Reporting Procedures

Lesson Details

• Unit: Safe Learning Environments
• Lesson Number: 17 of 30
• Duration: 60 minutes
• Class Size: 6 students
• Age Group: Year 12 (16-17 years)
• Curriculum Link: National Curriculum for England — PSHE Education framework (Personal, Social, Health and Economic education)
• Topic: Reporting Procedures for Neglect and Abuse

---

Learning Objectives

By the end of this lesson, students will be able to:

1. Understand the appropriate procedures for reporting suspected neglect and abuse in educational settings.
2. Explain the role and importance of safeguarding policies within schools and local authorities.
3. Demonstrate awareness of confidentiality and legal responsibilities when reporting concerns.
4. Evaluate different scenarios and decide on appropriate responses following safeguarding policies.

Curriculum Links:

• Relationships and Sex Education (RSE) — Health and Wellbeing (NC KS5 PSHE):
  “Understand how to identify signs of abuse and neglect and know how to report concerns about wellbeing or safety.”
• Safeguarding Compliance (DfE Statutory Guidance on Keeping Children Safe in Education):
  “The responsibility of schools to implement safeguarding policies and procedures and ensure staff know how to report concerns.”

---

Resources

• Case study handouts (3 scenarios depicting neglect and abuse)
• Safeguarding policy excerpt (simplified for students)
• Flowchart poster for reporting procedures
• Whiteboard and markers
• Confidentiality and reporting role-play cards
• Reflection sheets

---

Lesson Structure

1. Introduction and Starter (10 minutes)

• Activity: Quick-fire quiz (via a show of hands or mini whiteboards) on recognising neglect and abuse, to revise prior knowledge from lessons 1-16.
• Teacher Input: Briefly recap definitions of neglect and abuse, and why safeguarding is critical in schools (link to prior lessons). Introduce today’s focus on how to report concerns appropriately, emphasising legal and ethical responsibilities.

2. Direct Instruction: Reporting Procedures (15 minutes)

• Present a visual flowchart representing the step-by-step reporting process based on the school’s safeguarding policy:
  • Identify concern
  • Record objectively
  • Report to designated safeguarding lead (DSL)
  • Follow-up and external referrals if necessary
• Discuss the role of the DSL and responsibilities of all staff/students in safeguarding.
• Reference the statutory guidance from the Department for Education’s Keeping Children Safe in Education (KCSIE) document.
• Highlight confidentiality, the limits of it, and how whistleblowing works in safeguarding contexts.

3. Group Activity: Case Studies & Role-Play (20 minutes)

• Divide students into pairs and assign one case study per pair (three different scenarios showing suspected neglect or abuse).
• Students read and discuss:
  • Identify warning signs
  • Decide next steps based on the flowchart and safeguarding policy
• Role-play: One student acts as the reporter; the other as the DSL. They practice communicating concerns professionally and sensitively.
• Rotate roles and encourage peer feedback on clarity and confidentiality.

4. Class Discussion & Reflection (10 minutes)

• Groups share key insights from their role-plays and decisions.
• Discuss potential challenges they might face reporting concerns (e.g., fear, uncertainty, peer pressure).
• Emphasise the importance of acting promptly and within policy.
• Reflection Prompt: How would you feel if you needed to report something? What support would you expect?

5. Plenary and Assessment (5 minutes)

• Exit ticket: Each student writes down:
  • One critical step when reporting suspected abuse or neglect
  • Why safeguarding policies protect individuals and communities
• Collect these for formative assessment to check understanding.

---

Assessment and Feedback

• Informal assessment through observation of group discussions and role-plays.
• Summative formative task: Exit tickets assessing individual understanding of reporting steps and safeguarding purpose.
• Teacher provides verbal feedback during activities, highlighting effective communication and adherence to procedures.

---

Differentiation and Safeguarding

• Support for students who may find scenarios distressing:
  • Option to opt out of role-play but still participate in discussions.
  • Teacher available for pastoral support.
• Encourage respectful dialogue and confidentiality during discussions.
• Use clear, accessible language in policy excerpts and scenarios.

---

Extension Ideas / Homework

• Research the local authority’s safeguarding policy and inform a short presentation on how it applies beyond the school.
• Write a reflection on the importance of safeguarding and reporting within wider society.
• Explore the role of external agencies such as social services, NSPCC, or the police.

---

This lesson uses a mix of direct instruction, practical role-play, and collaborative discussions to align with the PSHE Education framework within the English National Curriculum, ensuring that Year 12 students develop critical awareness and practical skills essential for creating and maintaining safe learning environments.