Safeguarding Jargon Buster

Potentially traumatic events that occur before the age of 18 — including abuse, neglect, domestic violence, parental substance misuse, parental mental illness, or household instability. Research (the original ACE study by Felitti et al., 1998) shows a strong dose-response relationship: the more ACEs a child experiences, the higher their risk of poor health, mental health difficulties, and early death in adulthood. In education, understanding ACEs helps staff respond to behaviour as communication rather than defiance.

See also: Trauma-informed practice, Early Help

A person who must be present when a young person (under 18) or a vulnerable adult is interviewed by police. The appropriate adult safeguards the young person's rights and welfare during the process. A parent, guardian, social worker, or trained volunteer can fulfil the role. Schools are sometimes asked to help identify one.

A structured evaluation of a child's needs and circumstances. There are two main types: a Child and Family Assessment (Section 17, for children in need) and a Section 47 enquiry (where there are child protection concerns). Assessments should be completed within 45 working days and involve the child, family, and all relevant agencies including schools.

See also: Section 17, Section 47

A diagram of the human body used to record the location and description of marks, injuries, or bruising observed on a child. Body maps form part of a school's concern record and should be completed whenever physical signs of harm are noted. They must never replace a verbal description and should be stored securely as part of the child's safeguarding file.

Any bruising in a non-mobile child (one who cannot yet walk independently) is a significant safeguarding indicator and should be reported immediately. In older children, bruising in unusual locations — on the torso, back, buttocks, face, or ears — or in patterns (e.g., caused by implements) warrants concern. The "TEN-4" rule (bruising on Torso, Ears, Neck in children under 4) is a recognised clinical indicator of physical abuse.

A standardised assessment tool used to identify and assess the additional needs of children and young people who may benefit from early help — before problems escalate to the point of requiring statutory intervention. Most local authorities now use the CAF (or an equivalent Early Help Assessment form) as the gateway to team around the child (TAC) meetings and early help services.

See also: Early Help, TAC

NHS-funded specialist mental health services for children and young people up to age 18 (or 25 for those with SEND in some areas). CAMHS is typically tiered: Tier 1 (universal, e.g. school counsellors), Tier 2 (targeted, e.g. community CAMHS), Tier 3 (specialist outpatient), Tier 4 (inpatient). Referrals are usually made by a GP or school SENCO. Waiting times are frequently long — Kooth and school-based counselling can help bridge the gap.

A command of the National Crime Agency. CEOP investigates online child sexual exploitation and grooming. Anyone — a child, parent, teacher, or member of the public — can make a report via ceop.police.uk. CEOP also produces ThinkUKnow educational resources for use in schools. Schools must ensure staff know how to make a CEOP report.

See also: Grooming, CSE

Defined under Section 17 of the Children Act 1989. A child is "in need" if they are unlikely to achieve or maintain a reasonable standard of health or development without the provision of services, or their health or development is likely to be impaired without services, or they are disabled. Being a "child in need" triggers a duty on the local authority to assess and provide support — it is a lower threshold than child protection and is not the same as being on a child protection plan.

See also: Section 47, Child Protection Plan

The part of safeguarding that deals with responding to children who are suffering, or at risk of suffering, significant harm. Child protection is statutory (governed by the Children Act 1989, Working Together 2023, and KCSIE). It involves formal processes including Section 47 enquiries, Child Protection Conferences, and Child Protection Plans. Safeguarding is the broader, proactive term; child protection is the reactive, statutory element within it.

See also: Safeguarding, Section 47, CP Conference

A formal multi-agency meeting convened by the local authority. An Initial Child Protection Conference (ICPC) considers whether a child should be placed on a Child Protection Plan. A Review Child Protection Conference (RCPC) reviews progress at least every six months. Schools must attend and contribute a report. Parents and (where appropriate) children are usually invited. The conference chair makes the final decision on whether a plan is needed.

See also: Child Protection Plan, Section 47

A multi-agency plan for a child assessed as being at continuing risk of significant harm. Plans have four categories: Physical abuse, Emotional abuse, Sexual abuse, Neglect. A core group of professionals (including the school) meets regularly to review the plan. Schools must know which pupils are on a CPP, monitor attendance and welfare closely, and contribute to review conferences. A child on a CPP should be treated as a child looked after for the purposes of priority school admission.

