Statutory guidance

Keeping children safe in education <link?>is statutory guidance for schools and colleges who must have regard to it when carrying out their duties to safeguard and promote the welfare of children.

The School inspection handbook <link?>describes the main activities undertaken during inspections of schools in England under section 5 of the Education Act 2005. It sets out the evaluation criteria that inspectors use to make their judgements and on which they report.

Other important documents are The common inspection framework: education, skills and early years <link?>and Inspecting safeguarding in early years, education and skills settings<link?>. It is important to note that statutory guidance changes regularly so you should check the Government website regularly and sign up for email alerts.

You may also find the Government Education Inspection blog useful.


Munro review reports

Munro Review of Child Protection Part 1 - A systems analysis<link?>

Munro Review of Child Protection Part 2 - The child's journey<link?>

Munro Review of Child Protection Part 3 - A child centred system<link?>

Relevant research about recognition

Alaggia, R. (2010) An ecological analysis of child sexual abuse disclosure: Considerations for child and adolescent mental health. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 19(1): 32-39

Chan, Y., Lam, G. and Shae, W, (2011) Children’s views on child abuse and neglect: findings from an exploratory study with Chinese children in Hong Kong. Child Abuse & Neglect, 35: 162-172

Crisma, M., Bascelli, E., Paci, D. and Romito, P. (2004) Adolescents who experienced sexual abuse: fears, needs and impediments to disclosure. Child Abuse & Neglect, 28(10): 1035-1048

McCarry, M. (2009) Justifications and contradictions: understanding young people's views of domestic abuse. Men and masculinities, 11(3): 325-345

McGee, C. (1997) Children’s experiences of domestic violence. Child & Family Social Work, 2(1): 13-24

Sjoberg, R. and Lindblad, F. (2002) Limited disclosure of sexual abuse in children whose experiences were documented by videotape. The American Journal of Psychiatry, 159(2): 312-314

Relevant research about telling

Alaggia, R. (2004) Many ways of telling: expanding conceptualizations of child sexual abuse disclosure. Child Abuse & Neglect; 28 (11): 1213-1227

Collin-Vezina, D., De La Sablonniere-Griffin, M. and Palmer, A. (2013) Alleviating the burden on the victim: individual, relational, and social factors that impede disclosure of child sexual abuse. ISPCAN conference proceedings, Thirteenth ISPCAN European Regional Conference on Child Abuse and Neglect. Dublin, 2013

Franks, M. and Medforth, R. (2005) Young helpline callers and difference: exploring gender, ethnicity and sexuality in helpline access and provision. Child & Family Social Work, 10(1): 77-85

Goodman-Brown, T., Edelstein, R., Goodman, G. and Gordon,D. (2003) Why children tell: a model of children's disclosure of sexual abuse. Child Abuse & Neglect, 27(5): 525-540

Hershkowitz, I., Horowitz, D. and Lamb, M. ( 2005) Trends in children's disclosure of abuse in Israel: A national study. Child Abuse & Neglect, 29(11): 1203-1214

Jones, D. (2000) Editorial: disclosure of child sexual abuse. Child Abuse & Neglect, 24(2): 269-271

Kegan, S. (2004) Disclosing unwanted sexual experiences: results from a national sample of adolescent women. Child Abuse and Neglect, 28(2): 147-165

Lippert, T., Cross, T., Jones, L. and Walsh, W. (2009) Telling interviewers about sexual abuse. Child Maltreatment, 14(1): 100-113

London, K., Bruck, M., Ceci, S. and Shuman, D. (2005) Disclosure of child sexual abuse: What does the research tell us about the ways that children tell? Psychology Public Policy and Law, 11 (1): 194-226

Paine, M. (2000) Children's self-disclosure of sexual abuse: Effects of victim, perpetrator, and abuse characteristics. Dissertation Abstracts International: Section B: The Sciences and Engineering,. 61(4-B): 2215

Palmer, S., Brown, R., Rae-Grant, N. And Loughlin, M. (1999) Responding to children's disclosure of familial abuse: what survivors tell us. Child Welfare, 78(2): 259-82

Priebe, G. and Svedin, C. (2008) Child sexual abuse is largely hidden from the adult society. Child Abuse & Neglect, 32(12): 1095-1108

Smith, D., Letourneau, E., Saunders, B., Kilpatrick, D., Resnick, H. and Best, C. (2000) Delay in disclosure of childhood rape: results from a national survey. Child Abuse & Neglect 24(2): 269-287

Ungar, M. Barter K., McConnell, S., Tutty, L and Fairholm, J. (2009) Patterns of abuse disclosure among youth. Qualitative Social Work, 8(3): 341-356

Ungar, M. Tutty, L., McConnell, S., Barter K. and Fairholm, J. (2009) What Canadian youth tell us about disclosing abuse. Child Abuse & Neglect, 33(10): 699-708

Vincent, S. and Daniel, B. (2004) An analysis of children and young people's calls to ChildLine about abuse and neglect: a study for the Scottish Child Protection Review. Child Abuse Review, 13(2): 158-171

Research specifically about disabled children - recognition and telling

Brandon, M., Sidebotham, P., Ellis. C., Bailey, S., and Belderson, P. (2011) Child and Family Practitioners Understanding of Child Development: Lessons from a small sample of serious case reviews. Research Report DFE-RR110.

Hernon, J., Brandon, M., Cossar, J., & Shakespeare, T. (2015). Recognising and responding to the maltreatment of disabled children: A children’s rights approach. Social Work and Social Sciences Review17(3), 61-77.

Murray, M. and Osborne C. (2009) Safeguarding Disabled Children: Practice guidance. London: DCSF.

NSPCC (2003) It Doesn’t Happen to Disabled Children. Child protection and disabled children. Report of the National Working Group on Child Protection and Disability.

Research about young people's views of help

Farnfield,S. and Kaszap, M. (1998) What makes a helpful grown up? Children’s views of professionals in the mental health services. Health Informatics Journal, 4(1): 3-14

Fox, C. and Butler, I. (2007) ‘If you don’t want to tell anyone else you can tell her’: young people’s views on school counselling. British Journal of Guidance & Counselling, 35(1): 97-114

Frost, N., Elmer, S., Best, L. And Mills, S. (2010) Ensuring access and inclusion for marginalised children in extended services: identifying the barriers and promoting choice. British Journal of Special Education, 37(3): 113- 121

Hill, M. (1999) What’s the problem? Who can help? The perspectives of children and young people on their well-being and on helping professionals. Journal of Social Work Practice, 13(2): 135-145

Houghton, C. (2008) Participation of children and young people experiencing domestic abuse. In Humphreys, C. et al (Ed) Literature Review: Better outcomes for children and young people experiencing domestic abuse – Directions for good practice. Edinburgh: The Scottish Government

Hutchinson, L. and St John, W. (2012) Creating connections: strategies to improve adolescent boys’ access and engagement with school-based health services. Contemporary Nurse, 40(2): 258-268

Ingram, J. and Salmon, D. (2007) ‘No worries!’: young people’s experiences of nurse-led drop-in sexual health services in South West England. Journal of Research in Nursing, 12(4): 305-316

Ingram, J. and Salmon, D. (2010). Young people’s use and views of a school-based sexual health drop-in service in areas of high deprivation. Health Education Journal69(3), 227-235.

Wright, P., Turner, C., Clay, D. and Mills, H. (2006) Involving children and young people in developing social care. SCIE Practice Guide 6; Barnardo’s Policy and Research Unit