Catch up with the latest in safeguarding for schools: best practice, thought leadership, and all the latest insights within single central record management.

SCR Tracker Blog

Anti-Bullying Week 2022 is coordinated by the Anti-Bullying Alliance and is held from November 14th- until the 18th. The theme this year is “Reach Out.”

In 2021, 80% of schools marked the week, reaching over 7.5 million children and young people. The campaign exists to remind everyone to “reach out and show each other the support we need.”

“Friendship Friday” will also take place on Friday 18th November to provide further opportunities to celebrate friendship and promote positive relationships. 

The Anti-Bullying Alliance definition states that “Bullying is the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. It can happen face to face or online.”

Bullying can take many forms and can be detrimental in many ways to a child’s physical health, well-being, and mental health. Some examples of why a child may experience bullying can be because of their race, sexual orientation, gender, religion, shyness, disability, home life, family, values, clothing, or even because their bully is jealous of their success or appearance etc. We know that it can also have a lasting impact on some children into adulthood.

Bullying can happen anywhere such as in school, outside of school, and online. It is essential that professionals and parents/carers understand how to recognise and respond to bullying and of course ensure they always encourage children to raise their hand and tell someone if they are a victim.

Some examples of different types of bullying include:

Physical: hitting, pushing, slapping, punching, scratching someone.

Verbal: spreading rumours, name-calling, threats and gossiping about someone.

Non-verbal: such as using gestures, passing notes, or making hand signs.

Emotional: intimation, threats, constant criticism, and humiliation.

Control and manipulation: using verbal and non-verbal techniques to control or manipulate someone.

Baiting: goading someone to react or be angry.

Cyberbullying: any online system used to bully someone, such as gaming chat rooms, social media, text messages and instant messaging, online shaming, sending explicit messages, and pressuring others into sending sexual content.

Online challenges: encouraging others to self-harm.

Fake accounts: falsifying or creating fake accounts to steal someone’s identity or attempt to humiliate or embarrass them.

Groups: setting up groups to discuss or bully a child.

Exclusion: being excluded and ignored from peers or scenarios.

Hate crime: It is a hate crime if someone is bullied because of their race, disability, and sexuality.

When children experience bullying, it can have a significant impact on their self-esteem, confidence, well-being, and mental health. Bullying can cause a child to self-injure or harm themselves, and in some cases has driven children to experience suicidal ideation and even in the worst circumstances, to take their own life.

Children may also experience loneliness, feel left out of peer or friendship groups, and struggle with their education and attendance. They may also find it hard to trust others as a result of this which can impact personal relationships.

Signs and symptoms you should look out for:

A child may suddenly appear to be isolating themselves or you may have witnessed them being left out or playing/spending lunchtime alone.

Being told or overhearing rumours that are going around school about a particular student.

Repeated occasions where a student has lost belongings.

Witnessing or observing bruising or physical marks on a child.

Witnessing or being informed about behavioural changes, outbursts or introvert behaviours, changes in a student’s demeanour, well-being, or achievement/attendance levels.

Repeated occasions where a student has been accused of or known to be stealing things from others.

Building a culture of safety to prevent bullying

A whole-school approach is the most effective way to ensure that students are safe from bullying. This also includes adhering to robust anti-bullying, anti-harassment, equality diversity, and inclusion, code of conduct, student behaviour, and safeguarding and wellbeing policy and procedures. Schools should assess their approaches to bullying, violent conduct, harassment, the use of derogatory language, discriminatory behaviour, and most importantly what response and action are taken and when.

Provide a supportive environment whereby students and their parents/carers can reach out if they are experiencing bullying or abuse. 

Enrich the experiences of all students through the promotion of a zero-tolerance stance to bullying, promoting mutual respect, tolerance, and a supportive culture of wellbeing.

Create awareness through assemblies, events, policies, and procedures.

Ensure all employees at all levels throughout the school are working together and in support of the right culture that they are to foster within the school.

Ensure that there is a clear process for reporting issues or concerns or seeking support and that everyone is aware of it.

Increase awareness and understanding of bullying issues.

Be responsive to the early warning signs.

Provide education, guidance, and support to employees that are supporting students.

Be responsive to students and siblings that are identified to be affected directly and indirectly by bullying issues or incidents.

Provide support to parents and families of students that are or have experienced bullying.