A pattern of behaviour by which an abuser seeks to take away a victim's freedom and strip away their sense of self. It became a criminal offence in England and Wales under the Serious Crime Act 2015. Indicators include isolation from family and friends, financial control, monitoring movements, and using humiliation and threats. Children living in a household with domestic coercive control are experiencing emotional abuse even if they are not directly targeted.

See also: Domestic abuse, Operation Encompass

A form of criminal exploitation in which drug gangs from urban areas (typically) use a dedicated mobile phone line to extend their drug distribution networks into smaller towns, rural areas, and coastal communities. Children and vulnerable adults are coerced or groomed into carrying drugs and money. County lines is classified as modern slavery when children are involved. Indicators include unexplained absences, new older associates, unexpected money or gifts, and finding drugs or cash.

See also: CCE, Modern Slavery, Cuckooing

Where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child or young person under 18 into criminal activity — in exchange for something the child needs or desires, or simply through violence or threats. County lines drug distribution is the most common form of CCE, but it also includes being coerced into theft, street robbery, or gang-related violence. A child cannot consent to their own exploitation.

A form of child sexual abuse. It occurs when an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under 18 into sexual activity in exchange for something the victim needs or wants — or simply through threats. The exchange can be money, gifts, affection, status, accommodation, or drugs. Unlike many forms of abuse, CSE often involves a child who appears to be in a relationship with the perpetrator. A child can never consent to their own exploitation.

See also: Grooming, CCE

A practice associated with county lines drug supply in which gangs take over the home of a vulnerable person (often a young person, drug user, or someone with mental health difficulties) to use it as a base for drug dealing. The occupant is coerced through threats, violence, or their own addiction. If children or young people are present in a cuckooed property, it is a child protection emergency. Schools may become aware through unexplained living changes or a pupil's home address becoming unfamiliar.

When a child (or adult) tells someone — directly or indirectly — that they are experiencing abuse. Disclosures can be verbal, written, drawn, or behavioural. Key principles for receiving a disclosure: listen, don't promise secrecy, don't interrogate, don't show shock or disbelief, record accurately using the child's own words, and report to the DSL immediately. Staff must never investigate — that is the role of statutory agencies. Record the time, setting, and exact words used by the child.

See also: DSL, Recording

A member of the senior leadership team with lead responsibility for safeguarding and child protection in a school or college. The DSL role is statutory — required under KCSIE. Responsibilities include: receiving and acting on concerns from staff; making referrals to children's social care; maintaining safeguarding records; liaising with external agencies; training and supporting staff; and keeping the headteacher and governing body informed. There must always be a DSL or Deputy DSL available during school hours (including remote working). DSLs must complete Level 3 training and refresh it every two years.

See also: KCSIE, Deputy DSL

Defined in the Domestic Abuse Act 2021 as any behaviour of a person towards another with whom they are personally connected that is abusive. Abuse includes physical, sexual, violent, threatening, controlling, coercive, psychological, and economic abuse. Critically, children who witness domestic abuse are now legally recognised as victims in their own right under the 2021 Act. Domestic abuse is relevant to safeguarding because children in such households are often experiencing emotional abuse and may be at risk of physical harm.

See also: Operation Encompass, Coercive Control

The organisation responsible for criminal record checks and maintaining the lists of people barred from working with children and vulnerable adults in England, Wales and Northern Ireland (equivalent: Disclosure Scotland; AccessNI in Northern Ireland). Schools must obtain Enhanced DBS checks with a barred list check for all staff, volunteers, and governors who work with children. Schools must not allow someone to start regulated activity before their DBS check has been received unless a risk assessment supports doing so under appropriate supervision.

Support provided to children and families as soon as problems emerge — before they escalate to require statutory child protection intervention. Schools are a key early help provider and can trigger an Early Help Assessment (EHA). Early help aims to address issues such as domestic abuse, parental substance misuse, financial hardship, mental health, and SEND — which left unaddressed become child protection concerns. Schools have a duty to identify pupils who may benefit from early help (KCSIE).

See also: CAF, TAC, Threshold

A legally binding document, produced by the local authority, describing a child or young person's (aged 0–25) special educational needs, the support they require, and the outcomes they are working towards. EHCPs replaced Statements of Special Educational Need under the Children and Families Act 2014. The EHCP process should be completed within 20 weeks of a request. Schools must implement the provision set out in a child's EHCP — it is a legal obligation, not a suggestion. Failure to implement is a failure to safeguard.

