x Safeguarding

Safeguarding Training Answers

This document contains the answers to the safeguarding training quiz. The square brackets following each answer contain
a reference to the Part and numbered paragraph(s) in Keeping Children Safe in Education (KCSIE) where further information
can be found.

Answers
Question 1
d – Safeguarding is everyone’s responsibility. [Part one, paragraph 2]
Question 2
b – Staff should maintain an appropriate level of confidentiality and only involve those who need to be involved, such
as the designated safeguarding lead(s) and local authority children’s social care. [Part one, paragraphs 17-19]
Question 3
c – Pupils in families with a sole caregiver are not listed as a group that staff should be particularly alert to with
regards to Early Help. However, practitioners should remain constantly vigilant to the fact that any child, regardless of
circumstances, could become a victim of child abuse. [Part one, paragraph 20]
Question 4
c – Fabricating or deliberately inducing illness in a child is a form of physical abuse. [Part one, paragraph 27]
Question 5
a – When seen in isolation, firm rules and boundaries at home are not mentioned in KCSIE as indicators of emotional
abuse. However, if other indicators are present, this should be recorded and reported by following your setting’s usual
procedures. [Part one, paragraph 28]
Question 6
d – Statements a, b and c are all false. Children can commit sexual abuse against other children (child-on-child abuse).
Sexual abuse can include no physical contact, such as encouraging children to be sexually inappropriate. People of any
gender can sexually abuse children. [Part one, paragraphs 29, 32-35]
Question 7
b – Answer b is the strongest indicator of neglect as exposure to emotional harm occurs on a daily basis and is
therefore persistent. While answers a, c and d could form part of a bigger picture of neglect, there is not a persistent
failure to meet a child’s basic needs from the examples alone. [Part one, paragraph 30]
Question 8
a – If there are no reports of child-on-child abuse, this does not mean it is not occuring. It may be the case that it is
simply not being reported. [Part one, paragraphs 32-34; Annex B, ‘Sexual violence and sexual harassment between
children in schools and colleges’]
Question 9
b – Initiation/hazing type violence and rituals involve using harassment, abuse or humiliation as a way of initiating a
person into a group. For the incorrect answers, answer ‘a’ describes ‘upskirting’, answer ‘c’ describes ‘sexting’ or youth-
produced sexual imagery and answer ‘d’ describes ‘teenage relationship abuse’. [Part one, paragraph 35]
Question 10
c – Child Sexual Exploitation (CSE) is a form of sexual abuse where children are coerced into engaging in sexual
activities. [Part one, paragraphs 36, 40-42; Annex B, ‘Child Criminal Exploitation (CCE) and Child Sexual Exploitation
(CSE)’]
Question 11
c – Children can be victims of domestic abuse, either through experiencing the effects of abuse at home and/or
suffering domestic abuse in their own intimate relationships (teenage relationship abuse). Children can have long-
lasting, detrimental impacts from experiencing domestic abuse, affecting their health, wellbeing, development and
ability to learn. [Part one, paragraph 43; Annex B, ‘Domestic Abuse’]

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Question 12
b – County lines is the term used when children are exploited by criminal groups to move, store and sell drugs through
coercion, intimidation and violence. Answer c (cuckooing) describes an element of county lines where a property is
overtaken by a criminal gang to facilitate the sale and storage of drugs. [Part one, paragraphs 37-39; Annex B, ‘County
lines’]
Question 13
a – While the risk of FGM can increase in families with certain religious or cultural beliefs and can involve travel abroad,
this is not exclusively the case and practitioners should be aware of this. However, there is a legal duty for teachers to
report FGM to the police if discovered, such as through a disclosure. This is often done by the DSL. [Part one, paragraph
44; Annex B, ‘So-called ‘honour’-based abuse’]
Question 14
d – All of the indicators (along with others) are signs of risk from, or involvement with, serious violent crime. [Part one,
paragraph 48; Annex B, ‘Serious Violence’]
Question 15
c – The Prevent Duty falls under section 26 of the Counter-Terrorism and Security Act 2015. Schools should have “due
regard” to the need to prevent people from being drawn into terrorism. [Annex B, ‘Preventing radicalisation’]
Question 16
b – KCSIE clearly states that the DPA and UK GDPR do not prevent the sharing of information for the purposes of
keeping children safe and promoting their welfare. Staff should always act immediately upon concerns and speak to
the DSL if they are unsure about information sharing. [Part one, paragraphs 51-57]
Question 17
a – Staff who make referrals to children’s social care should provide as much information as possible to build a
complete picture of that child’s context. [Part one, paragraph 60]
Question 18
b – Concerns and allegations about staff, including supply staff, volunteers and contractors, should be made to the
headteacher or principal. If the concern is about the headteacher or principal themselves, this should be raised with
the chair of governors (or chair of the management committee or proprietor of an independent school, depending on
your setting’s context). The local authority designated officer (LADO) may also be contacted in this instance. [Part one,
paragraphs 71-73]
Question 19
c – It is good practice to store safeguarding documents in separate folders or files for each individual child. [Part one,
paragraphs 68-69]
Question 20
d – All of these issues have been identified as poor safeguarding practice. [Part one, paragraph 70]

What’s next?
Reflect on the questions that you found more challenging in this quiz. Was there any terminology that you didn’t
understand or any subject areas that you didn’t know about? Note these down and speak to your DSL to seek further
training and guidance in these areas.

What if some of the safeguarding issues covered in this training aren’t present in
my setting? Do I still need to know about them?
In a word, yes. Reflect on the following paragraph (Part one, paragraph 51) of KCSIE and what it tells you to know,
understand and do:

“Staff working with children are advised to maintain an attitude of ‘it it could
happen here’
here where safeguarding is concerned. When concerned about the welfare
of a child, staff should always act in the best interests of the child.”
child

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