If a child is in immediate danger, left alone or missing, you should contact the police directly and/or an ambulance using 999.

If there is no immediate danger but you are concerned about a child’s welfare during school hours, contact one of our Designated Safeguarding Leaders (DSL) listed below:

• Helen Moore (Head Teacher)
• Rachel Morgan (Deputy Head)
• Sarah Freeman (Deputy Head)
• Glenda Middlemas (Assistant Head) 

If it is not an emergency, you can also phone Newcastle Safeguarding Board through their Initial Response Service – 0191 277 2500 (in office hours) or the Emergency Duty Team – 0191 278 7878. 

The NSPCC Helpline can also offer advice - 0808 800 5000

You can also report a concern online at https://www.newcastlesafeguarding.org.uk/safeguarding-children/ 

You can also contact the safeguarding governor, Tim McHanwell, via the school office. 

Pupil safeguarding and the promotion of fundamental British values are at the heart of our curriculum at Regent Farm. Great importance is placed on identifying opportunities in the taught curriculum for children to learn about safeguarding, keeping safe and enabling children to identify risks and know how to access support if needed. Our curriculum gives pupils opportunities to experience life in all its diversity; to acquire knowledge, understanding and skills that significantly impact on personal development and behaviour; and equips every child with the knowledge and skills required for personal safeguarding. Our PSHE curriculum covers all areas of safeguarding through each of the strands to a different degree, however some go into more detail. We are sensitive in our teaching and recognise that some more sensitive subjects need to be taught at an age appropriate level, or at a small group or 1:1 level where a more urgent need arises.

We plan to constantly challenge children to think deeply about safeguarding matters and their own personal physical and mental wellbeing. We value pupils’ questions and give them space for their own thoughts, ideas and concerns. We give them opportunities across the curriculum to explore values, personal rights, responsibilities and equal opportunities. We also aim to develop moral concepts that impact positively on safeguarding, promote British values and prevent radicalisation and extremism.

There are many opportunities throughout our learning in school to explore safeguarding issues. For example:

• Road and rail safety (including out of school visits, bikeability, work with police officers in the community and Nexus)
• Poolside and water safety through swimming lessons and work with the RNLI
• Fire awareness (including visits from the local fire service where possible)
• Visits to school from medical staff
• Visitors from charities such as Barnados, and NSPCC
• Specific lessons around bullying, drug use, appropriate physical contact (see detailed PSHE curriculum)
• Work with local first aid trainer and Tumbles & Grumbles
• Work from local voluntary sector services particularly around safe transition to Middle School
• Plays and shows, such as Melva – a play dealing with the sensitive issue of Child Mental Health
• Online safety quizzes and training
• Our EYFS Outdoor learning which incorporates “Stranger Danger”, being safe in the outdoors, what to do if??
• What to do if you are separated from parents or a group. 
• Safe use of technology including password security and privacy settings

We have developed an open and safe learning environment in which pupils express their views, seek help and help others, they can also make use of worry books, worry monsters and our sensory room or garden to share concerns with staff.

Daily class times also provide moments for sharing ideas, addressing current concerns or topical issues and promoting important values. Assembly time is used to promote personal safeguarding matters and explore themes. For example, we talk about anti- bullying including cyber bullying and British values including how these values are promoted in our multi – faith society.

Staff and children are quick to challenge stereotypes and the use of derogatory language in lessons and around school. Our school reflects the diversity of pupils’ experiences and provides pupils with a comprehensive understanding of people and communities beyond their immediate experience including the role of women in society and different family groups including same sex couples. Throughout the curriculum there are planned opportunities to promote all forms of equality and foster greater understanding of and respect for people off all faiths (and those with no faith), races, genders, ages, disability and sexual orientations, through their words, actions and in their influence. Opportunities are created in a variety of subjects to address areas of safeguarding, for example, themes maybe highlighted through books in English lessons.

Time is taken at the beginning of every new school year to reaffirm school values, expectations and rules for living and learning at Regent Farm. This good start to the year, with everyone clear about their roles and responsibilities, sets the tone for the rest of the year and leads to excellent safeguarding outcomes.

Parents in every phase of school are invited to an online safety (including use of mobile phone) workshop each year and additional resources are provided on the school website to support parents. The Family Support Advisor is also available to work with families over any specific concerns or issues which may arise.

Much of the work all we do in school will help contribute to the goal of preventing violence. For example, we

• promote pupil well-being, equalities and community cohesion;

• build the resilience of the school, working with partners to prevent pupils becoming the victims or causes of harm;
• work with other agencies and parents to build community networks of support for the school.

The Government definition of extremism is: “Being vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also included in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas”.

We all have a role to play in building a community where people from all backgrounds get on and live safely together. In recognising extremism, early indicators may include:

• showing sympathy for extremist causes;
• glorifying violence;
• evidence of possessing or accessing illegal or extremist literature;
• advocating messages similar to illegal organisations such as ‘Muslims Against Crusades’ or other non-prescribed extremist groups such as ‘The English Defence League’.

The school actively promotes the government’s definition of British values from the 2011 Prevent Strategy – values of:

• democracy
• the rule of law
• individual liberty
• mutual respect
• tolerance of those of different faiths and beliefs

The school takes a broad, holistic view towards preventing violent extremism. We divide our approach into the following three areas.

• Ensuring appropriate adult interaction with pupils
• Our curriculum 
• Dealing with incidents and concerns

For more information about these areas please read the prevent policy below.