and recorded on all referrals.

2.4 To support each child's development in ways that will foster security, confidence and independence.

2.5 To provide an environment in which all children feel safe, secure, valued and respected, and also feel confident to approach adults if they are in difficulties, believing they will be effectively listened to.

2.6 To raise the awareness of all staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases of abuse.

2.7 To provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure we, the School, contribute to assessments of need and support packages for those children.

2.8 To emphasize the need for good levels of communication among all members of staff.

2.9 To develop a structured procedure within the School, which will be followed by all members of the School, in cases of suspected abuse or where there are significant concerns about the well-being of a child. This means that any disclosure or suspicion of abuse will be reported to a Designated Safeguarding Lead (DSL), who is in turn responsible for informing the Principal. Where there is reasonable cause and abuse has been suspected, the Principal will ensure that the chair of the governing body is informed and that relevant external agencies are contacted.

2.10 To develop and promote effective working relationships with other local welfare agencies as appropriate within Bahrain.

2.11 To ensure that all adults within the School who have regular access to children have been checked as to their suitability to work unsupervised with children.

3.0 Procedures

3.1 Our School procedures for safeguarding children have been prepared in accordance with the requirements of the Kingdom of Bahrain and recognized international safeguarding practice. As such, we ensure that:

• 3.1.1 All members of the governing body understand and fulfill their responsibilities.
• 3.1.2 The School will:
  • 3.1.2.1 Ensure it has a senior leader nominated as a Designated Safeguarding Lead (DSL) who will undertake regular, appropriate training and support for this role.
  • 3.1.2.2 Ensure that there is a designated member of staff with responsibility for safeguarding children within the Kindergarten (KG1 – KG3).
  • 3.1.2.3 Ensure it has a member of staff who will act in the absence of the DSL.
  • 3.1.2.4 Ensure it has a nominated member of the governing body who will take leadership responsibility for the School's safeguarding arrangements.
• 3.1.3 All staff receive child-protection awareness information, to develop their understanding of the signs and indicators of abuse, along with individual responsibilities. Training of school staff (full- and part-time) occurs at regular intervals and in line with any changes to the framework the School adopts. The annual induction program covers the child-protection policy and procedure for all new staff. The School does use volunteers from time to time. In such cases, we endeavor to obtain safeguarding checks. In any case, volunteers are only allowed to work with children under the supervision of an AFS teacher.
• 3.1.4 All members of staff and the designated governing-body member are advised on how to respond to disclosures of abuse.
• 3.1.5 Every member of staff (including temporary and substitute staff and volunteers) knows the name of the DSL and any deputies and understands their role.
• 3.1.6 The DSL and/or a deputy DSL is always available to speak to during school hours, and adequate and appropriate cover arrangements are made for any out-of-hours / out-of-term activities.
• 3.1.7 All parents/caregivers are made aware of the responsibilities of staff members with regard to child-protection procedures through the publication of the School's Safeguarding & Child Protection Policy and reference to it in our introductory school pack. Parents have access to the Policy on the School website.
• 3.1.8 We operate a facility-use (lettings) procedure which ensures the suitability of adults working with children on the school site at any time, and ensure that community users organizing activities for children are aware of, and understand the need for compliance with, the School's child-protection guidelines and procedures. [NEEDS AFS INPUT: a Lettings Policy is not in the current AFS set — create it or remove this reference]
• 3.1.9 Community users organizing activities for children must present evidence that they have carried out checks on their staff.
• 3.1.10 Our selection and recruitment of staff includes criminal-record checks appropriate to each candidate's country or countries of residence, together with a Bahraini good-conduct certificate. We operate safer recruitment practice, ensuring that at least one member of every recruitment panel has completed safer-recruitment training. [NEEDS AFS INPUT: AFS safer-recruitment regime — confirm the checks AFS requires; the source policy relied on UK DBS checks, which have not been carried over]
• 3.1.11 All teachers will be required to have the following checks:
  • 3.1.11.1 Criminal-record check from their country or countries of origin/residence and/or a Bahraini good-conduct certificate;
  • 3.1.11.2 Two references followed by a process of verification;
  • 3.1.11.3 Copy of passport or identity card;
  • 3.1.11.4 Statement of medical fitness;
  • 3.1.11.5 Up-to-date application form;
  • 3.1.11.6 Online check (which may include social media).
• 3.1.12 Where a candidate has lived in more than one country, criminal-record checks will be required from each country of recent residence.
• 3.1.13 Where staff are sourced through recruitment agencies, the agencies will be expected to perform equivalent criminal-record checks, and referees will be asked to comment explicitly on a candidate's suitability with regard to child-protection matters. In addition, a police certificate of good conduct will be required. All references will be verified before the interview.
• 3.1.14 The School will make a referral to the relevant Bahraini authorities — including the Ministry of Education and the Labour Market Regulatory Authority (LMRA), as applicable — if a person working with children has been dismissed, suspended or removed from such work because the harm criteria are met, due to safeguarding concerns, or would have been had they not resigned. Such referrals will always be given priority and will be made promptly, within at most one month of the person leaving our employment. [NEEDS AFS INPUT: confirm with legal counsel AFS's referral obligations under Bahraini law — the source policy listed UK bodies (DBS, DfE) and UK-school associations, which have not been carried over]
• 3.1.15 Our procedures and the way they have been implemented are reviewed annually by the governing body.
• 3.1.16 The governing body undertakes an annual review of the School's child-protection policies and procedures and of the efficiency with which the related duties have been discharged, in accordance with current requirements.
• 3.1.17 The names of the entire safeguarding team are clearly posted around the School, including in the faculty room.
• 3.1.18 All new members of staff are given a copy of our Safeguarding & Child Protection Policy, with the DSL's and deputies' names clearly displayed, as part of their induction into the School.
• 3.1.19 All staff are required to read and sign the Policy annually.
• 3.1.20 Adults should not be taking images of children unless they fall within the framework of our school policies (see Section 28 and the Taking, Storing and Using Images of Children Policy).

4.0 Training

4.1 When staff and volunteers join AFS, they will be informed of the safeguarding-children arrangements in place. This Policy will be referred to, and they will be told who the DSL and deputies are, who acts in their absence, and what this role includes.

4.2 Staff are required to read this Policy including its Appendices, the Behavior, Rewards & Sanctions Policy, and the School's Staff Code of Conduct Policy.

4.3 All staff, volunteers and members of the governing body will receive an induction in safeguarding children.

4.4 The induction program will include basic safeguarding information relating to signs and symptoms of abuse, how to manage a disclosure from a child, when and how to record a concern about the welfare of a child, advice on safe working practice, the School's Safeguarding & Child Protection Policy, the Staff Code of Conduct Policy, and the identity of the DSL and deputies.

4.5 All volunteers, substitute staff and regular visitors to the School will be told where the Policy is kept, given the name of the DSL and deputies, and informed of the School's procedures for reporting concerns. A leaflet summarizing the key issues for volunteers and regular visitors will also be available at security.

4.6 All staff will receive training in child protection and safe working practice, updated at least every three years. Training will include signs and symptoms of abuse, neglect and exploitation, as well as specific safeguarding issues. It will also include how to record and report abuse both within the School and to the relevant child-welfare authorities.

4.7 In addition, staff will receive safeguarding and child-protection updates from the DSL as required, but at least annually.

4.8 Staff with specific responsibility for safeguarding children will undertake additional training at a level suitable to their role and responsibility, updated every two years. In addition to formal training, the DSL and deputy/ies will update their knowledge regularly.

5.0 Responsibilities

5.1 The governing body is responsible for the appointment, liaison and monitoring of the DSL, in discussion with the Principal. This will include a periodic review to ensure that effective training has occurred.

5.2 The governing body and the Principal will ensure that:

• 5.2.1 The DSL takes lead responsibility for safeguarding and child protection and does not delegate this responsibility;
• 5.2.2 The DSL and deputy DSL role is explicit in the role holders' job descriptions;
• 5.2.3 Safeguarding policies and procedures are in place, available to parents on the school website or by other means, and reviewed annually;
• 5.2.4 Safeguarding responses are put in place in cases where children go missing from education (see the Missing Child Policy and the Attendance & Punctuality Policy);
• 5.2.5 Mechanisms are in place to assist staff to understand and discharge their safeguarding roles and responsibilities;
• 5.2.6 An annual report on the effectiveness of the School's safeguarding procedures is presented to the governing body.