If a child is being bullied, you may advise them to:

Block the bully on social media, email, and instant messaging accounts.

Report cyberbullies to their internet service provider, mobile phone provider (if bullying is via texts or calls) or social media site/app.

Do not reply or react, this can sometimes mean playing into the hands of the bully.

Talk to friends, family members or other trusted individuals about what is happening and how they may be feeling.

Report serious bullying such as threats of physical harm or abuse, to the school or police.

Other options include dedicated charities such as Kidscape, which are a leading Anti-Bullying charity in the UK that has some extremely useful resources that can support children, parents, carers, and professionals with bullying issues. Kidscape provides practical support to children and families that are impacted by bullying through interactive workshops, therapeutic support, and the parent advice line. They also deliver high-impact training programmes to schools, sports clubs, community groups and professionals. For further information and supporting documents please click on the links below:

https://www.kidscape.org.uk/media/134290/top-tips-for-children_final.pdf 

The Anti-Bullying Alliance: https://anti-bullyingalliance.org.uk/anti-bullying-week 

The National Bullying Helpline: 0300 323 0169 https://www.nationalbullyinghelpline.co.uk/contact.html

Report Hate Crime: Police-101 https://www.gov.uk/report-hate-crime

Think U Know (Online Sexual Abuse): https://www.thinkuknow.co.uk/ 

ChildLine (Online Abuse): https://www.childline.org.uk/info-advice/bullying-abuse-safety/online-mobile-safety/remove-nude-image-shared-online/ 

MIND Charity: 0300 123 3393    https://www.mind.org.uk/

Anxiety UK: 03444 775 774    https://www.anxietyuk.org.uk/

PAPYRUS: 0800 068 4141     https://www.papyrus-uk.org/

NSPCC: 0808 800 5000     https://www.nspcc.org.uk/ 

Dealing with bullying and how to create a culture of safety in schools

We have shared at length about safeguarding children on the internet in general. Considering the level of content consumption around us, a deeper and closer look at children’s and teens’ interaction with social media in particular is merited.

There’s no doubt that children are spending more time online than ever before. Younger and younger children are getting exposed to the social media world and the pandemic-driven shift to hybrid and online learning has only accelerated their exposure to the online world. 

Within the huge digital ecosystem, social media refers to any website or app that allows us to communicate and engage with other users, whether it is through text-based messages or visual communication through photographs or videos. Other users can then engage with this “content” through comments, likes, reactions, etc. 

It is impossible to keep children and teens away from social apps like Instagram, TikTok, BeReal, Facebook, Twitter, Snapchat and the like. These have become an intrinsic part of learning and socialising today. Dr Hana Patel, GP and Mental Health Coach, says, “Social media is becoming more and more prominent in children's lives, especially with the covid-19 pandemic making us change how we interact and work now. Social media is now part of people's daily life, meaning, for some people it is normal to socialise online rather than in person. It can be a concern when children and adults have more social contact online than with people physically around them and face to face. In people less than 25 years old, there is a correlation between self-esteem and social media, with  people worried about their weight and appearance.”

And this is just the tip of the iceberg. There are additional concerns: peer-to-peer bullying and abuse on social media or instant messaging platforms can go unnoticed by adults, and when left unchecked, these can provoke damaging consequences. There’s another tangent of privacy considerations: social apps often collect data for targeted marketing. In light of the recent incidents about TikTok’s handling of children’s data, it is good to have some pre-emptive, robust measures to protect underage users on such platforms and see if the platforms have any safeguards or guardrails built into the experience. 

In this article, we will explore these risks and vulnerabilities and safeguards that can help manage them.

Reality check: Social Media as part of children’s lives

Sevenoaks Kent-based Marie Brown, website designer and mother of two teens, shares, “I use social media a lot as part of my business so I consider myself rather social media savvy...However, I still have concerns. Notably about grooming/befriending by people they don't know (they may be friends of friends or acquaintances).  I know how easy it is to make friends with strangers online - you feel like you know them and they understand you. But it's what happens next that I worry about.”

Apart from the obvious concerns about prolonged screen times, there are much graver concerns about the “unknown” in the digital space. The content posted by children online can be accessed and misused by child predators. They can hold such material over the children, and force them to meet in person or exhort them. This is further complicated by the psychological impacts of social media in our lives. Children often befriend strangers because social media can impact their self-esteem and cause isolation. Dr Patel also points us to “Duck syndrome,” which explains how children can window-dress, i.e show their lives to be better than it is in reality, it is their effort to “appear superficially calm while suppressing any distress, depression, or anxieties of self-doubt.”

