It is not always easy to recognise a situation where abuse may
occur or has already taken place. Whilst it is accepted that
teachers are not experts at such recognition, you do have a
responsibility to act if you have any concerns about the behaviour
of someone (an adult or a child) towards a student.
All team members have a duty to discuss any concerns about the
welfare of a student immediately with our Designated
Safeguarding Lead Laurie Walker

If a student tells you something …
When a student discloses something to you or you observe any of
the behaviour detailed in this document, it is important that your
actions do not abuse the student further or prejudice further
enquiries. For example:
• Listen to the student if they are telling you something. If you are
shocked by what is being said, try not to show it.


All of the above are deemed as gross misconduct and should be
reported. It is not an option to ‘turn a blind eye, as to do so
indicates that you are colluding with bad behaviour. Concerns
must be reported immediately to the Principal or Manager who will
report to our Designated Safeguarding Lead, Laurie Walker.
If an allegation or concern is raised about an individual, Happy
Feet will ask that the individual concerned be suspended whilst an
investigation takes place. During this time, a designated support
person will be provided.

Action: What To Do If you observe bad practice…
If you have concerns about anyone involved with Happy Feet who
shows signs of bad practice in line with the examples in this
document, talk this through with our Child Safeguarding Lead
Laurie Walker.

It is not always easy to recognise a situation where abuse may
occur or has already taken place. Whilst it is accepted that
teachers are not experts at such recognition, you do have a
responsibility to act if you have any concerns about the behaviour
of someone (an adult or a child) towards a student.
All team members have a duty to discuss any concerns about the
welfare of a student immediately with our Designated
Safeguarding Lead Laurie Walker

If a student tells you something …
When a student discloses something to you or you observe any of
the behaviour detailed in this document, it is important that your
actions do not abuse the student further or prejudice further
enquiries. For example:
• Listen to the student if they are telling you something. If you are
shocked by what is being said, try not to show it.
• It is OK to observe bruises but not to ask a student to remove or
adjust their clothing to observe them
• Let the student dictate the pace when they tell you something.
They should not feel pressed or pressurised to give you details.
Avoid asking such questions as “what did they do next?” or “where
did they touch you?”
• It is our role to listen, not to investigate. Use open questions
such as “is there anything else you want to tell me?” or “yes?” or
“and?” Try not to press the student or introduce your own
hypotheses about what you are being told.
• Accept what the student says. Be careful not to burden them
with guilt by asking questions such as “why didn’t you tell me
before?”
• Do acknowledge how hard it was for them to tell you this.
• Don’t criticise the alleged perpetrator as this may be someone
they love.
• Don’t promise confidentiality. Reassure the student that they
have done the right thing, explain that you will have to tell the
Principal or Manager and explain why. Do not make promises that
you cannot keep such as “I’ll stay with you all the time” or “it will
be alright now”.

Looking through the list of signs of abuse as set out above can
lead people to be hypersensitive to the possibility of abuse, but it
is important you take action if you notice something, particularly
any changes in line with the signs of abuse.

Recording The Information
Make some brief notes at the time or immediately afterwards;
record the date, time, place and context of the disclosure or
concern, recording facts and not assumption and interpretation.
Use the Incident/concern reporting form at Appendix 1, which
should be signed and dated. A copy should also be emailed to
Laurie Walker.

Note the non-verbal behaviour and the key words in the language
used by the student (do not translate into “proper terms”). It is 2025
• It is OK to observe bruises but not to ask a student to remove or
adjust their clothing to observe them
• Let the student dictate the pace when they tell you something.
They should not feel pressed or pressurised to give you details.
Avoid asking such questions as “what did they do next?” or “where
did they touch you?”

• It is our role to listen, not to investigate. Use open questions
such as “is there anything else you want to tell me?” or “yes?” or
“and?” Try not to press the student or introduce your own
hypotheses about what you are being told.
• Accept what the student says. Be careful not to burden them
with guilt by asking questions such as “why didn’t you tell me
before?”
• Do acknowledge how hard it was for them to tell you this.
• Don’t criticise the alleged perpetrator as this may be someone
they love.
• Don’t promise confidentiality. Reassure the student that they
have done the right thing, explain that you will have to tell the
Principal or Manager and explain why. Do not make promises that
you cannot keep such as “I’ll stay with you all the time” or “it will
be alright now”.
Looking through the list of signs of abuse as set out above can
lead people to be hypersensitive to the possibility of abuse, but it
is important you take action if you notice something, particularly
any changes in line with the signs of abuse.
Recording The Information
Make some brief notes at the time or immediately afterwards;
record the date, time, place and context of the disclosure or
concern, recording facts and not assumption and interpretation.
Use the Incident/concern reporting form at Appendix 1, which
should be signed and dated. A copy should also be emailed to
Laurie Walker.

Note the non-verbal behaviour and the key words in the language
used by the student (do not translate into “proper terms”). It is
important to keep these original notes and pass them to the
Principal.

Happy Feet recognises that students who are abused or who
witness violence may find it difficult to develop a sense of selfworth
and to view the world in a positive way. Being at Happy Feet
and school may be the only stable, secure and predictable
element in the lives of children at risk. For this reason, we would
encourage teachers to allow students who have made disclosures
to ‘feel normal’ whilst they are at Happy Feet.

For team members receiving a disclosure or observing signs of
abuse, this can also be a distressing time and you should feel free
to talk this through with our Designated Safeguarding Lead, who is
there to give you support and guidance.
Please note. If Laurie is not available and a child is known to be in
imminent danger then the you must phone the police.

Report to the Safeguarding Lead
After talking with the student and noting any concerns, you must
discuss the matter with the Principal as soon as possible and no
later than the end of the teaching session.
Laurie will advise you on what action needs to be taken, if any, and
guide you through any statutory reporting that is required, for
example involving the Police, Social Services, Local Authority
responsible for welfare of children, etc.
Laurie will remain your point of contact until the matter is closed.