5.3 The Principal will ensure that:

• 5.3.1 The safeguarding policies and procedures are fully implemented and followed by all staff;
• 5.3.2 Sufficient funding, support, time and resources are allocated to enable the DSL and other staff to discharge their responsibilities with regard to child protection;
• 5.3.3 All staff feel able to raise concerns about poor or unsafe practice, and that these are handled sensitively and in accordance with the whistleblowing procedures.

5.4 The Designated Safeguarding Lead is responsible for:

• 5.4.1 Organizing child-protection induction training for all newly appointed staff and volunteers, and whole-staff training, refreshed at least every two years with annual updates as required;
• 5.4.2 Ensuring staff are aware of the Policy and have signed to this effect;
• 5.4.3 Providing a mechanism to ensure that all staff understand and are able to discharge their safeguarding role and responsibilities;
• 5.4.4 Undertaking, in conjunction with the Principal and the governing-body member responsible for safeguarding, an annual audit of safeguarding procedures;
• 5.4.5 Providing an annual report for the governing body, detailing any changes to the Policy and procedures; training undertaken by the DSL and by all staff and governing-body members; the number and type of incidents/cases; and the number of children on the safeguarding register (referred to anonymously). This information will be used by the governing body in conducting its annual review of the Policy, procedures and operation;
• 5.4.6 Contacting the Police in the case of serious harm, as appropriate;
• 5.4.7 Liaising with the Principal to ensure that they are informed of all child-protection issues, especially ongoing inquiries;
• 5.4.8 Liaising with other staff (for example pastoral support staff, the school nurse or counselor, IT staff, and grade-level leads [NEEDS AFS INPUT: confirm AFS leadership structure below the Principal]) on matters of safety and safeguarding, and when deciding whether to make a referral by liaising with relevant agencies;
• 5.4.9 Keeping written records of concerns about children, including the use of body maps, even where there is no need to refer the matter immediately. Note: staff must only view parts of a child's body which are normally visible;
• 5.4.10 Ensuring all child-protection records are kept securely, separate from the main student file, and in locked/password-protected locations;
• 5.4.11 Ensuring that all child-protection files are transferred in a safe and timely manner when a child moves settings, both between and across phases, within and out of the country, and that a receipt of transfer is obtained;
• 5.4.12 Monitoring unauthorized absence, particularly where children go missing on repeated occasions;
• 5.4.13 Overseeing filtering and monitoring standards and systems within the School, to ensure that children are protected from harmful content when using school-owned devices and connections;
• 5.4.14 Developing effective links with relevant agencies and other professionals, and cooperating as required with their inquiries regarding safeguarding matters, including cooperation with any serious case reviews or equivalent processes.

6.0 Procedures for Managing Concerns

Teachers and other staff in schools are in a unique position to observe children's behavior over time and often develop close and trusting relationships with students.

6.1 If a child discloses directly to a member of staff, the following advice to staff will be followed:

• 6.1.1 Listen carefully to what is said.
• 6.1.2 Do not promise confidentiality.
• 6.1.3 Ask only open questions such as: "Could you tell me what happened?" — "Please explain what you mean when you say…?" — "Can you describe the person?" or "Can you describe the place?"
• 6.1.4 Do not ask questions which may be considered to suggest what might have happened, or who has perpetrated the abuse, e.g. "Did your Dad hit you?"
• 6.1.5 Do not force the child to repeat what he/she said in front of another person.
• 6.1.6 Do not begin an investigation — for example, by asking the child to record what happened in writing or taking a photograph of any injuries.

6.2 All concerns, discussions and decisions (together with reasons) made under these procedures should be recorded in full via the School's electronic safeguarding log within [NEEDS AFS INPUT: AFS student-information system].

• 6.2.1 Reports should be made using the system's safeguarding / well-being concern function.
• 6.2.2 The record will ask for the time, date and location, as well as a category of concern to select from a list.
• 6.2.3 The DSL will receive an instant notification of the concern raised and will follow up as appropriate.
• 6.2.4 Where the allegation relates to harmful sexual behaviors, if possible the disclosure should be managed with two members of staff present (preferably one of them being the DSL or their deputy).
• 6.2.5 Where there is a safeguarding concern, the School will ensure the student's wishes and feelings are considered when determining what action to take and what services to provide.

6.3 The School manages this by providing:

• 6.3.1 Vigilance: good relationships with staff will mean adults notice when things are troubling children.
• 6.3.2 Understanding and action: all aspects of the process or procedures will be explained to children, and staff will listen to concerns and worries raised, with action taken where appropriate as a result.
• 6.3.3 Stability and support: a member of staff will be assigned as a point of contact for children, to be able to develop an ongoing stable relationship of trust with those helping. Children are supported in their own right as well as a member of their family.
• 6.3.4 Respect: there is the understanding from staff that children are competent and are treated with respect.
• 6.3.5 Information, engagement and explanation: children are informed about and involved in procedures, decisions, concerns and plans. Children are informed of the outcome of assessments and decisions, and the reasons when their views have not met with a positive response.
• 6.3.6 Advocacy: staff will accompany children to any meetings and conferences to provide them with advocacy to assist them in putting forward their views.

6.4 Every member of staff, including volunteers working with children at our School, is advised to maintain an attitude of "it could happen here" where safeguarding is concerned. When concerned about the welfare of a child, staff members should always act in the interests of the child and have a responsibility to take action as outlined in this Policy. They should not assume a colleague or another professional will take action and share information that might be critical in keeping children safe.

6.5 All staff are encouraged to report any concerns that they have and not see these as insignificant. On occasions, a referral is justified by a single incident such as an injury or disclosure of abuse. More often, however, concerns accumulate over a period of time and are evidenced by building up a picture of harm over time; this is particularly true in cases of emotional abuse, neglect and exploitation. In these circumstances, it is crucial that staff record and pass on concerns in accordance with this Policy to allow the DSL to build up a picture and access support for the child at the earliest opportunity. Reliance on memory without accurate and contemporaneous records of concern could lead to a failure to protect.

6.6 All staff should be aware that children may not feel ready or know how to tell someone that they are being abused, exploited, or neglected, and/or they may not recognize their experiences as harmful. For example, children may feel embarrassed, humiliated, or threatened. This could be due to their vulnerability, disability or language barriers. This should not prevent staff from having a professional curiosity and speaking to the DSL if they have concerns about a child. It is also important that staff determine how best to build trusted relationships with children which facilitate communication.

6.7 It is not the responsibility of school staff to investigate welfare concerns or determine the truth of any disclosure or allegation. All staff, however, have a duty to recognize concerns and pass the information on in accordance with the procedures outlined in this Policy.

6.8 The Designated Safeguarding Lead should be used as the first point of contact for concerns and queries regarding any safeguarding concern in our School. Any member of staff or visitor to the School who receives a disclosure of abuse or suspects that a child is at risk of harm must report it immediately to the DSL or, if unavailable, to a deputy DSL. In the absence of either of the above, the matter should be brought to the attention of the most senior available member of the school leadership team.

6.9 All concerns about a child should be reported without delay, and a handwritten record should be made as soon after the disclosure as possible, using the child's words as far as possible. Members of staff are also able to log a concern via the School's electronic safeguarding system.

6.10 Following receipt of any information raising concern, the DSL will consider what action to take, and all information and actions taken, including the reasons for any decisions made, will be fully documented.

6.11 Anybody can make a referral. If the child's situation does not appear to be improving, the staff member with concerns should press for reconsideration by raising concerns again with the DSL and/or the Principal. Concerns should always lead to help for the child at some point.

6.12 Any member of staff who does not feel that concerns about a child have been responded to appropriately and in accordance with the procedures outlined in this Policy should raise their concerns with the Principal or the governing-body member responsible for safeguarding.

7.0 Children Who Are Absent from Education

7.1 We recognize that a child being absent from education for prolonged periods and/or on repeat occasions is a potential indicator of abuse or neglect.

7.2 Staff are made aware of these procedures at induction and through our Attendance & Punctuality Policy. We will make every attempt to obtain more than one emergency contact number for each child registered at the School, to ensure we are able to make contact with a responsible adult when a child is missing education and is also identified as a welfare and/or safeguarding concern.

7.3 We will notify the Bahrain Ministry of Education, as required, when removing a child from the school roll at standard and non-standard transition points. [NEEDS AFS INPUT: confirm current MoE notification requirements — the source policy referred to UK local authorities]

7.4 We will ensure that we follow these procedures for dealing with children who go missing from education, particularly on repeat occasions, to help identify the risk of abuse, neglect and exploitation, and to help prevent the risks of their going missing in the future.

