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Last updated on 28 March 2019
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All staff must have safeguarding and child protection training. Find out what this must include, and how this differs for the DSL, headteachers, governors and volunteers. Use our Safeguarding Training Centre to help you save time and stay compliant.

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  1. All staff 
  2. The DSL 
  3. Headteachers
  4. Governors and trustees
  5. Volunteers
  6. Safer recruitment 

Safeguarding Training Centre from The Key

Use our Safeguarding Training Centre to help you save time and stay compliant with which training you need. 

Our training centre is fully compliant with the 2018 version of Keeping Children Safe in Education. 

Go to Safeguarding Training Centre

All staff 

  • All school staff must undergo safeguarding and child protection training (including online safety) at induction and this must be updated regularly 
  • This doesn't have to be formal face-to-face training, and can include online learning 
  • This training should be in line with advice from the local 3 safeguarding partners*
  • Safeguarding training during induction should give staff an awareness of the school's safeguarding systems, including: 
    • The child protection policy
    • The behaviour policy
    • The safeguarding response to children going missing from education
    • The staff behaviour policy/code of conduct
    • The role and identity of the designated safeguarding lead (DSL) and any deputies 

In addition, all staff should: 

  • Be aware of their local early help process and understand their role in it
  • Be aware of the process for making referrals to children’s social care and for statutory assessments under the Children Act 1989
  • Know what to do if a child tells them he/she is being abused or neglected

Make sure they're also familiar with your school's whistle-blowing procedures.

You should provide staff with copies of the child protection, behaviour, and staff behaviour policies and a copy of part 1 of Keeping Children Safe in Education at induction. All staff must read at least part 1 of the guidance.

*The safeguarding partners are the local authority (LA), a clinical commissioning group for the area in the LA, and the chief officer of police for the area in the LA. If named as a relevant agency, you’re under a statutory duty to co-operate with their published arrangements. These should be in place by 29 September 2019. Until then, you should continue to work with your local safeguarding children board (LSCB) and follow relevant local arrangements.

Safeguarding updates

All your staff members should also receive regular updates on child protection and safeguarding. You should deliver these updates "as required, but at least annually".

You can update staff via, for example, email, e-bulletins and staff meetings. The updates should provide staff with the skills and knowledge they need to safeguard pupils effectively.

The information above is explained in Keeping Children Safe in Education (see pages 6 to 12). 

Prevent duty

It's not a statutory requirement, but it's important for staff to have Prevent training, to enable them to identify children at risk of being drawn into terrorism and to challenge extremist ideas. 

Your designated safeguarding lead (DSL) should be able to advise and support staff in protecting children from the risk of radicalisation.

It's up to you as a school to decide how much training on Prevent your staff need, by evaluating what your staff already know and the risks that radicalisation poses to your pupils.

Read more about your responsibilities under the Prevent strategy

The Home Office has developed a core training product for Prevent training, named Workshop to Raise Awareness of Prevent (WRAP). A number of professionals are accredited to provide this training, including employees of LAs and members of the police force.

You should contact your LA or local police force about this training. 

Find out about further training courses in this catalogue from the Home Office. 

The DSL 

Before becoming the designated safeguarding lead (DSL), or a deputy, you must complete training that provides you with the knowledge and skills to perform the role. If you're joining a newly established school, such as a free school, you must complete the training before the school opens.

This training must be updated every 2 years. You must also update your knowledge and skills "at regular intervals, but at least annually".