The persistent emotional maltreatment of a child that causes severe and adverse effects on the child's emotional development. It may include: conveying to children that they are worthless, unloved, or inadequate; not giving them opportunities to express their views; deliberately silencing them; making them feel frightened; exploiting or corrupting them. Witnessing domestic abuse is classified as emotional abuse. Emotional abuse can occur without any physical harm. It is present in virtually all forms of child abuse and neglect.

A collective term for procedures that intentionally alter or injure female genital organs for non-medical reasons. It is illegal in the UK and a form of child abuse. Since 2015, regulated professionals (including teachers) have a mandatory duty to report to police when they discover that FGM has been carried out on a girl under 18. This duty is personal and cannot be discharged by referring it to the DSL — staff must make the report themselves. Schools should also be alert to girls at risk — e.g., those who may be travelling abroad during school holidays.

A marriage in which one or both parties do not (or cannot, in the case of those with learning difficulties) consent. Forced marriage has been a criminal offence in England and Wales since 2014. It is distinct from an arranged marriage (where both parties consent). Schools should be alert to children who are suddenly withdrawn from school, fear holidays abroad, or talk about being taken abroad to "meet someone". The Forced Marriage Unit (0207 008 0151) provides advice to professionals.

A legal concept, established in Gillick v West Norfolk [1985], which holds that children under 16 can consent to their own medical treatment if they have sufficient maturity and understanding to fully comprehend what is involved. It is relevant in safeguarding when considering whether a young person can make their own decisions about medical examination (e.g. following suspected sexual abuse) without parental consent. Fraser guidelines (named after the same case) specifically apply to contraception advice. Gillick competence should be assessed on a case-by-case, decision-by-decision basis.

The process by which an abuser builds trust with a child (and often their family) over time in order to gain access to and manipulate the child for the purpose of sexual abuse or exploitation. Grooming can happen in person or online — often both simultaneously. Groomers deliberately choose roles that give them legitimate access to children. Online grooming under the Sexual Offences Act 2003 is a criminal offence. Key stages often include targeting, trust building, isolation, desensitisation, and abuse.

See also: CSE, CEOP

A collection of practices used to control behaviour within families or communities to protect perceived cultural and religious beliefs and/or honour. When a person (mainly women and girls) is perceived to have shamed the family or community by breaking honour codes, abuse — including violence — may be used to punish them or force compliance. Forced marriage and FGM are forms of HBA. Schools should treat HBA as child protection and never attempt mediation with the family, which can escalate danger.

The sharing of relevant information between agencies to protect children. KCSIE and Working Together both make clear that the need to share information in safeguarding situations overrides data protection concerns. The key tests are: is there a legitimate purpose? Is the information necessary? Would sharing it be proportionate? The GDPR and Data Protection Act 2018 do not prevent information sharing for child protection purposes — they provide a framework within which it should happen. "When in doubt, share" is the recommended approach when a child's safety is at risk.

Children who are not on a school roll and therefore not known to any statutory agency. They may be home-educated without local authority registration, have fallen off a school roll after exclusion or move, or have never been enrolled. KCSIE requires schools to follow up any pupil who does not arrive after being expected, including those who fail to take up an offered place. Local authorities have a duty to track children who are missing from education (CME).

See also: CME, Off-rolling

The statutory safeguarding guidance for schools and colleges in England, issued by the Department for Education under Section 175 of the Education Act 2002. All governing bodies, proprietors, and management committees must have regard to KCSIE. It is updated annually (September). KCSIE sets out the legal responsibilities of schools in relation to safeguarding — including staff training, safer recruitment, the role of the DSL, the four categories of abuse, online safety, and the single central record. All school staff must read and understand at least Part 1 of KCSIE.

See also: DSL, Working Together, SCR

A child who is in the care of a local authority — either under a voluntary arrangement (Section 20) or via a care order (Section 31). Schools must appoint a designated teacher for looked-after children and have a Personal Education Plan (PEP) for every LAC. Virtual school heads (employed by the local authority) oversee the educational outcomes of LAC. Looked-after children are among the most vulnerable pupils and must be prioritised in all safeguarding decisions.