8.0 Domestic Abuse

8.1 We recognize that exposure to domestic abuse and/or violence can have a serious, long-lasting emotional and psychological impact on children. That abuse can be, but is not limited to, psychological, physical, sexual, financial or emotional. Children can be victims of domestic abuse: they may see, hear, or experience the effects of abuse at home. In some cases, a child may blame themselves for the abuse or may have had to leave the family home as a result.

8.2 We teach our students, in an age-appropriate way suited to young children, what safe, kind and respectful relationships look like.

8.3 All concerns regarding domestic abuse will be reported to the DSL, who will ensure that appropriate support is available to the child and make referrals where the threshold for intervention is met.

9.0 Radicalization and Extremism

9.1 The School recognizes that children can be vulnerable to extremist ideology and radicalization. We recognize that safeguarding against radicalization and extremism is no different from safeguarding against any other vulnerability in today's society.

9.2 The School will ensure that:

• 9.2.1 Through training, staff, volunteers and members of the governing body have an understanding of what radicalization and extremism are, why we need to be vigilant in School, and how to respond when concerns arise.
• 9.2.2 There are systems in place for keeping students safe from extremist material when accessing the Internet in our School, by using effective filtering and usage policies.
• 9.2.3 The DSL has received appropriate training in recognizing radicalization and extremism concerns and will act as the point of contact within our School for any such concerns.
• 9.2.4 Through our curriculum, we will promote the moral, social and cultural development of all students.

9.3 We encourage students to respect the values of the Kingdom of Bahrain, including the rule of law, the King's Charter, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs, alongside the School's own values of loyalty and integrity, and intellect, optimism and creativity.

9.4 We will use relevant information, tools and resources to help our staff and parents to recognize and address extremism and radicalization in children.

10.0 Honor-Based Violence and Female Genital Mutilation (FGM)

10.1 We recognize that our staff are well placed to identify concerns and take action to prevent children from becoming victims of female genital mutilation (FGM) and other forms of so-called honor-based violence (HBV), and we provide guidance on these issues through our safeguarding training.

10.2 If staff have a concern regarding a child who might be at risk of HBV, they should inform the DSL, who will activate the School's safeguarding procedures and liaise with the Police and the relevant child-welfare authorities as appropriate.

10.3 Where FGM appears to have taken place (whether discovered through disclosure by the victim or visual evidence), the School will report the matter to the Police. Staff who fail to report such cases may face disciplinary action. We will provide guidance and support to our teachers on this requirement as needed.

11.0 Modern Slavery

11.1 All staff should be observant for signs, or receiving intelligence, relating to modern slavery.

11.2 The School bears an obligation where it has reasonable grounds to believe that a person may be a victim of modern slavery or human trafficking.

11.3 Staff need to be aware of this duty and inform the DSL should they suspect or receive information that either parents or their children may be victims of modern slavery.

12.0 Child-on-Child Abuse

AFS is a KG1 – Grade 6 school. This section is framed for young children; the source policy's content aimed at teenagers (sexting typologies, upskirting, initiation violence) has been removed.

12.1 We recognize that children can also be harmed physically, sexually or emotionally by their peers or siblings, and that even very young children can behave in ways that hurt others.

12.2 At a school of our age range, this is most likely to include, but is not limited to:

• 12.2.1 Bullying (including cyberbullying);
• 12.2.2 Physical harm such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm;
• 12.2.3 Unkind, humiliating or deliberately excluding behavior;
• 12.2.4 Harmful or developmentally inappropriate sexualized behavior or language, which can occur even among young children and is always taken seriously;
• 12.2.5 Misusing technology to upset, embarrass or frighten another child.

12.3 Harm caused by children can be just as damaging as harm caused by an adult, so it is important to remember the impact on the child harmed as well as to focus on support for the child exhibiting the harmful behavior. Such harm will always be taken as seriously as abuse perpetrated by an adult, and the same procedures will apply in respect of any child who is suffering or likely to suffer significant harm.

12.4 Staff must never tolerate or dismiss concerns relating to child-on-child harm, and must not pass it off as "just teasing," "just having a laugh," or "part of growing up."

12.5 We will ensure, through training, that staff, volunteers and members of the governing body have an understanding of the range of child-on-child harm and will be made aware of how to recognize and manage such issues. Staff will be given the skills to identify and manage harmful sexual behavior in an age-appropriate way (see Appendix 4).

12.6 Staff should be aware that some groups are potentially more at risk — for example, girls and children with special educational needs and disabilities.

12.7 Staff should be aware that such incidents and/or behaviors can be associated with factors outside the School and can occur between children outside the School. Staff, and particularly the DSL, should always consider the context in which such incidents and/or behaviors occur — this is known as contextual safeguarding.

12.8 Where the harm is physical, verbal, bullying or cyberbullying, recording of such incidents and any consequences will be applied in line with our Behavior, Rewards & Sanctions Policy and Anti-Bullying Policy. The School will not accept the excuse of "banter" for what it deems to be inappropriate references to any person or persons. Where a child makes a safeguarding allegation of a sexual nature against another student in the School, the DSL should seek advice before commencing an investigation or contacting parents. This may mean, on occasion, that the School is unable to conduct its own investigation into such incidents.

12.9 Reports of incidents of a sexual nature between children will be responded to in line with this Policy and the School's reporting procedures. [NEEDS AFS INPUT: confirm the safeguarding framework AFS adopts — the source policy cited UK guidance here]

12.10 Support for children who have been harmed will be in line with the support outlined in the School's Behavior, Rewards & Sanctions Policy and Anti-Bullying Policy.

12.11 Depending on the nature of the harm, the School may need to consider providing measures to protect and support the child harmed, the child exhibiting the behavior, and other students and/or staff in the School, by means of a risk assessment. The risk assessment should be recorded and kept under review.

13.0 Racist Incidents

13.1 Our policy on racist incidents is set out within our separate Anti-Bullying Policy and acknowledges that repeated racist incidents, or a single serious incident, may lead to consideration under child-protection procedures.

13.2 We maintain a log of racist incidents in School.

14.0 Anti-Bullying

14.1 Our policy on anti-bullying is set out in our separate Anti-Bullying Policy. [NEEDS AFS INPUT: an Anti-Bullying Policy is not in the current AFS policy set — create it or remove this reference]

14.2 To allow or condone bullying may lead to consideration under child-protection procedures. All incidences of bullying, including cyberbullying, racist and gender-related bullying, will be dealt with in accordance with the School's Anti-Bullying Policy.

14.3 We recognize that children with special needs and/or disabilities are more susceptible to being bullied. We maintain a log of bullying incidents in School.

14.4 We recognize that there will be occasions when bullying incidents will fall within child-protection procedures or may be deemed criminal activity, and that it may be necessary to report the concerns to the Police.

15.0 Online Safety

15.1 The DSL understands the unique risks associated with online safety and has the relevant knowledge and up-to-date capability required to keep children safe while they are online at School.

15.2 The DSL is able to recognize the additional risks that children with special educational needs and disabilities face online — for example from online bullying and grooming — and has the capability to support these children to stay safe online.

15.3 All members of staff are trained in, and receive regular updates on, online safety and recognizing and reporting concerns.

15.4 The School's Online Safety Policy and ICT acceptable-use expectations recognize that Internet safety is a whole-school responsibility, involving staff, students, the governing body and parents.

15.5 Children may expose themselves to danger, whether knowingly or unknowingly, when using the Internet and other technologies. Because our students are young children, staff and parents carry the primary responsibility for supervising and guiding their use of technology.

15.6 The School recognizes its responsibility to educate its students, teaching them the appropriate behaviors and early critical-thinking skills to enable them to remain safe when using the Internet and related technologies. These issues are addressed within the curriculum, in the PSHE program and in assemblies.

15.7 The breadth of issues classified within online safety is considerable and ever-evolving, but can be categorized into four areas of risk:

• 15.7.1 Content: being exposed to illegal, inappropriate or harmful content — for example violent, hateful, frightening or sexual content, extremist material, or misinformation.
• 15.7.2 Contact: being subjected to harmful online interaction with other users — for example peer pressure, commercial advertising, and adults posing as children with the intention to groom or exploit children for sexual, criminal, financial or other purposes.
• 15.7.3 Conduct: online behavior that increases the likelihood of, or causes, harm — for example sending or receiving unkind messages, online bullying, or sharing inappropriate images.
• 15.7.4 Commerce: risks such as online gambling, inappropriate advertising, phishing and financial scams. Any such concerns involving students or staff are reported to the DSL.

