In the final instalment of Tes’ Safeguarding Around the World series, we’re in Saudi Arabia to hear from the senior designated safeguarding lead at Misk Schools in Riyadh, Yasir Alsharif, about how the school has instilled a strong safeguarding focus across its campus.

He explains how this is led by an 11-strong team of staff and why engaging families early in this part of school life - and helping explain previously unknown terminology - can help break down barriers and help conversations in this area occur more organically.

What are some common safeguarding issues you face?

Our issues are similar to most other schools - a mix of challenges that are mostly low-risk and manageable. We attribute this in part to the kind of pupils we recruit, our high teacher-to-pupil ratio and the focus we place on preventative measures.

But we are not complacent. Safeguarding is an ever-evolving field requiring ongoing focus.

How do you ensure a consistent approach to safeguarding?

We have a large campus so teamwork is essential. Our safeguarding team comprises 11 experts, including three designated safeguarding leads (DSLs) reporting to the senior DSL.

They are responsible for ensuring all staff are familiar with their responsibilities through training sessions as well as through the provision of safeguarding policies and resources. Materials are in Arabic and English, making them accessible to all staff.

All visitors, service providers and vendors must take note of our Safeguarding and Child Protection Policy before engaging with the school, signing a form to confirm they understand and can respond to concerns effectively.

All visiting teaching staff - peripatetic music teachers, co-curricular specialists, etc - undergo training at our onsite Misk Schools Academy.

How do you stay aware of emerging safeguarding issues?

Our partnership with The Safeguarding Alliance (TSA) helps us stay current. We have also taken the initiative to establish a national association - The Saudi Safeguarding Forum - connecting Saudi schools to grow safeguarding excellence in the Kingdom of Saudi Arabia (KSA).

The number of international schools is increasing rapidly here, due to the government’s target of 25 per cent private school enrollment by 2030, and its 2017 decision to allow 100 per cent foreign ownership in the private sector.

This is positively impacting local educational benchmarks and encouraging global standards and practices across various areas, including safeguarding.

We have already hosted two Saudi Safeguarding Forums in partnership with TSA. The events featured talks and workshops, drawing participation from over 30 KSA-based international schools as well as government representatives.

How do you ensure staff training is kept up to date?

Alongside regular training, new staff inductions, etc, we collaborate with TSA to develop an annual safeguarding calendar. As new protocols and procedures are introduced, they are shared via our weekly staff notices, highlighting any action or training requirement.

Including safeguarding as a standing item on all meeting agendas is an effective way of ensuring staff stay up to date. This dedicated time not only allows for open discussions and prompt resolution of any concerns, it also means that if there is any doubt regarding how to handle a situation, the team is prompted to seek guidance from the relevant DSL.

Does the mix of nationalities in your community make safeguarding harder?

Our community is primarily Saudi, and we communicate bilingually in English and Arabic, which helps us forge a strong connection. However, because not all families have encountered child protection processes before joining us, some find the concepts and terminology unfamiliar.

Additionally, due to the value placed on personal and family privacy in Saudi culture, there can be a reluctance to openly discuss issues and concerns. To address this, we prioritise careful and considerate parent and pupil communications.

We regularly conduct parent safeguarding seminars and workshops and include relevant updates in our weekly newsletter to raise awareness and remove potential stigmas associated with these concepts.

Pupils have structured moments each day designed to foster wellbeing, promote positive behaviour and contribute to safeguarding. These include a morning parade with the National Anthem and Quran reading, followed by Wellbeing Windows (tutor time). Safeguarding briefings precede new or non-routine activities.

As a high performance-learning (HPL) school, our community also benefits from a common learning vernacular, with HPL’s values, attitudes and attributes actively supporting safeguarding efforts.

What are your processes for following up on incidents?

For pupil-related concerns, our primary reporting tool is the confidential wellbeing manager on the management information system iSAMS. Any concerns raised via this channel are screened by our DSL and safeguarding team. Feedback on the outcome is then provided to staff who follow up as required.

For non-pupil concerns, staff contact the DSL in their school who is trained to handle these matters. For urgent cases, we have a safeguarding email that is constantly monitored.

How do you as a leader ensure your safeguarding knowledge is kept up to date?

The key to staying current is curiosity. It is the same message we give our pupils - nothing stays static for long, so we all need to embrace lifelong learning to become and remain leaders in our field of interest and expertise.

For me, this means staying abreast of safeguarding developments through professional publications and podcasts, attending specialised conferences and, critically, learning from and with my peers as well as TSA.

Finally, there is nothing as powerful as experience. I strive to learn as much as I can from each situation or case we encounter, extracting valuable lessons that contribute to my ongoing professional development.

Yasir Alsharif is senior designated safeguarding lead at Misk Schools, Riyadh