See also: PEP, Previously Looked After

The LADO manages and oversees allegations of abuse made against people who work with children — including school staff, volunteers, and governors. Schools must contact the LADO within one working day if an allegation is made or concerns arise about a person in a position of trust. The LADO's role is to ensure appropriate action is taken and allegations are handled correctly. Failing to refer to the LADO is a serious safeguarding failure. LADO contact details are available from every local authority.

The statutory multi-agency safeguarding arrangement in each local authority area, established under Working Together 2018 (updated 2023). LSCPs replaced Local Safeguarding Children Boards (LSCBs). The three statutory partners are the local authority, the police, and the integrated care board (ICB). LSCPs produce local safeguarding procedures, commission serious case reviews, coordinate training, and set the local threshold for intervention. Schools must align their own safeguarding policies with LSCP procedures.

See also: Working Together, Threshold

A co-located team of professionals from children's social care, police, health, education, and other agencies who share information and make coordinated decisions about safeguarding referrals. Not every local authority has a physical MASH (some operate virtual equivalents) but all have multi-agency referral processes. When a school makes a referral to children's social care, it is typically processed by or through the MASH. Schools should always follow up a referral if they have not received a response within one working day.

A broad term encompassing slavery, servitude, forced or compulsory labour, and human trafficking. The Modern Slavery Act 2015 criminalises these offences and establishes a National Referral Mechanism (NRM) through which potential victims can be identified. Children involved in county lines drug distribution, sexual exploitation, or domestic servitude may be victims of modern slavery. County lines child criminal exploitation is now routinely charged under the Modern Slavery Act. If a child is a potential victim, a referral to the NRM should be made.

See also: County Lines, CCE, NRM

In England, certain professionals have a statutory duty to report child protection concerns to the relevant authority. Currently, FGM mandatory reporting applies to all regulated professionals (including teachers): if they discover FGM has occurred in a girl under 18, they must report it to police. Broader mandatory reporting of child abuse is planned under the Children's Wellbeing and Schools Act 2025, which will require staff to report any knowledge or reasonable cause to suspect child abuse to their DSL. This is distinct from the existing FGM duty.

A person whose whereabouts are unknown and who may be at risk. Children who go missing from school, home, or care should always be taken seriously as a potential safeguarding concern. Repeat missing incidents, even if short, are a significant indicator of criminal or sexual exploitation. KCSIE requires schools to have procedures in place for children missing from education. The police must be informed for any child missing from care.

The persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's health or development. Neglect is the most common category of child protection — and the most difficult to identify because it develops gradually. Indicators include: poor hygiene; inadequate or inappropriate clothing; persistent hunger; fatigue and poor concentration; untreated medical or dental problems; and frequent absences. Neglect can be physical, emotional, educational, or medical. Poverty is not the same as neglect, but poverty can be a risk factor.

The UK's framework for identifying potential victims of modern slavery (including trafficking) and ensuring they receive appropriate support. Referrals are made by "first responders" — a designated list that includes schools, local authorities, police, and certain NGOs. Children who may be victims of county lines, sexual exploitation, or trafficking should be referred into the NRM. This does not require the child's consent if they are under 18. The Home Office makes decisions on whether a person is a recognised victim.

A scheme in which police notify a school's DSL before 9am on the next school day when a child has been present at, or involved in, a domestic abuse incident the previous evening. The notification allows the school to provide early support and be alert to any change in the child's presentation. Operation Encompass is now active in every police force in England and Wales. Schools must have a trained Key Adult to receive these notifications and act on them.

See also: Domestic Abuse, DSL

The practice of removing a pupil from the school roll without a formal, permanent exclusion — often to improve headline results or avoid dealing with complex needs. Off-rolling is not the same as exclusion and has no right of appeal for the family. Ofsted treats off-rolling as a safeguarding concern. Children who have been off-rolled are at increased risk of becoming "invisible" to statutory services. Schools must not delete a pupil's records when they leave without transferring them to their new setting.

See also: CME, Invisible Children

A form of abuse that may involve hitting, shaking, throwing, poisoning, burning, scalding, drowning, suffocating, or otherwise causing physical harm to a child. It may also be caused by fabricating the symptoms of, or deliberately inducing, illness in a child (formerly called Munchausen's by proxy — now Fabricated or Induced Illness, FII). Physical harm may also be caused when a parent or carer reports non-existent symptoms or tampers with a child's medical records or treatment.