15.8 We will ensure that filters are in place to prevent access to unsuitable sites, and we will monitor the use of the school network and Internet to ensure that any student or staff member attempting to access inappropriate, abusive or harmful material is appropriately advised and/or supported.

15.9 Any classroom use of generative artificial intelligence (AI) is age-appropriate, directed and supervised by staff, in line with the School's Online Safety Policy.

15.10 Where there is a need for remote education, communication with parents will ensure an awareness of what children are being asked to do online, which websites they will need to access, and who they will be interacting with. This will help parents to monitor and ensure online safety at home.

16.0 Supporting Children

16.1 We recognize that a child who is abused or witnesses violence may feel helpless and humiliated, may blame themselves, and may find it difficult to develop and maintain a sense of self-worth.

16.2 We recognize that AFS may provide the only stability in the lives of children who have been abused or who are at risk of harm.

16.3 We accept that research shows that the behavior of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn.

16.4 AFS supports all students by:

• 16.4.1 Providing a preventative culture, through opportunities to learn about keeping themselves and others safe, including online.
• 16.4.2 Encouraging self-esteem and self-assertiveness, through the curriculum as well as our relationships, while attempting to counteract aggression and bullying.
• 16.4.3 Promoting a caring, safe and positive environment within the School.
• 16.4.4 A school ethos which promotes a positive, supportive and secure environment, giving students a sense of being valued.
• 16.4.5 A consistently applied Behavior, Rewards & Sanctions Policy that is aimed at supporting vulnerable students in the School. The School will ensure that the student knows that some behavior is unacceptable, but that they are valued and not to be blamed for any abuse which has occurred.
• 16.4.6 Liaising and working together with all other support services and those agencies involved in the safeguarding of children.
• 16.4.7 Providing access to the school nurse and school counselor. [NEEDS AFS INPUT: confirm AFS nurse and counselor provision]
• 16.4.8 Providing continuing support to a student about whom there have been concerns who leaves the School, by ensuring that appropriate information is forwarded under confidential cover to the student's new school.
• 16.4.9 Utilizing the curriculum for opportunities to teach safeguarding, such as online safety, peer relationships and health education.

17.0 Students with Special Educational Needs and Disabilities

17.1 We recognize that children with special educational needs and disabilities can face additional safeguarding challenges, and these are discussed in staff training. These additional barriers can include:

• 17.1.1 Assumptions that indicators of possible abuse such as behavior, mood and injury relate to the child's disability without further exploration;
• 17.1.2 The fact that children with special educational needs and disabilities can be disproportionately impacted by behaviors such as bullying, without outwardly showing any signs; and
• 17.1.3 Communication barriers and difficulties in overcoming these barriers.

17.2 We will always consider extra pastoral support for children with special educational needs and disabilities to address these additional challenges (see the School's SENDA Policy).

18.0 Positive Physical Intervention / Use of Reasonable Force

18.1 The School outlines its guidelines for the use of physical intervention within its Staff Code of Conduct Policy.

18.2 All staff acknowledge annually that they have read the Staff Code of Conduct Policy.

18.3 The School acknowledges that when applying reasonable force in response to risks presented by incidents involving children with special educational needs, disabilities or medical conditions, it is important to recognize their additional vulnerability and make every effort to reduce the occurrence of challenging behavior and the need to use reasonable force.

18.4 The School understands that physical intervention of a nature that causes injury or distress to a child may be considered under safeguarding-children or disciplinary procedures.

18.5 A record of all incidents of physical intervention that occur will be maintained by the DSL.

18.6 The School recognizes that touch is appropriate in the context of working with young children, and all staff are given safe-working-practice guidance to ensure that they are clear about their professional boundaries.

18.7 The School recognizes that the adoption of a "no contact" policy could leave staff unable to fully support and protect young students.

19.0 Record Keeping

19.1 Any member of staff receiving a disclosure of abuse from a child, or noticing signs or symptoms of possible abuse, should make notes as soon as possible (within the hour, if possible), writing down exactly what was said, using the child's own words as far as possible. All notes should be timed, dated and signed, with names printed alongside the signature.

19.2 Logging a concern about a child's safety or welfare should be completed via the School's electronic safeguarding system within [NEEDS AFS INPUT: AFS student-information system].

19.3 All records of a child-protection nature should be passed to the DSL, including case-conference minutes, child-protection plans and written records of any concerns. Child-protection records are kept securely under lock and key or password-protected, with only appropriate persons having access to them.

19.4 Any referrals made to other agencies will be copied prior to sending and stored in the child's child-protection file.

19.5 The DSL and deputies will maintain and regularly audit the School's child-protection records and ensure that each standalone file includes a chronology of significant events and that information and contact details are accurate and up to date.

19.6 The DSL and deputies will transfer the child-protection record in a safe and timely manner when a child moves school, ensuring a receipt of transfer is obtained.

19.7 The DSL and deputies may copy child-protection records generated by the School prior to transfer and retain them for as long as is necessary where there is justification for believing that the records may be required as evidence of the School's involvement with the child for legal purposes. When the records are no longer required, they will be securely disposed of.

20.0 Information Sharing & Confidentiality

20.1 The DSL and deputies disclose any information about a student to other members of staff on a need-to-know basis only.

20.2 All staff are made aware that they have a professional responsibility to share information with the relevant agencies in order to safeguard children.

20.3 All staff are made aware that they cannot promise a child to keep secrets which might compromise the child's safety or well-being. In addition, staff are aware that leading questions must not be asked of children, as this could affect the reliability of statements made.

20.4 Personal information will be processed fairly and lawfully in line with our duties under Bahrain's Personal Data Protection Law (PDPL, Law No. 30 of 2018) and will be held safely and securely. [NEEDS AFS INPUT: confirm with legal counsel that the PDPL is the data-protection basis governing AFS — the source policy cited the UK Data Protection Act 2018 and GDPR, which have not been carried over] However, we recognize that this is not a barrier to sharing information where the failure to do so would result in a child being placed at risk of harm.

20.5 We recognize that all matters relating to child protection are confidential.

20.6 When a child about whom concerns have been raised and recorded leaves the School, the DSL and deputies will consider whether it would be appropriate to share information with the new school in advance of the child leaving, to ensure that support is in place for when the child arrives.

(The source policy repeated three clauses here; the duplicates have been removed and the section renumbered.)

21.0 Communication with Parents

21.1 The School recognizes that good communication with parents is crucial in order to safeguard and promote the welfare of children effectively.

21.2 The School will always undertake appropriate discussion with parents prior to the involvement of another agency, unless to do so might place the child or an adult at further risk of harm or would impede a criminal investigation.

21.3 The School will ensure that parents have an understanding of the responsibilities placed on the School and staff to safeguard children, and of the School's duty to cooperate with other agencies in this respect.

22.0 Support and Supervision of Staff

22.1 The School recognizes that staff who have become involved with a child who has suffered harm, or appears to be likely to suffer harm, may find the situation stressful and upsetting.

22.2 The School will support such staff by providing an opportunity to talk through their anxieties with the DSL and to seek further support such as counseling or regular supervision, as appropriate.

22.3 We will enable supervision for the DSL through network meetings and direct consultation with the governing-body member responsible for safeguarding, to:

• 22.3.1 Promote best practice and challenge unsatisfactory or poor practice;
• 22.3.2 Reduce the risk of allegations being made against staff, and ensure that staff are competent, confident and safe to work with children. Staff will be made aware of safe-working-practice guidance and will be given opportunities in training to develop their understanding of what constitutes safe and unsafe behavior.

23.0 Safer Recruitment and Selection of Staff

23.1 The School has a written recruitment policy statement and procedures linking explicitly to this Policy.

23.2 The safeguarding statement is included in all job advertisements, publicity material, recruitment websites and candidate information packs.

23.3 The recruitment process is robust in seeking to establish the commitment of candidates to support the School's measures to safeguard children, and to deter, identify and reject people who might pose a risk of harm to children or are otherwise unsuited to work with them.

23.4 References are requested and scrutinized for all candidates, and any discrepancies or concerns are raised and discussed during the interview, including for any volunteers and internal candidates.

23.5 References are always requested directly from the referee and verified as being from a senior person with appropriate authority; electronic references are checked to ensure they originate from a legitimate source.

23.6 Where specific questions have not been answered satisfactorily, or insufficient information is provided, the referee will be contacted directly for further clarification. Where references are not forthcoming, despite reminders, the candidate will be asked to provide an alternative referee.