Social media platforms and tech giant apps are now thankfully devising ways children can be protected from some risks. 

Privacy features and parental controls have been introduced by the likes of Instagram, which include limiting the kind of posts that show up in the account feed, using the keyword moderation tool to restrict comments that contain specific words you consider offensive or inappropriate. Parents can set these features when children first start using these apps independently. 

One self-imposed safeguard is keeping your content and account private instead of posting for public consumption. This means exercising more control over who you allow access to your account, so filter the followers and only allow people you know personally to follow you. Refrain from posting your live location or photos of your neighbourhood as it can be easily located. Children should also be taught how to block someone, how to report a post, etc. 

Additional safeguards that can be implemented

It is important to have a discussion with your children not after something has happened, but before they start independently using such apps. Parents and teachers don’t need to order or instruct children, but just sharing information about the risks associated with talking to strangers online, or sharing too much personal information, etc can be a helpful reminder for children to think before they post. Also give them a plan of action and extend pre-emptive support if something goes wrong in the future. 

If any event online does generate panic or worry for children and teens, it can be helpful for them to have someone to talk to. If not their parents or teachers, they can also be signposted to safe spaces like counsellors or therapists at school, or helplines like Childline. Childline is free to contact on 0800 1111. Childline counsellors take calls 24 hours a day, 7 days a week from children and young people under 19. Childline counsellors are also available to speak online through 1-2-1 chat and via email.

Dr Patel shares that we can pre-empt unsafe situations and psychological distress “by trying to help children and loved ones understand that on social media people are sharing the good times and hiding the bad, cultivating and choosing what they post on social media, so that it is an edited version of their lives.” She adds, “ it is also important to teach them not to compare themselves to others or have unachievable standards, to unfollow content and users who seem to be making them feel bad about themselves, to take a break from social media, make a point of speaking to someone about how they feel.”

Sensitisation of children and teens at school

For schools, it is important to stay aware of all platforms that are popular among children, this will help devise safeguards in case of any issue. It is also recommended that school staff familiarises themselves with these apps and how they work so that they are better equipped to deal with any incidents and about the safety features available. 

Not everything has to be discussed as a lesson or a cautionary tale. Schools should have normal conversations about social media in a way that makes children feel empowered. Instead of telling them to stop doing certain things, tell them how to creatively use social media without risking their privacy and well-being. Discuss what their digital footprints can mean for their present and future. 

Children as well as staff should know who to come to in case they have any concerns about social media. This could be a member of the management team or the Designated Safeguarding Lead. Similarly, the tools and apps being used by the school should also incorporate important checks and filters. In addition to the Enhanced DBS checks, SCR Tracker has now included online checks into the app's features which consist of social media and internet searches in association with their partner Verifile.

South West Grid for Learning (SWGfL) has come up with SWGfL online safety templates for each of the social media apps and platforms. These checklists and guides can help school staff navigate their students’ social media ups & downs. Similarly, ProjectEVOLVE has an online digital toolkit that offers a vast library of content, including supporting resources and professional development materials.

It is important that children and young people have a positive experience on social media, so they should feel supported and encouraged towards a thoughtful usage of these apps rather than forced or restricted access to them. 

There’s no doubt that children are spending more time online than ever before. Younger and younger children are getting exposed to the social media world and the pandemic-driven shift to hybrid and online learning has only accelerated their exposure to the online world. Considering the level of content consumption around us, a deeper and closer look at children’s and teens’ interaction with social media in particular is merited.

Keeping Children Safe on Social Media

Children On Social Media: Making the Digital World Safer

A new school year brings new opportunities and aspirations for all. The world of safeguarding is no exception. We must ensure that a whole school culture of safety exists and continue to aspire for more.

During this webinar, Rachael Bishop from RLB Safeguarding Ltd. discusses the following topics:-

Rachael Bishop has over 18 years of experience, paired with an extensive training record within the safeguarding field. Rachael has worked in a variety of sectors, including Child Protection in the Social Care sector, Charity organisations, Schools, Apprenticeships and Employability, The NHS, Mental Health Inpatient and Community Services, The Police, Substance Misuse, and Youth Offending Teams. Her true passion in life is for promoting well-being and mental health and helping to keep children and adults safe so they can thrive in life.

