If you want a DSL who will establish and maintain an effective and robust culture of safeguarding in your school/setting, this is the course they need to attend.

We have been training newly appointed DSLs for many years. Our experience tells us that in order for children to be safeguarded effectively in schools, it is essential to create and maintain a robust culture of safeguarding. This can only be achieved if you have DSLs who are committed to children’s welfare and keeping them safe. As well as providing delegates with sound information about statutory guidance and local processes, DSL training must also motivate new DSLs to lead and support your staff team in valuing and respecting children; and prioritising their safety and welfare. 

Our training is interactive and challenging. It is based on an assumption that safeguarding children is a priority for you and that the delegates you send will be motivated to be the best DSL they can be. Delegates will:

• reflect on the implications of statutory guidance for the DSL role
• understand local safeguarding processes [Warks]
• build on their experiences and knowledge of safeguarding as education practitioners including the importance of robust record keeping
• reflect on the safeguarding implications of the context in which children live their lives; and their lived experiences including experiences of abuse and neglect and other forms of trauma
• identify the importance of developing trauma-informed practice and relational approaches to responding to children’s behaviour in your school/setting
• explore case studies and undertake several interactive activities to prepare them for working as a DSL in practice
• consider additional facets of safeguarding including the implications of Covid-19 & lockdown
• understand the importance of setting expectations about; and maintaining staff behaviours and attitudes that keep children safe and promote their welfare
• recognise the importance of developing and maintaining a culture of openness and professional challenge in relation to staff behaviours
• consider the safeguarding requirements within the curriculum