23.7 Shortlisted candidates will be informed that online searches, including social media, may be carried out during the recruitment process.

23.8 All staff working within the School who have substantial access to children have been checked as to their suitability, including verification of their identity and qualifications, criminal-record checks from their country or countries of origin/residence, and a Bahraini good-conduct certificate. [NEEDS AFS INPUT: AFS safer-recruitment regime — confirm the full set of checks; the source policy relied on UK DBS and barred-list checks, which have not been carried over]

23.9 All teachers working within the School have been checked to ensure that there are no prohibitions, sanctions or restrictions in place that might prevent them from working with children.

23.10 The School seeks written assurance from substitute-staff and third-party agencies, alternative providers, teacher-training providers and contractors that they have undertaken all appropriate checks on any of their staff who work with, or have regular contact with, our students.

23.11 Enhanced criminal-record and background checks are undertaken for the Principal and all members of the governing body.

23.12 International hires must provide criminal-record checks from each country in which they have recently lived, in addition to the Bahraini good-conduct certificate.

23.13 The School maintains a single central record of recruitment checks for audit purposes; this is checked and updated regularly and records all the recruitment checks undertaken by the School.

23.14 Any member of staff who begins work before all required checks have been verified will not be left unsupervised with children and will be subject to a risk assessment.

23.15 Volunteers will be supervised at all times. A risk assessment will be undertaken to help decide whether any additional checks are required.

24.0 Dealing with Allegations of Abuse against Staff

24.1 We acknowledge that a student may make an allegation against a member of staff or a volunteer. If such an allegation is made, the member of staff receiving the allegation will immediately inform the Principal.

24.2 All school staff should take care not to place themselves in a vulnerable position with a child. Staff must also ensure that their behavior and actions do not place students or themselves at risk of harm or of allegations of harm to a student. It is always advisable for interviews or work with individual children or parents to be conducted in view of other adults. Specific situations put staff in closer work with students: sports coaching, email or phone communication, and school trips. Staff should ensure absolute probity in these specific situations; for example, all communication should always be on a formal level. This includes professional conduct on social-networking sites.

24.3 Should a student make an allegation against any member of staff, our paramount concern will be for child safety and well-being, and the allegation will be treated in strict confidence.

24.4 If an allegation is made against the Principal, this must be immediately reported to the School's governing body [NEEDS AFS INPUT: AFS ownership/governance — confirm to whom allegations against the Principal are reported], and this can be done without informing the Principal.

24.5 In all cases of an allegation being made, and prior to undertaking any investigation, the School will immediately consider the nature, content and context of the allegation and agree on a course of action, including any involvement of the Police. Discussions will be recorded in writing, and communication with both the individual and the parents of the child/children agreed.

24.6 Where a member of staff is dismissed because they harmed, or posed a risk of harm to, a child — or would have been dismissed had they not resigned — the School will notify the relevant Bahraini authorities (see 3.1.14). [NEEDS AFS INPUT: confirm with legal counsel AFS's referral obligations — the source policy referred cases to UK bodies (DBS, Teaching Regulation Agency), which have not been carried over]

24.7 AFS will make every effort to maintain confidentiality and guard against unwanted publicity. In the event of an allegation made against a member of staff, the School is aware of its obligations to do its utmost to protect the anonymity of the member of staff during the investigative stage. This is to protect staff in the event that an allegation is found to be unfounded or malicious.

24.8 The School will follow the same safeguarding policies and procedures for allegations regarding an incident that occurs when an individual or organization is using the school premises for the purpose of running activities for children, such as community groups or sports associations.

25.0 Position of Trust

25.1 The School recognizes that, as adults working in the School, we are in a relationship of trust with the students in our care, and acknowledges that abusing that trust is a grave breach of this Policy and may be a criminal offense.

25.2 All AFS students are young children. Any sexual or otherwise exploitative conduct by an adult toward a student is abuse, will be dealt with under child-protection procedures, and will be reported to the Police and the relevant authorities.

(The source policy's provisions about students over the age of consent have been removed: they cannot apply in a KG1 – Grade 6 school.)

26.0 Complaints or Concerns Expressed by Parents, Students, Staff or Volunteers

26.1 The School recognizes that listening to children is an important and essential part of safeguarding them against abuse, neglect and exploitation.

26.2 To this end, an expression of dissatisfaction or disquiet in relation to an individual child will be listened to and acted upon in order to safeguard his/her welfare.

26.3 The School will also seek to ensure that the child or adult who makes a complaint is informed not only about the action the School will take, but also given an indication of the length of time that will be required to resolve the complaint.

26.4 The School will also endeavor to keep the child or adult regularly informed as to the progress of his/her complaint.

26.5 The School's Complaints Policy is readily available.

27.0 Whistleblowing (Confidential Reporting)

27.1 The School has a Whistleblowing Policy that staff should refer to.

27.2 The School recognizes that children cannot be expected to raise concerns in an environment where staff fail to do so. Thus, all staff should be aware of their duty to raise concerns about the attitude or actions of others.

27.3 Any member of staff may make a referral to external agencies. Staff should report concerns about poor or unsafe practice and potential failures in the School's safeguarding regime. Such concerns can be raised directly with the Principal or through the School's whistleblowing channel. [NEEDS AFS INPUT: AFS whistleblowing channel — the source policy named group executives, which has not been carried over]

27.4 Whistleblowing concerns about the Principal should be reported directly to the School's governing body. [NEEDS AFS INPUT: AFS ownership/governance contact for concerns about the Principal]

28.0 Photography and Use of Images (including handheld devices)

28.1 The welfare and protection of children are paramount, and consideration should always be given to whether the use of photography will place children at risk. Images may be used to harm children — for example, as a preliminary to grooming or by displaying them inappropriately on the Internet, particularly social-networking sites.

28.2 For this reason, consent is sought from parents that they agree to their children being photographed.

28.3 Only school-owned devices are permitted to be used to photograph any child.

28.4 Staff are not permitted to use their personal mobile devices or cameras in school to photograph or record students.

28.5 Staff must only take photographs or video of students — always on a school-owned device — for legitimate educational use or for publication approved under the School's Taking, Storing and Using Images of Children Policy. (The source policy was internally inconsistent on personal devices; this version resolves it in favor of school-owned devices only.)

28.6 Staff who wish to use their personal mobile devices or cameras in school for any other reason must first speak with the Principal. Staff who act in breach of this may be subject to disciplinary action.

28.7 Staff working in the Kindergarten (KG1 – KG3), for any amount of time, must read and adhere to the relevant section of the Online Safety Policy, and are reminded that mobile phones are not permitted outside of the Kindergarten office and faculty room.

28.8 Parents and visitors are not permitted to use their mobile phones or cameras in or around the Kindergarten setting without prior approval from the Principal or the designated Kindergarten lead.

28.9 Additional consideration is given to photographing vulnerable children.

28.10 Many families own handheld devices, and parents are encouraged to consider measures to keep their children safe when using the Internet at home and in the community.

28.11 Guidance regarding the use of mobile phones and other electronic devices is detailed in the Use of Mobile Phone Policy and the BYOD Policy.

28.12 The safe and appropriate taking, using and storage of images is outlined in the School's Taking, Storing and Using Images of Children Policy.

29.0 Staff–Student Relationships

29.1 Further guidance for staff is given in the Staff Code of Conduct Policy, which should be read in conjunction with this Safeguarding & Child Protection Policy.

29.2 The School provides advice to staff regarding their personal online activity and has strict rules regarding online contact and electronic communication with students.

29.3 Staff found to be in breach of these rules may be subject to disciplinary action or a child-protection investigation.

30.0 Health & Safety

30.1 The School's Health & Safety Policy reflects the consideration we give to the safeguarding of our children, both within the school environment and when away from school — for example, when undertaking school trips and visits.

30.2 Risk assessments are undertaken and reviewed regularly in respect of site security, the risk of children being exposed to extremist behavior, and the risk to and from children displaying harmful behavior.

31.0 Safe Environment

31.1 The School undertakes appropriate risk assessments and checks in respect of all equipment and of the building and grounds, in line with local guidance and regulations concerning health and safety.

31.2 The School has adequate security arrangements in place in respect of the use of its grounds and buildings by visitors, both in and out of school hours.

31.3 Visitors to the School — for example visiting speakers, theater groups or curriculum specialists — will be appropriately checked and vetted, to ensure they are not linked to extremist groups or promoting extremist or other harmful material (see Section 37 and the Visiting Speaker Policy).