These updates can include:

  • E-bulletins
  • Meetings with other DSLs
  • Taking time to read and digest safeguarding developments

What to cover 

DSL training must help you to: 

  • Understand the assessment process for providing early help and intervention, for example through locally agreed assessment processes
  • Have a working knowledge of how LAs conduct child protection case conferences and child protection review conferences, and attend and contribute to these effectively when required
  • Ensure each member of staff has access to and understands the school’s child protection policy and procedures, especially new and part-time staff
  • Be alert to the specific needs of children in need, those with special educational needs (SEN) and young carers
  • Understand relevant data protection legislation and regulations, especially the Data Protection Act 2018 and the GDPR
  • Understand the importance of information sharing, both within your school, and with the 3 safeguarding partners and other agencies
  • Be able to keep detailed, accurate, secure written records of concerns and referrals
  • Understand and support the school with regards to the requirements of the Prevent duty, and be able to provide advice and support to staff on protecting children from the risk of radicalisation
  • Recognise the additional risks that children with SEN and disabilities (SEND) face online, and be confident you have the capability to support SEND children to stay safe online;
  • Obtain access to resources and attend any relevant or refresher training courses
  • Encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, in any measures the school may put in place to protect them

This is explained in Keeping Children Safe in Education (pages 90 to 91). 

Read more about the role of the DSL in another of our articles. 


Keeping Children Safe in Education does not specifically refer to safeguarding training for headteachers.

Our associate education expert, Gulshan Kayembe, advised that in primary schools it would be good practice for your headteacher to be trained to the same level as the DSL. This is because primary schools often have smaller leadership teams, and the headteacher may be more involved in dealings with parents and other agencies.  

In secondary schools, your headteacher should have more training than an ordinary staff member, but this would not necessarily need to be to the same level as the DSL. They need to be on top of things and should do some wider reading, so that they’re equipped to discuss issues with the DSL if needed.

However, it would be good practice for at least one other member of the senior leadership team in a secondary school to be trained to the same level as the school’s DSL. While this could be your headteacher, it might be more appropriate for this to be a member of the SLT who is doing work on specific areas of leadership like attendance or pastoral care.

Headteachers in both primary and secondary schools should have training in managing allegations against staff. Headteachers will be the case manager if an allegation is made (see page 52 of Keeping Children Safe in Education), so need to be confident in how to handle this.

If you're a headteacher, you should also have training on:

  • Safer recruitment, to be able to recruit in a way which makes sure they can filter out anyone who will be unsuitable (see section 6 below) 
  • Equal opportunities, and schools’ responsibilities under the Equality Act 2010 – there’s a crossover with safeguarding here in terms of understanding the implications of the legislation

Governors and trustees

Every governor and trustee should have safeguarding training and best practice is to also update this regularly. 

This is set out on page 93 of the Governance Handbook, and Ofsted expects governors to have appropriate training.  

Chairs of governors should also have training on handling allegations against staff, as they will be the case manager in the event of an allegation against the headteacher or principal. Our associate expert Gulshan Kayembe advised this. 


It's up to you to decide whether volunteers need safeguarding training.

You should take "a proportionate, risk-based approach" to determining what level of information to give volunteers and temporary staff on induction (see paragraph 57 of Keeping Children Safe in Education). 

Safer recruitment 

It's a legal requirement for maintained schools to ensure that at least one of the persons conducting an interview has undertaken safer recruitment training. It's best practice for academies to also adhere to this. 

The requirement is set out in regulation 9 of the School Staffing (England) Regulations 2009.

This training should cover the content of Keeping Children Safe in Education as a minimum, but you should seek advice from your 3 local safeguarding partners about what it should cover in your area and how often you should refresh it (see paragraph 90 of Keeping Children Safe in Education). 

Training providers may also stipulate whether their certificates expire, and if so, how often they should be refreshed. You should check how long your certificate remains valid with your provider. 

Regardless of whether there is an expiry date on your certificate, it is good practice for you to regularly review your knowledge every 2 or 3 years.

This was explained to us by Jacqueline Baker, one of our associate education experts.</


Gulshan Kayembe is an independent consultant who has experience of inspecting schools. As a consultant, she provides mentoring for senior leaders and has worked as an external adviser on headteachers’ performance management.

Jacqueline Baker is an education consultant who specialises in senior leadership recruitment. She supports schools through the recruitment process and helps them develop leadership capacity. Jacqueline also has experience as a chair of a governing body. 

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