In this latest in the Safeguarding Around the World series, we’re in the United Arab Emirates to hear from Mark Leppard why cultural differences must be considered when handling safeguarding incidents and the importance of clear rules on social media use in schools.
He also touches on the need to offer training to all staff, both as annual refreshers across the school and for those with designated safeguarding responsibilities - and why that includes local and international training.
What are the common safeguarding issues you deal with?
Having worked both in the UK and in two other countries, the safeguarding challenges in terms of the areas that a designated safeguarding lead (DSL) might have to deal with are often similar.
One challenge is that staff must appreciate that we are all responsible for the welfare of children and keeping the environment safe, regardless of our role in school.
There may be contextual challenges that are unique from one country or jurisdiction to another, but the focus should be the same.
How do you ensure a consistent approach to safeguarding?
It is important to have clear policies and procedures that are shared at least annually, if not more frequently, while regular safeguarding training must take place at least annually for all staff, both in the classroom and on the support side.
Regular updates, sharing ideas or thinking around safeguarding among peers and other schools are also vital.
Safeguarding considerations must override any perceived competition between schools.
Recruitment messages and checks are key, as is a well maintained single central register.
Regular DSL meetings and a centrally accessible recording system are also important to ensure that all issues are properly monitored and available whenever required.
All safeguarding training should be recorded and records of attendance kept.
More from the Safeguarding Around the World series
Have you seen safeguarding issues grow post-pandemic?
Online safeguarding issues have increased, but I am not sure if this is since the pandemic or because there is an increase in online accessibility.
Sharing images of others can cause issues as can some of the online conversations that students may engage in through their social media channels.
This is why clear guidance from parents and school in these areas is important.
We tend to guide students along the lines of “If you would not make such a comment to someone’s face, then please do not engage in something similar through social media”.
How do you stay aware of emerging safeguarding issues?
This comes from regularly looking at the news, reading advice from membership organisations such as British Schools in the Middle East, HMC, the Council of British International Schools and the Federation of British International Schools in Asia, who regularly send out safeguarding bulletins with trends or other areas to consider.
We can never guard against all eventualities, but by being proactive as a school, we may create a safer environment.
How do you ensure staff training is kept up to date?
Within The British School Al Khubairat, we deliver level 1 safeguarding to all staff on an annual basis, whereby they have to sign to say they have received the training and have read and understood the safeguarding policy.
We offer level 2 training and level 3 safeguarding training to the DSLs within the school.
Staff involved in interviews also undertake safer recruitment training.
Additionally, there are other courses available in the region that we actively encourage a number of staff to attend. Safeguarding training is a continual focus.
Does the mix of nationalities among pupils present an extra challenge?
There is a clear legal aspect to safeguarding and this trumps all areas.
However, sometimes the challenges that arise can be down to a cultural or language misunderstanding.
Students, too, must be regularly made aware of what constitutes safeguarding concerns as their ears and eyes are useful in keeping students safe.
Does the variety of parent backgrounds make it hard when discuss safeguarding issues?
Cultural contexts are by nature complex and this can occasionally lead to its own challenges as far as safeguarding is concerned.
This may manifest in forms such as parents not wanting to seek support as it can be seen as bringing shame upon their family.
I am sure similar challenges are faced in the UK with its diverse make-up.
What are your processes for following up on any incidents?
We have done a lot of work to ensure safeguarding disclosures are recorded appropriately and confidentially.
The DSL team will meet at least fortnightly to review reports, but sooner in emergency situations.
We also have a school governor assigned as a safeguarding governor who has undertaken appropriate training.
They will meet with the DSL team termly for an overview, but more frequently if advice is required.
They also review the single central register on a termly basis.
How do you keep your own safeguarding knowledge up to date?
This comes down to regular reading and subscribing to articles from organisations such as the NSPCC.
I am a member of the HMC Safeguarding and Wellbeing Committee and also undertake regular training.
We have to do our best as a collective to keep our children as safe as possible and to do this requires a commitment to continually train and learn in this arena.
It is not an area of school life where learning can stand still.
Mark Leppard is headteacher of The British School Al Khubairat in the UAE