32.0 Staff Obligations and the Duty to Report Concerns

32.1 All staff — including full-time, part-time, temporary and permanent members of staff, and volunteers — must adhere to the School's Staff Code of Conduct Policy, and a copy of that Policy is available to all staff.

32.2 The Staff Code of Conduct Policy provides details about the obligations of staff for keeping the School informed of reasons why they should not work with children.

32.3 Staff should be mindful of the need to consider safeguarding arrangements where children are engaged in close one-to-one teaching, particularly in performing arts and sports activities.

32.4 Specific guidance can be provided on a case-by-case basis by consulting with the DSL as required.

33.0 Neutral Notifications

33.1 From time to time, staff members may find themselves in a situation that they would not want to be in, which is unintentional and innocent. This could include receiving a friend request from a child on social media, entering a one-on-one situation with a child unexpectedly, or seeing a child in a state of undress (for example, when young children change clothes for PE or swimming).

33.2 All staff are required to report any such incidents to the DSL. This is to ensure that the staff member can be best supported if an allegation is made against them.

34.0 Challenge and Escalation

34.1 The School recognizes that professional disagreements may arise between agencies, and resolving problems is an integral part of cooperation and joint working to safeguard children.

34.2 As part of our responsibility for safeguarding children, AFS acknowledges that we must be prepared to challenge each other if we feel that responses to concerns, assessments, or the way in which plans are implemented are not safeguarding the child and promoting their welfare.

34.3 AFS is aware of escalation procedures for raising concerns in respect of poor practice, and of our responsibility to utilize these as and when necessary, in the interests of safeguarding and promoting the welfare of children.

35.0 Monitoring and Evaluation

35.1 Our safeguarding-children policy and procedures will be monitored and evaluated annually by:

• 35.1.1 The annual safeguarding report to the governing body;
• 35.1.2 The DSL and deputy DSLs meeting on a regular basis to discuss and review any safeguarding concerns and share best practice;
• 35.1.3 Scrutiny of data and risk assessments;
• 35.1.4 Scrutiny of the School's single central record of recruitment checks;
• 35.1.5 Monitoring of logs of bullying/racist/behavior incidents and records;
• 35.1.6 Supervision of staff involved in child protection, which includes the DSL providing the governing-body member with responsibility for safeguarding with regular updates as required, and annual reports to the governing body.

36.0 Extended-Day and Holiday Activities

[NEEDS AFS INPUT: confirm whether AFS operates extended-day activities, after-school clubs run by external providers, or holiday programs — the source policy described the previous school's branded academies and holiday camps, which have not been carried over. If AFS does not operate such activities, remove this section.]

36.1 Where AFS hosts extracurricular or extended-day activities for students after school hours or during holidays, this Safeguarding & Child Protection Policy applies to all of the children attending the activities, including any children who are not enrolled at AFS.

36.2 Staff running such activities will have completed safeguarding training at the School, and a trained DSL or deputy DSL will be available to deal with any safeguarding concerns during these activities, including holiday periods (see the Safeguarding Team table above).

36.3 External activity providers must ensure that their safeguarding arrangements align with this Policy, and must present evidence that they have carried out suitability checks on their staff.

36.4 Any safeguarding concern we have about a child attending such activities who is not a student at AFS will be shared with the DSL at the child's own school, in accordance with the normal procedures for transferring files, and this will be done in a timely manner.

37.0 Arrangements for Visiting Speakers

37.1 The School has clear protocols for ensuring that any visiting speakers are appropriately supervised and suitable (see the Visiting Speaker Policy). The School's responsibility to students is to ensure that what they hear is appropriate to their age, and that the information is aligned to the ethos and values of the School.

37.2 The School is required to undertake a risk assessment before agreeing to a visiting speaker being allowed to attend the School. This will take into account any vetting requirements considered appropriate in the circumstances, in line with the Visiting Speaker Policy (including photo ID and CPR-number verification).

37.3 Visiting speakers will be expected to understand that, where appropriate, their session should actively promote the School's values — loyalty and integrity; intellect, optimism and creativity — and the values of the Kingdom of Bahrain, including the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs, and at no point undermine these.

37.4 In some cases, the School may request a copy of the visiting speaker's presentation and/or footage in advance of the session being provided.

37.5 Visiting speakers, while on the school site, will be supervised by a school employee. On attending the School, visiting speakers will be required to show original current identification documents including a photograph, such as a passport or photo-card driving license.

38.0 Events/Activities Involving Multiple Schools

38.1 When taking part in events organized by other schools or organizations — e.g. sports or music events — the schools involved will consider what image guidelines should apply. For larger events, it is reasonable to expect that specific image guidelines should be in place. Where relevant, these should include reference to press images. Consideration should be given as to how those attending the event will be informed of the image guidelines that apply — e.g. a letter before the event, an announcement at the event, or information in any printed program.

38.2 Although the School will make reasonable efforts to safeguard the digital images of students, parents should be made aware that at some types of events it is not always realistic to strictly enforce image guidelines. The School cannot therefore be held accountable for the use of images taken by parents or members of the public at events.

38.3 Adequate supervision from members of the School's staff will ensure the safety of children, particularly where contact with the public occurs. Specifically, staff will be alert to any problems which may occur in bathrooms or changing areas, and this should form part of the risk assessment.

APPENDIX 1 – Recruitment & Selection Checklist

Planning

• Timetable decided: job specification and description and other documents to be provided to applicants reviewed and updated as necessary.
• Application form seeks all relevant information and includes relevant statements about references.

Vacancy Advertised

• Advertisement includes reference to the Safeguarding & Child Protection Policy — i.e. a statement of commitment to safeguarding and promoting the welfare of children, and the need for the successful applicant to complete criminal-record and good-conduct checks.

Applications

• Scrutinized — any discrepancies/anomalies/gaps in employment noted, to explore if the candidate is considered for shortlisting.

Invitation to Interview

• Includes all relevant information and instructions.

Interview Arrangements

• At least two interviews.
• Panel members have met and agreed on issues and questions/assessment criteria/standards.

Interview

• Explores applicants' suitability for work with children as well as for the post. Identity and qualifications of successful applicants verified by scrutiny of appropriate original documents; copies of documents taken and placed on file; as appropriate, the applicant completes the applications for the required criminal-record and good-conduct checks.
• At each stage of the interview process, safeguarding questions should be asked as part of the interview.

Summary of Documents

• Proof of identity: original birth certificate; current passport or identity card (local staff);
• Educational qualifications (originals, apostilled and verified);
• Up-to-date application form;
• Two references (verified);
• Criminal-record check(s) from the country or countries of origin/residence;
• Bahraini good-conduct certificate;
• Social-media/online check;
• Medical check.

[NEEDS AFS INPUT: AFS safer-recruitment regime — confirm this checklist; the source policy's DBS/ICPC items have been replaced with the country-of-origin + Bahraini good-conduct pattern]

Conditional Offer of Appointment: Pre-Appointment Checks

• An offer of appointment is made conditional on satisfactory completion of the above pre-appointment checks and successful completion of a probationary period.

References Sought

• Directly from the referee, who completes an AFS form which asks recommended specific questions. A telephone call to previous employer(s) is made if deemed necessary.

References Received and Verified

• Checked against information on the application; scrutinized; any discrepancy/issue of concern noted to take up with the applicant (at interview if possible).
• References checked with a phone call for verification purposes.
• Original certificates for all academic qualifications, apostilled and verified.
• Criminal-record / good-conduct checks (current) from all relevant countries.
• Safeguarding & Child Protection Policy read and signed by all staff annually.

APPENDIX 2 – Criminal-Record Disclosure Information

Secure storage, handling, use, retention and disposal of criminal-record disclosures and disclosure information

General principles

• AFS handles criminal-record and good-conduct information in accordance with Bahrain's Personal Data Protection Law (PDPL) (see Section 20.4) and the School's data-protection practices.

Storage and access

• Disclosure information is kept securely, in lockable, non-portable storage containers (or equivalently protected electronic storage), with access strictly controlled and limited to those who are entitled to see it as part of their duties.

Handling

• Disclosure information is only passed to those who are authorized to receive it in the course of their duties.
• AFS maintains a record of all those to whom disclosures or disclosure information has been revealed; passing this information to anyone who is not entitled to receive it is a serious breach of this Policy.

Usage

• Disclosure information is only used for the specific purpose for which it was requested and for which the applicant's full consent has been given.