To find out more about SCR Tracker, safeguarding development,  or our webinar host please click here.

Watch the recording of our latest webinar 'Building a Culture of Safety', from Wednesday 28th September 2022.

Safeguarding Development Webinar: Building a Culture of Safety

Safeguarding Development: Building a culture of safety

Building a culture of safety- September 2022 Webinar.pptx.pdf

Building a culture of safety webinar slides

Our childhood experiences can have a significant impact on how we are able to grow and develop physically, mentally, and socially. We all grow up to experience a variety of attachments within our various relationships, some positive and some negative.

“Children’s development and mental health are affected by various factors, including the environments they are raised in, the relationships they build and their experiences. Child development refers to the physical, cognitive, emotional and social growth that occurs throughout a child and young person’s life. Children’s mental health – their cognitive, behaviour and social well-being is affected by this development, as well as a range of factors, including trauma and abuse. All aspects of children’s health and development work together, form their overall well-being.” (NSPCC).

According to the Office for National Statistics - Child Abuse in England and Wales: March 2020

The Crime Survey for England and Wales (CSEW) estimated that one in five adults aged 18 to 74 years experienced at least one form of child abuse, whether emotional abuse, physical abuse, sexual abuse, or witnessing domestic violence or abuse, before the age of 16 years (8.5 million people).

In addition, an estimated 1 in 100 adults aged 18 to 74 years experienced physical neglect before the age of 16 years (481,000 people); this includes not being taken care of or not having enough food, shelter or clothing, but it does not cover all types of neglect. 

An estimated 3.1 million adults aged 18 to 74 years were victims of sexual abuse before the age of 16 years; this includes abuse by both adult and child perpetrators.

Adverse Childhood Experiences (ACEs) are “highly stressful, and potentially traumatic, events or situations that occur during childhood and/or adolescence. They can be a single event, or prolonged threats to, and breaches of, the young person’s safety, security, trust or bodily integrity.” (Young Minds, 2018).

Surveys conducted with adults inform us that at least 10% will have experienced some form of abuse during their childhood. They also tell us that 10% or more of the population will have experienced four or more ACEs before the age of 18, however, it is difficult to take these statistics into account as it is not fully representative of different groups.

Physical Neglect or growing up in poverty

Exposure to/witnessing regular domestic abuse

Living with/or having a close relationship with an individual who had mental health problems

Living with/or having a close relationship with an individual who abused alcohol/and or drugs

Living with/or having a close relationship with an individual who went into custody

Losing a parent/carer through divorce, death, or abandonment

When an individual experiences ACEs, this can significantly impact their future. When considering how an ACE can impact a person we must consider both their physical and mental health. For example, a child who grows up in a positive family environment may be much more confident to share how they are feeling, feel supported and loved by their family and friends, have a higher level of confidence in their own identity, and feel safe. Therefore, a child growing up within this environment may be better able to achieve positive outcomes in later life.

ACEs can create significant difficulties for children and adults when they are trying to form healthy relationships and attachments. It is however important to note that not all children who experience ACEs will be subject to the same impacts and can be less susceptible to issues in later life. Every person is an individual and one size won’t always fit all. One in three diagnosed mental health conditions in adulthood directly relate to ACEs.

Increased risk of health problems in adulthood, such as cancer and heart disease.

Increased risk of mental health difficulties, aggression, and becoming a victim of violence/abuse/exploitation.

An increase in the risk of mental health problems, such as anxiety, depression, and post-traumatic stress.

The length and frequency of ACEs can determine their impact on their development and health.

The ability to recognise and manage different emotions.

Being unable to manage and maintain healthy friendships and other relationships.

The ability to manage behaviour in educational settings.

Difficulties coping with emotions safely without causing harm to self or others.

Building a Culture of Safety to prevent ACEs

A whole school approach is required to ensure that all employees and learners are safe from abuse, neglect, and exploitation. This includes adhering to robust safeguarding and well-being policy and procedures. 

Provide a supportive environment whereby learners and their parents/carers can speak up if they are experiencing abuse, neglect, or exploitation. 

Work with the whole family to gain the full picture wherever possible or appropriate.