A duty on schools (and other specified authorities) under the Counter-Terrorism and Security Act 2015 to have "due regard to the need to prevent people from being drawn into terrorism." Schools must: assess the risk of radicalisation; train staff; ensure internet safety; and work with the Channel programme for early intervention. Concerns about a pupil who may be at risk of radicalisation should be referred to the DSL, who can make a Channel referral. The Prevent duty does not criminalise curiosity or discussion — it targets genuine vulnerability to extremism.

See also: Channel, Radicalisation

When a child under 16 (under 18 if disabled) is cared for by someone who is not their parent, a person with parental responsibility, or a close relative — for 28 days or more. Private fostering is not the same as fostering through a local authority — it is a private arrangement. It is relevant to safeguarding because privately fostered children can be at risk and are not routinely known to agencies. Schools must notify the local authority when they become aware of a potential private fostering arrangement.

The process by which a person comes to support, and potentially participate in, terrorism or extremism. Radicalisation is a process, not an event — it can happen quickly or over years. Push factors include grievance, identity crisis, and social exclusion; pull factors include belonging, purpose, and ideology. Extremism is not confined to one faith or political position — schools must be alert to far-right, Islamist, incel, and other forms of extremism. No single indicator is conclusive; concerns should be raised through the DSL to Channel.

See also: Prevent, Channel

The formal process of notifying children's social care (or another statutory agency) of a concern about a child. Referrals must be followed up in writing within 24 hours if made verbally. Schools must refer immediately if a child is suffering or at risk of significant harm — they should not wait for a second incident or "more information." A referral does not mean a school has "accused" a family; it means they have exercised their professional judgment. If a school is concerned that a referral has not been actioned, they should escalate.

Schools must keep detailed, chronological records of all safeguarding concerns. Records should use the child's own words, be factual (not interpretive), include the date, time, location, and who was present, and be stored securely and separately from educational records. Safeguarding records must be passed to any new school a child transfers to (including a copy if the original cannot be sent). Records must not be routinely destroyed — they may be needed years later. All concerns, even those that seem minor, should be recorded.

Defined in Working Together 2023 as: "action taken to promote the welfare of children and protect them from harm." Safeguarding encompasses: protecting children from maltreatment; preventing impairment of children's mental and physical health or development; ensuring children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes. Safeguarding is broader than child protection — it is everyone's responsibility, not just the DSL's.

See also: Child Protection, KCSIE, Working Together

A legally required register that schools must maintain of the checks carried out on all staff (employed and contracted), volunteers, governors, and others who work with children in the school. The SCR must record the date each check was completed, not the content. It must be available for Ofsted inspection. The SCR must include: DBS checks, right to work checks, teacher qualifications checks (where applicable), identity checks, and overseas checks where relevant.

Section 17 of the Children Act 1989 places a duty on local authorities to safeguard and promote the welfare of children in their area who are in need. A referral under Section 17 leads to a Child and Family Assessment and, if appropriate, a support plan. This is a lower threshold than Section 47 — it is for children who need support but are not in immediate danger. Being a "child in need" does not mean a child is on a child protection plan.

See also: Section 47, Early Help, Threshold

Section 47 of the Children Act 1989 places a duty on local authorities to investigate where there is reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm. This is the statutory child protection threshold. A Section 47 enquiry involves police and children's social care jointly investigating and determining whether a Child Protection Conference needs to be called. Schools will be asked to contribute information. A Section 47 enquiry may or may not result in a Child Protection Plan.

See also: CP Conference, Section 17, Significant Harm

A qualified teacher responsible for co-ordinating provision for pupils with special educational needs and disabilities in a school. The SENCO role is statutory in maintained schools. From September 2024, newly appointed SENCOs must complete a National Professional Qualification (NPQ for SENCO). There is a significant overlap between SEND and safeguarding — pupils with SEND are at higher risk of abuse and less likely to be believed when they disclose. The SENCO and DSL should work closely together.