Retention

• Once a recruitment (or other relevant) decision has been made, we do not keep disclosure information for any longer than is necessary. This is generally for a period of up to six months, to allow for the consideration and resolution of any disputes or complaints.
• If, in very exceptional circumstances, it is considered necessary to keep disclosure information for longer than six months, full consideration will be given to the data-protection rights of the individual before doing so.
• Throughout this time, the usual conditions regarding safe storage and strictly controlled access will prevail.

Disposal

• Once the retention period has elapsed, we will ensure that any disclosure information is immediately destroyed by secure means, i.e. by shredding, pulping or burning (or secure electronic deletion).
• While awaiting destruction, disclosure information will not be kept in any insecure receptacle (e.g. a waste bin or confidential-waste sack).
• We will not keep any photocopy or other image of the disclosure or any copy or representation of its contents.
• However, notwithstanding the above, we may keep a record of the date of issue of a disclosure, the name of the subject, the type of disclosure requested, the position for which the disclosure was requested, the unique reference number of the disclosure, and the details of the recruitment decision taken.

APPENDIX 3 – Recruitment of Individuals with Prior Convictions

Because AFS educates young children (KG1 – Grade 6), the School will not employ any person whose criminal-record or good-conduct history indicates that they may pose a risk to children. Disclosed convictions are assessed as part of the School's safer-recruitment procedures. [NEEDS AFS INPUT: AFS safer-recruitment regime — confirm the School's stance on the employment of individuals with prior convictions; the source policy relied on the UK DBS Code of Practice, which has not been carried over]

APPENDIX 4 – Recognition of Abuse

The following working definitions and indicators are used by the School. They are framed for the ages AFS serves (approximately 3 – 12); indicators specific to adolescents in the source policy have been removed.

What is Abuse?

Abuse, neglect and exploitation are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting, by those known to them or, more rarely, by a stranger — for example, via the Internet. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults, or by another child or children.

Indicators of Abuse

Caution should be used when referring to lists of signs and symptoms of abuse. Although the signs and symptoms listed below may be indicative of abuse, there may be alternative explanations. In assessing the circumstances of any child, any of these indicators should be viewed within the overall context of the child's individual situation, including any disability.

Emotional Abuse

• Emotional abuse is the persistent emotional maltreatment of a child, such as to cause severe and persistent adverse effects on the child's emotional development.
• It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person.
• It may include not giving the child opportunities to express their views, deliberately silencing them, or "making fun" of what they say or how they communicate.
• It may feature age- or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the child's developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in regular social interaction.
• It may involve seeing or hearing the ill-treatment of another.
• It may involve severe bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.
• Emotional abuse is difficult to define, identify/recognize and prove.
• Emotional abuse is chronic and cumulative and has a long-term impact. Indicators may include:
  1. Physical, mental and emotional development lags
  2. Sudden speech disorders
  3. Continual self-deprecation ("I'm stupid, ugly, worthless," etc.)
  4. Overreaction to mistakes
  5. Extreme fear of any new situation
  6. Inappropriate response to pain ("I deserve this")
  7. Unusual physical behavior (rocking, hair twisting, self-harming behavior) — consider within the context of any form of disability such as autism
  8. Extremes of passivity or aggression
  9. Children suffering from emotional abuse may be withdrawn and emotionally flat. One reaction is for the child to seek attention constantly or to be over-familiar. Lack of self-esteem and developmental delay are again likely to be present
  10. Toddler/preschool (KG ages) — head banging, rocking, bad temper, "violent," clingy; from overactive to apathetic, noisy to quiet; developmental delay, especially language and social skills
  11. School age — wetting and soiling, relationship difficulties, poor performance at school, non-attendance, antisocial behavior; feeling worthless, unloved, inadequate, frightened, isolated
  12. A child may be underweight and/or stunted
  13. A child may fail to achieve milestones, fail to thrive, or experience academic failure or underachievement
  14. Also consider a child's difficulties in expressing their emotions and what they are experiencing, and whether this has been impacted by factors such as age, language barriers or disability

Neglect

• Neglect is the persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the severe impairment of the child's health or development.
• Neglect may involve a parent or caregiver failing to provide adequate food, clothing and shelter (including exclusion from home or abandonment), failing to protect a child from physical and emotional harm or danger, failing to ensure adequate supervision (including the use of inadequate caregivers), or failing to provide access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child's basic emotional needs.
• There are occasions when nearly all parents find it challenging to cope with the many demands of caring for children. This does not mean that their children are being neglected. Neglect involves ongoing failure to meet a child's needs.
• Neglect can often fit into six forms:
  1. Medical — the withholding of medical care, including health and dental care
  2. Emotional — lack of emotional warmth, touch and nurture
  3. Nutritional — lack of access to a proper diet, which can affect development
  4. Educational — failing to ensure regular school attendance, preventing the child from reaching their full potential academically
  5. Physical — failure to meet the child's physical needs
  6. Lack of supervision and guidance — meaning the child is in dangerous situations without the ability to assess the danger
• With regard to the child, some of the regular concerns are: the child's development in all areas including educational attainment; cleanliness; health; children left at home alone and accidents related to this; and taking on unreasonable care for others.
• Neglect can often be an indicator of further maltreatment.
• It is essential to recognize that the most frequent issues and concerns regarding the family in relation to neglect relate to parental capability. This can be a consequence of: poor health, including mental health or mental illness; disability, including learning difficulties; substance misuse and addiction; or domestic violence.
• School staff need to consider both acts of commission (where a parent/caregiver deliberately neglects the child) and acts of omission (where a parent's failure to act is causing the neglect). This is a crucial consideration with regard to school attendance, where parents are not ensuring their child attends school regularly.
• Many of the signs of neglect are visible. Children spend considerable time in school, so staff have opportunities to identify patterns over time and recognize and respond to concerns about their safety and welfare. All concerns should be recorded and reflected upon, not simply placed in a file.
• Physical signs of possible neglect:
  1. Constant hunger
  2. Poor personal hygiene
  3. Constant tiredness
  4. Emaciation
  5. Untreated medical problems
  6. The child seems underweight and is very small for their age
  7. The child is poorly clothed, with inadequate protection from the weather
  8. Failure to thrive, shown by a fall away from initial growth-percentile lines in weight and height; signs of malnutrition include wasted muscles and poor condition of skin and hair (it is important not to miss an organic cause of failure to thrive; if this is suspected, further investigation will be required)
  9. Failure to thrive through a lack of understanding of the dietary needs of a child or inability to provide an appropriate diet; or the child may present with obesity through inadequate attention to their diet
  10. Being too hot or too cold — red, swollen and cold hands and feet, or being dressed in inappropriate clothing
  11. Consequences arising from situations of danger — accidents, assaults, poisoning
  12. Unusually severe but preventable physical conditions owing to lack of awareness of preventative health care, or failure to treat minor conditions
  13. Failure to care for the individual needs of the child, including any additional support the child may need as a result of any disability
• Behavioral signs of possible neglect:
  1. No social relationships
  2. Compulsive scavenging
  3. Destructive tendencies
  4. Often absent from school for no apparent reason
  5. Regularly left alone, or in charge of younger brothers or sisters
  6. Lack of stimulation, which can result in developmental delay — for example, speech delay — and may be picked up opportunistically or at formal development checks
  7. Craving attention, or ambivalent toward adults, or very withdrawn
  8. Delayed development and failing at school (poor stimulation and opportunity to learn)
  9. Difficult or challenging behavior

