At Personnel Checks, we're extremely passionate about safeguarding in schools and have teamed up with educational charity Ariel Trust to bring you a safeguarding resource which fulfils Ofsted requirements. We work with teachers, pupils and parents to ensure a consistent and effective safeguarding message is communicated to all.
A new preventative education resource for young people aged 9-12 years.
Aimed to improve the safety of young people in relation to the risks associated with 'grooming', the resource has been developed in partnership with Liverpool's 'Protect' team, supported by NSPCC. Teachers were also involved in the development of the tool in order to ensure it's age appropriate and the lessons support both teacher and pupil needs. The resource also comes with fully equipped lesson plans, teacher notes, logic model, Ofsted mapping documents and parent activities too!
The resource consists of three modules;
- Motivations & Intentions
- Talking about your feelings
- The role of the bystander
And includes short films and interactive activities designed to promote discussion in a safe place.
Using films and interactive, skill based, activities about 'grooming' behaviour and controlling relationships, the resource will develop young people's resilience, equipping them with the necessary skills to protect themselves against grooming risks.
The film themes consist of;
- Park Life
- Disclosing personal information online
- Communicating feelings
- The role of the bystander
Want to Ensure Your Safeguarding Policies are Compliant With Ofsted?
SafeSkills covers 'Personal development, behaviour and welfare (September 2015)' by helping your pupils understand how to "keep themselves safe from relevant risks such as abuse, sexual exploitation and extremism, including when using the internet and social media."
SafeSkills can be taught in conjunction with PSHE Association Programme of Study October 2014 - KS2
Each session has a theme which is linked to the programme of study where children will have the opportunity to learn;
Core Theme 1: Health & Wellbeing
- What positively and negatively affects their physical, mental and emotional health (including the media)
- How to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a 'balanced lifestyle'
- To deepen their understanding of positive and negative feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others
- To recognise that they may experience conflicting emotions and determine when they might need to listen to their emotions or need to overcome them
- To deepen their understanding of risk by recognising, predicting and assessing risks in different situations and deciding how to manage them responsibly (including sensible road use and risks in their local environment). To use this as an opportunity to build resilience
- To recognise that their increasing independence brings increased responsibility to keep themselves, and others, safe
- That pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including the media, as well as people they know
- To recognise when, and how, to ask for help and use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious or that they believe to be wrong
- School rules about health and safety, basic emergency aid procedures, where, and how, to get help
- Strategies for keeping physically and emotionally safe
- The importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others
- About people who are responsible for helping them stay healthy and safe and the ways that they can help these people
Core Theme 2: Relationships
- To recognise and respond appropriately to a wider range of feelings in others
- To recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships
- To recognise ways in which a relationship can be unhealthy and, also, who to talk to if they are in need of support
- To be aware of different types of relationships, including those between acquaintances, friends, relatives and families
- That their actions affect themselves and others
- The concept of ‘keeping something confidential or secret’, when we should, or should not, agree to this and when it is right to ‘break a confidence' or 'share a secret'
- To listen and respond respectfully to a wide range of people, to feel confident in raising their own concerns, to recognise and care about other people's feelings and to try to see, respect and, if necessary, constructively challenge others points of view
Core Theme 3: Living in the Wider World
- To recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing
- To research, discuss and debate topical issues, problems and events concerning health and wellbeing and offer their recommendations to appropriate people
- To understand that everyone has human rights, all peoples and all societies. That children have their own special rights set out in the United Nations Declaration of the Rights of the Child.