Last month the Child Safeguarding Practice Review Panel published a stark examination of the systemic failings in addressing child sexual abuse in a report entitled I Wanted Them All to Notice.
It underlines the critical role that schools play in safeguarding children and acting as protective factors in their lives. For school leaders, the implications are clear: proactive measures, strong partnerships and a child-centred approach are essential.
The review provides a number of specific recommendations that schools can adopt to better protect children and support their recovery from abuse.
Supporting child victims of sexual abuse
1. Listen effectively
One of the review’s key findings is a failure to listen to children effectively. Too often practitioners rely on children verbally disclosing abuse before taking action, which creates barriers, particularly for younger or non-verbal children.
Schools must ensure that staff are equipped to engage with children proactively, without waiting for explicit disclosures. The review emphasises that practitioners can and should talk directly to children about concerns of sexual abuse.
To embed this practice, schools should provide staff with training to develop the skills and confidence to sensitively explore concerns with children (see page 123 of the report). Training should focus on recognising non-verbal indicators and creating safe, supportive environments where children feel they will be heard and believed.
2. Spotting issues earlier
The review also highlights the importance of identifying risks early, particularly in recognising patterns of grooming and coercive control. A lack of understanding about these behaviours often leaves children exposed to harm.
Schools can address this gap by ensuring that staff are trained to identify signs of abuse, including subtle changes in behaviour, attendance patterns or relationships within families (see page 90 of the report). Moreover, staff must be taught to consider how vulnerabilities such as disabilities, cultural factors or previous neglect might intersect with risks of abuse.
The document stresses that practitioners need greater clarity on thresholds for action, encouraging schools to adopt clear, evidence-based policies to guide decisions when concerns arise.
3. Better collaboration
Collaboration is another critical area where schools can act. The review underscores the need for effective information sharing between agencies, noting that a failure to do so often leads to incomplete assessments and missed opportunities to protect children.
Schools are well placed to contribute to multi-agency safeguarding responses by ensuring that their observations about a child’s behaviour and wellbeing are documented and shared appropriately (see page 105 of the report).
The review explicitly calls for better multi-agency working to ensure strategy discussions and child protection plans reflect all available information. Schools should establish clear internal protocols to ensure that safeguarding concerns are escalated promptly and consistently to relevant external partners.
4. Improved recovery for children
Supporting children’s recovery is a vital area where schools can make a significant impact. The review highlights that many children are left without appropriate therapeutic or emotional support following disclosures of abuse.
Schools can help to address this gap by ensuring that staff understand the importance of ongoing support and are equipped to provide it.
While the review acknowledges that professional therapeutic services are essential, it also emphasises that all practitioners, including teachers, have a role in helping children to process their experiences and rebuild their sense of normality (see page 115 of the report).
Schools should ensure that teachers and pastoral staff have access to resources and training that enable them to support trauma-affected children effectively, such as guidance on recognising signs of emotional distress and responding appropriately within the classroom environment.
5. Be proactive with parents
Finally, the review points to the systemic failure to engage with and support parents and carers, particularly those who may themselves be vulnerable due to domestic abuse or coercion.
Schools can take a proactive role by offering workshops or information sessions to help parents understand safeguarding processes and how to protect their children. The review specifically notes the importance of providing accessible resources that are tailored to the needs of families from diverse cultural and linguistic backgrounds (see page 89 of the report).
Additionally, schools should ensure that they engage with parents sensitively and without judgement, building trust and encouraging open communication about their concerns or challenges.
The impact on future guidance
Overall, the findings of I Wanted Them All to Notice highlight the importance of schools prioritising safeguarding at every level, and it seems the report will have a big influence on the new iteration of Keeping Children Safe in Education in 2025. This is due to be significant update.
As such, considering your setting’s response to these issues - and other points raised in the report - will ensure that you are in the best place possible to support children whatever they are facing.
Luke Ramsden is deputy head of an independent school and chair of trustees for the Schools Consent Project
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