Ensure joint partnership working is effective and information sharing protocols are in place.

Enrich the experiences of all learners through the promotion of a supportive culture of well-being and emotional resilience.

Ensure that there is a clear process of reporting issues or concerns or seeking support.

Use an appropriate trauma-informed response when working with learners who have experienced or are experiencing ACEs.

Increase awareness and understanding of well-being and safeguarding issues.

Be responsive to the early warning signs of abuse, neglect, and exploitation.

Provide education, guidance, and support to employees working with those with well-being or mental health issues with learners.

Be responsive to learners that are identified to be affected directly and indirectly by parental issues.

Provide support to parents and families that may be experiencing well-being, social, physical, or mental ill health issues and conditions.

Further information and support services:

Contact your local Multi Agency Safeguarding Hub (MASH) to discuss Early Help Assessment or Child Protection.

MIND Charity:    0300 123 3393    https://www.mind.org.uk/

Anxiety UK:    03444 775 774    https://www.anxietyuk.org.uk/

PAPYRUS:    0800 068 4141     https://www.papyrus-uk.org/

NSPCC:     0808 800 5000     https://www.nspcc.org.uk/ 

Prisoners' Families Helpline:    0808 808 2003    www.prisonersfamilies.org

Cruse Bereavement:    0808 808 1677   www.cruse.org.uk/get-support/ 

Refuge Domestic abuse: 0808 2000 247     www.nationaldahelpline.org.uk 

Advice for the families of people who use drugs and alcohol: Advice for the families of people who use drugs – NHS - NHS (www.nhs.uk)

Dealing With Adverse Childhood Experiences (ACEs)

In association with our partner Verifile, we are now able to offer additional online checks to the Enhanced DBS Service, directly through the app.

The new "Online Checks" section for Schools/Trusts to use to record online and social media information as per the latest KCSiE guidelines. KCSiE 2022 recommends that educational settings should consider conducting online searches as part of their due diligence during the recruitment process.  

Below we have outlined what these additional services include and how much they cost.  If you would like more information you can email our support team at help@scrtacker.com. 

Verifile's search will check an individual's online reputation across various social media platforms, identifying both positive and negative aspects of their online activity.

The search looks for positive activities such as charitable and volunteering work, as well as inappropriate content such as illegal activities, discriminatory or hateful behaviour, violence, extreme views, potential addictions, or sexually explicit content.

The search is using artificial intelligence to translate content from most languages into English. All reports include a screen grab of the social media profile page and any ‘red flag’ material found. You can read more about their social media screening service by clicking here.

How long will it take and how much does it cost?

The social media search costs £42.50 and takes 2-4 working days.

Using their current name and keywords from their CV, we'll search for information on an individual in over 1000 search engines, including the 'invisible web'.

"1000 search engines in 120 specialised categories, some based on language or country, including the "Invisible Web", which is hidden to generic search engines."

The internet search costs £42.50 and takes 1-2 working days.

If you would like to trial this new feature or would like further information, please email our support team at  help@scrtacker.com

Introducing the New 'Online Checks' Feature

In its new 5-year strategy, Ofsted takes account of the educational context shaped by the pandemic and proposes efforts to ramp up inspections and focus on early years learning. In this blog, we look at the ramifications of these strategic priorities and how safeguarding checks can be incorporated under the same. 

The Office for Standards in Education, Children's Services and Skills (Ofsted, for short) is the watchdog responsible for inspecting an array of educational institutions in the UK. Recently, the body unveiled its strategic vision and key areas of focus for the duration of 2022-27. In the 5-year-vision, the watchdog lays emphasis on ramping up the safeguarding measures like inspections and standard monitoring, designing an educational setting that addresses learning lags, and better recruitment practices for the workforce. 

Ramping up inspections and monitoring of standards

As a watchdog body, Ofsted inspects schools and academies, some independent schools, and other educational institutions, including special schools, pupil referral units and sixth form colleges on aspects of compliance, pupil safeguarding and educational quality. The body also inspects childcare, adoption and fostering agencies and initial teacher training.

In the new plan, Ofsted shares that the inspections will be ramped up to “allow more time for professional dialogue and evidence-gathering.” The focus is on making sure that the inspections yield useful outcomes. 

