Safeguarding work, and wider pastoral work in general, can sometimes feel like the poor relation in education when it comes to evidencing need and impact through data.
While spreadsheets are the domain of many of our curriculum leader colleagues, I don’t believe that such systems are able to reflect the breadth of the quality work designated safeguarding leads (DSLs) and their teams do to keep the children in our settings safe – be it the endless phone calls to another agency to get the information needed to assess whether a child can return home that evening, the discussions with parents in financial difficulty on how best to support their child, or the staff training on specific emerging safeguarding issues.
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