This week I highlight the consultation on the 2022 version of Keeping children safe in education and the publication of DfE research on how schools have coped with the impact of Covid-19.
Consultation on the 2022 version of KCSIE
On Tuesday the DfE opened its consultation on the 2022 update of Keeping children safe in education. The statutory guidance sets out the duties and responsibilities of schools and governing bodies in relation to safeguarding. Amongst the range of updates, it is proposed that:
- Schools conduct an online search (including social media) of would-be employees as part of their shortlisting process. This might help the school to explore any incidents or issues publicly available online with the applicant at interview.
- Ensure all governors receive safeguarding and child protection training at induction and that this training should be regularly updated.
- Update the phrase ‘peer on peer abuse’ with ‘child on child abuse’ and use the terms ‘victims’ and ‘perpetrators’.
- The existing Child on child abuse guidance is incorporated throughout this statutory document rather than as a separate standalone document.
The consultation closes on 8 March and the updated document will come into force in September 2022 for the start of the new academic year.
New DfE research published on how schools have coped with the impact of Covid-19
You might be interested in comparing your school’s ongoing response to the academic and pastoral challenges presented by Covid-19, with the key findings of the DfE’s recently published research report, aiming to understand how schools in England have responded to the impacts of the pandemic, and what further support they need.
It found that schools responded to the challenge of increased disparities in pupils’ social, emotional and academic progress and restricted access to equipment, by altering their curriculum based on pupil needs and school context. Respondents also stated that their focus for this academic year was returning to ‘normality’ on a responsive approach based on identifying needs, including reading recovery, mental health and wellbeing interventions, quality first teaching and extra staffing provision.