Physical Abuse

• Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child.
• Physical harm may also be caused when a parent or caregiver fabricates the symptoms of, or deliberately induces, illness in a child.
• When dealing with concerns regarding physical abuse, refer any suspected non-accidental injury to the Designated Safeguarding Lead without delay, so that they are able to seek appropriate guidance from the Police and/or child-welfare services in order to safeguard the child.
• Staff must be alert to:
  1. Unexplained recurrent injuries or burns; improbable excuses or refusal to explain injuries;
  2. Injuries that are not consistent with the story: too many, too severe, wrong place or pattern, or the child is too young for the activity described.
• Physical signs can include the following (this is not an exhaustive list):
  1. Bald patches
  2. Bruises, black eyes and broken skin and/or bones
  3. Untreated or inadequately treated injuries
  4. Injuries to parts of the body where accidents are unlikely, such as thighs, back, abdomen
  5. Scalds and burns
  6. General appearance and behavior of the child, which may include concurrent failure to thrive, and "frozen watchfulness" — the impassive facial appearance of the abused child who carefully tracks the examiner with their eyes
  7. Bruising patterns that can suggest gripping (finger marks), slapping, or beating with an object; bruising on the cheeks, head or around the ear, and black eyes, can be the result of non-accidental injury
  8. Bite marks, which may be evident from an impression of teeth
  9. Small circular burns on the skin, suggesting cigarette burns
  10. Scalding inflicted by immersion in hot water, often affecting buttocks or feet and legs symmetrically
  11. Red lines, which occur with ligature injuries
  12. Fractured ribs in a young child, which are suggestive of non-accidental injury
  13. Spiral fractures of the long bones, which are indicative of non-accidental injury. Any injury of this type must be assessed in the context of the explanation given, the child's developmental stage, a full examination and other relevant investigations as appropriate.
• Behavioral signs:
  1. Wearing clothes to cover injuries, even in hot weather
  2. Refusal to undress for PE
  3. Chronic running away
  4. Fear of medical help or examination
  5. Self-destructive tendencies
  6. Fear of physical contact — shrinking back if touched
  7. Admitting that they are punished, but the punishment is excessive (such as a child being beaten every night to "make him study")
  8. Fear of the suspected abuser being contacted
  9. Injuries that the child cannot explain or explains unconvincingly
  10. Becoming sad, withdrawn or depressed
  11. Having trouble sleeping
  12. Behaving aggressively or being disruptive
  13. Showing fear of individual adults
  14. Having a lack of confidence and low self-esteem
  15. A repetitive pattern of attendance: recurrent visits, repeated injuries
  16. Excessive compliance
  17. Hyper-vigilance

Sexual Abuse

• Sexual abuse involves forcing or enticing a child to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening.
• The activities may involve physical contact, including assault by penetration or non-penetrative acts such as kissing, rubbing and touching outside of clothing.
• They may include non-contact activities, such as involving children in looking at, or in the production of, sexual images; watching sexual activities; encouraging children to behave in sexually inappropriate ways; or grooming a child in preparation for abuse.
• Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males: women can also commit acts of sexual abuse, as can other children.
• Sexual abuse is usually perpetrated by people who are known to and trusted by the child — e.g. relatives, family friends, neighbors, or people working with the child in school or through other activities.
• Characteristics of child sexual abuse:
  1. It is usually planned and systematic — people do not sexually abuse children by accident, though sexual abuse can be opportunistic;
  2. Grooming the child — people who abuse children take care to choose a vulnerable child and often spend time making them dependent. This can be done in person or via the Internet;
  3. Grooming the child's environment — abusers try to ensure that potential adult protectors (parents and other caregivers especially) are not suspicious of their motives. Again, this can be done in person or via the Internet.
• In young children, behavioral changes may include:
  1. Regressing to younger behavior patterns, such as thumb sucking or bringing out discarded cuddly toys
  2. Being overly affectionate — desiring high levels of physical contact and signs of affection such as hugs and kisses
  3. Lack of trust or fear of someone they know well, such as not wanting to be alone with a babysitter or caregiver
  4. Starting to use sexually explicit behavior or language, particularly if the behavior or language is not appropriate for their age
  5. Starting to wet again, day or night, and/or nightmares
• In older primary children (upper grades), behavioral changes may include:
  1. Extreme reactions, such as marked distress, withdrawal, or self-harming behavior
  2. Personality changes, such as becoming insecure or clinging
  3. Sudden loss of appetite or compulsive eating
  4. Being isolated or withdrawn
  5. Inability to concentrate
  6. Becoming worried about clothing being removed
  7. Suddenly drawing sexually explicit pictures
  8. Trying to be "ultra-good" or perfect; overreacting to criticism
  9. Marked changes in the child's general behavior — for example, becoming unusually quiet and withdrawn, or extraordinarily aggressive; or apparently physical ailments that cannot be explained medically
  10. Refusing to attend school, or difficulty concentrating so that schoolwork is affected
  11. Unexpected fear or distrust of a particular adult, or refusal to continue usual social activities
  12. Describing receiving special attention from a particular adult, or referring to a new "secret friendship" with an adult or young person
  13. Demonstrating inappropriate sexualized knowledge and behavior
  14. Low self-esteem and signs of distress
• Physical signs and symptoms for any age of child could be:
  1. Medical problems such as chronic itching or pain in the genitals
  2. Sexually transmitted infections
  3. Stomach pains or discomfort walking or sitting
  4. Any features that suggest interference with the genitalia, including bruising, swelling, abrasions or tears
  5. Soreness, itching or unexplained bleeding
  6. Secondary wetting or soiling

Harmful Sexual Behavior by Children

• The boundary between what is developmentally expected childhood curiosity and what is harmful can be blurred. The determination of whether behavior is developmental, inappropriate or abusive hinges on the related concepts of true consent, power imbalance and exploitation.
• Developmentally expected activity is essentially information-gathering and experience-testing, and is characterized by mutuality.
• Inappropriate behavior can be inappropriate socially, inappropriate to development, or both. In considering whether behavior fits into this category, it is important to consider what negative effects it has on any of the parties involved and what concerns it raises about a child. Some actions may be motivated by information-seeking but still cause significant upset, confusion, worry or physical harm; behavior may also be "acting out" deriving from situations to which the child has been exposed.
• If behavior appears to have been inappropriate, there may still be a need for behavior management or intervention; for some children, educational input may be enough to address the behavior.
• Abusive activity includes any behavior involving coercion, threats, aggression together with secrecy, or where one participant relies on an unequal power base.
• In assessing any incident, consideration is given to: equality (differences in physical, cognitive and emotional development, power, control and authority); consent (understanding based on age, maturity and development; awareness of consequences; a voluntary decision); and coercion (bribing, manipulation, emotional threats, physical force or threats).
• With any situation involving potential harm caused by a child, the DSL will always seek guidance on the matter before the School acts (see Section 12).

APPENDIX 5 – Radicalization & Extremism

Preventing radicalization

• Children can be vulnerable to extremist ideology and radicalization. Similar to protecting children from other forms of harm and abuse, protecting children from this risk is part of the School's safeguarding approach.
• The School uses the following working definition of extremism: "Vocal or active opposition to the fundamental values of the Kingdom of Bahrain and of the School, including the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs."
• Radicalization refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.
• AFS is committed to ensuring that all members of the school community are treated with tolerance and respect, and that our students are safeguarded from extremist views and radicalization.
• Students should see their school as a safe place where they can ask questions and explore ideas safely, in an age-appropriate way, and teachers have a duty to encourage and facilitate this.
• All adults working in the School have a responsibility to safeguard children, including safeguarding children from extremism and radicalization, because exposure to extremist materials and influences can lead to poor outcomes for children.
• AFS encourages students to respect the School's values — loyalty and integrity; intellect, optimism and creativity — and the values of the Kingdom of Bahrain, including the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.
• AFS ensures that partisan political views are not promoted in the teaching of any subject in the School, and where political issues are brought to the attention of the students, reasonably practicable steps are taken to offer a balanced presentation of opposing views.
• AFS values freedom of speech and the expression of beliefs as rights that come with responsibility: speech that is designed to manipulate the vulnerable, or that leads to violence and harm of others, goes against the moral principles by which freedom of speech is valued, and is subject to the laws and policies governing equality, safety and community cohesion.
• AFS seeks to ensure our students are aware, in an age-appropriate way, of the dangers of harmful influences, and we work to build their resilience to such dangers.
• AFS seeks to protect children against the messages of all violent extremism.
• The Staff Code of Conduct Policy and the Visiting Speaker Policy provide for monitoring the appropriateness of visiting speakers, and visiting speakers must not have unsupervised contact with any students.

APPENDIX 6 – Safeguarding Request Form

For the attention of the Designated Safeguarding Lead (DSL) at a student's previous school.

Dear Sir / Madam,

With regard to safeguarding and any relevant pastoral information, I would be grateful if you could complete the table below and return it, via email, to Al Fajer Private School at your earliest convenience.

If you would like to discuss any matters concerning this student, please feel free to contact me at [NEEDS AFS INPUT: AFS safeguarding email] or by telephone: [NEEDS AFS INPUT: AFS safeguarding phone].

Yours faithfully,

[NEEDS AFS INPUT: name] Principal, Al Fajer Private School

APPENDIX 7 – Safeguarding Flowchart

[NEEDS AFS INPUT: the source policy's flowchart page was blank in the extracted source document. AFS must insert its own safeguarding reporting flowchart here — staff member's concern → DSL (or deputy) → Principal → external agencies/Police — with the named contacts from the Safeguarding Team table on page 1.]