The threshold under the Children Act 1989 that justifies statutory child protection intervention. There is no absolute definition of what constitutes significant harm — it requires professional judgment in context. Factors include: the severity of ill-treatment; the degree and extent of physical and emotional harm; the duration and frequency of abuse; the extent of premeditation; and the impact on the child's development. A single traumatic incident may constitute significant harm, as may the cumulative effect of many lower-level incidents.

Involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening. Activities may involve physical contact (penetrative or non-penetrative) or non-contact activities (producing sexual images, viewing pornography, or sexual grooming). Children can be sexually abused by adults or by other children — peer-on-peer sexual abuse is a growing concern. A child under 13 cannot consent to any sexual activity. Children under 16 cannot legally consent to sex.

See also: CSE, Grooming, Peer-on-Peer Abuse

Abuse perpetrated by children on other children. KCSIE requires schools to have a specific policy on this. Forms include: bullying (including cyberbullying), physical violence, sexual harassment, sexual violence, upskirting, sharing of nude or semi-nude images, and abuse in intimate relationships. Schools must never dismiss peer-on-peer concerns as "banter" or "just what young people do." Allegations must be handled the same way as adult-perpetrated abuse. Both the victim and the perpetrator may need safeguarding support.

See also: KCSIE

A set of practices designed to deter and prevent unsuitable people from working with children. Schools must ensure that at least one person on any recruitment panel has completed safer recruitment training. Safer recruitment includes: scrutinising applications for gaps; verifying identity and qualifications; obtaining references and acting on concerns; conducting DBS checks; checking the prohibition from teaching list; and completing an online search. Safer recruitment is also relevant when selecting contractors and volunteers.

See also: DBS, SCR

A model of early help in which a co-ordinated group of practitioners from different services work together around an individual child and family. The TAC meets regularly, reviews the plan, and adjusts support as needed. A lead professional (often from the service with the most involvement) co-ordinates activity and is the main point of contact for the family. TAC meetings replace the fragmented approach of multiple services working independently.

See also: Early Help, CAF

The level of concern at which a particular type of intervention becomes appropriate. Thresholds are described in a document (the "threshold of need" document) published by each LSCP. The main thresholds are: universal (no additional needs), early help (additional needs), child in need (significant unmet need), and child protection (significant harm or risk of significant harm). Schools must understand their local threshold document to make appropriate referrals. If a referral is refused, schools can escalate using the LSCP's escalation procedure.

See also: Section 17, Section 47, Significant Harm

An approach to education and support that recognises the widespread impact of trauma and integrates that knowledge into policies and practice. A trauma-informed school asks "what happened to this child?" rather than "what is wrong with this child?" Key principles include: safety, trust, choice, collaboration, and empowerment. Challenging behaviour is understood as a stress response rather than wilful defiance. Trauma-informed practice is not the same as being "soft" — it is about being effective.

See also: ACEs

The principle that children have a right to express their views and to have those views given due weight in decisions that affect them — enshrined in Article 12 of the UN Convention on the Rights of the Child. In safeguarding, this means that professionals must actively seek and record the child's perspective, not just the parents'. Many serious case reviews have found that children's voices were not heard, or that adults over-relied on reassurances from parents. Recording the voice of the child in assessment and planning is both good practice and a legal obligation.

Making a disclosure in the public interest about wrongdoing in the workplace — including safeguarding failures. Staff in schools have a duty to raise concerns about a colleague's conduct or about how the school is handling safeguarding matters. This includes concerns about the headteacher. If the DSL or headteacher is not appropriately responding, staff can contact the LADO, the NSPCC's whistleblowing helpline (0800 028 0285), or Ofsted directly. Schools must have a whistleblowing policy that protects staff from retaliation.

The statutory inter-agency guidance for child protection in England, published by the Department for Education. Most recently updated in December 2023, it sets out what is expected of organisations and agencies that work with children — including schools, health, police, and social care. It establishes the framework for LSCPs, child protection processes, serious incident review processes, and the principles of multi-agency working. All safeguarding decisions in schools should be consistent with Working Together. It works in tandem with KCSIE.

See also: KCSIE, LSCP

Multi-agency teams established under the Crime and Disorder Act 1998. YOTs work with children who have offended or are at risk of offending, and with children who have been victims of crime. They include staff from police, probation, social services, health, and education. YOTs have a statutory obligation to prevent offending by children and young people. Schools may have children known to a YOT — this is relevant safeguarding information that should be shared appropriately with the DSL.