To that end, the inspections are expected to become more holistic: this means that inspections will examine a number of parameters beyond the obvious safeguarding benchmarks. This includes an assessment of how the skills gap is getting plugged, how well school leadership is engaging with other stakeholders and the robustness of the curriculum (as an extension to the inspection done under the education inspection framework - called EIF for short). In fact, the frameworks like the EIF will themselves be evaluated on their performance. 

Earlier, Ofsted had announced the £24 million spending review boost will be allocated towards inspection of all schools by 2025. Chief inspector Amanda Spielman was quoted as saying, “Schools and colleges have worked tirelessly to teach and support children and learners, at a time when their education has been seriously disrupted. Children only get one chance at school. Everyone working in education must do everything they can to give this generation the best possible chance to fulfil its potential. Ofsted will play its part – by giving parents and learners up-to-date information, and by helping schools and colleges shape their plans.”

By June 2025, all schools will be inspected.

This includes private schools and outstanding schools that were previously excluded. 

Interventions will take place if schools are found to have poor standards. A timeline of 9 to 12 months will be provided for the implementation of suggested changes. 

While thousands of schools are now controlled by MATs, Ofsted maintains that “the laws that govern how we inspect and regulate have not changed” even though a plethora of schools are now controlled by Multi-academy trusts (MATs). Ofsted has emphasised on Department for Education’s (DfE) regulatory review. So if you are looking for a software solution to help you ensure full compliance with DfE legislation, SCR Tracker can guide you through which checks are required for different types of employees, and when they need to be carried out, so you can be sure that you're compliant with current legislation.

Spotlight on Keeping Children Safe in Education

As we were mentioning in the previous point, Ofsted has indicated that it will work with the DfE to increase its powers to act when children are being educated in illegal schools. 

In the past year or so since the pandemic and lockdowns, newer risks and incidents have come to light. Inspections in the coming time will cover these bases as well. This means that Ofsted inspectors will look at the policies schools have for incidents and reports of sexual violence and sexual harassment, peer-on-peer abuse, among other sensitive incidents in the wake of the Everyone’s Invited scandal.

The inspectorate also recommends the inspection of local safeguarding partnerships under a new joint targeted area inspection programme.

Bolstering practices through data and rigorous research

As the other nuts and bolts are set up, Ofsted seeks to also “improve sharing of safeguarding information and data-sharing”. Ofsted plans to collaborate with other organisations in this field to broaden the data and insights. This research will then also be made accessible for everyone. 

The hope is that these insights will improve practice as they are used by schools, decision-makers and inspectors.

Schools and MATs will find the use of a tool to help with insight capturing, analytics dashboards, and other such features, handy. Headteachers, Safeguarding Governors and other colleagues can make use of such a system for daily updates and notifications. 

Ofsted has, time and again, expressed concerns about the impact of the pandemic on the quality of early years’ learning. This strategy of Ofsted creates actionable agenda for plugging this gap. 

First, it seeks to enhance high-quality teaching, for which it will “develop specialist training on early years education”. The pandemic-driven workforce crunch has been acknowledged, and concerns about the dwindling number of childcare providers have been highlighted as well. This also jeopardised their overall wellbeing in addition to their academic progress as vulnerable children, at risk of harm or neglect, disappeared from teachers’ line of sight.

Ofsted also promises to improve the quality of early years providers through the use and implementation of research and insight towards the support of young children’s physical, social and wider development.

Ofsted also hints at efforts to strengthen the workforce retention strategy. No organization has ever liked the idea of a high employee turnover: it adds to costs, hassles, and friction in workflows. Ofsted wants to look at the recruitment and retention approach and make it more proactive and flexible. The body is acknowledging the need to “develop specialist knowledge in growing areas of work” such as MATs.

In order to retain highly professional, credible people on staff, the new workforce strategy will focus on taking the average length of service for inspectors to at least 3-4 years. At the same time, the watchdog will work to improve the diversity of staff across all grades.

This is another aspect where efficient and easy statutory tracking of safer recruitment checks can be done through a Single Central Record tool. SCR Tracker provides a system to walk you through each pre-employment check, to see compliance by filling all sections complete and uploading evidence documentation on each staff profile.

Keeping an accurate Single Central Record is imperative to your promise of keeping children safe in education. With SCR Tracker, you can always be inspection-ready. 

Gearing up for change: Ofsted’s new 5-year strategy