Safeguarding

At Riverside Bridge School, safeguarding is carefully adapted to meet the needs of every pupil.

As a specialist setting, many of our pupils have complex learning needs, communication differences, sensory processing needs and, in some cases, medical vulnerabilities. These factors can influence how pupils experience the world, communicate with others and respond to situations around them.

Safeguarding in this context requires more than following procedures. It requires a deep understanding of each pupil as an individual, alongside a proactive and responsive approach that recognises their strengths, needs and vulnerabilities.

We recognise that traditional safeguarding approaches are not always sufficient. Our practice is therefore designed to ensure that every pupil is understood, supported and protected in ways that are meaningful and accessible to them.

Understanding behaviour as communication

At Riverside Bridge School, behaviour is understood as a form of communication.

Many pupils are not able to verbalise when they feel worried, unsafe, overwhelmed or distressed. Instead, they may communicate through changes in behaviour, engagement, emotional regulation or interaction with others.

Staff are trained to look beyond the behaviour itself and consider what it may be communicating. Rather than asking, "What is wrong with this behaviour?", we ask, "What is this pupil trying to tell us?"

By understanding behaviour in this way, staff are able to identify concerns earlier, provide appropriate support and respond to pupils with empathy and understanding.

A Total Communication approach

Communication is central to effective safeguarding.

We use a Total Communication approach to ensure that every pupil has a way to express themselves and be understood. Depending on individual need, this may include spoken language, signing, symbols, visual supports, objects of reference, communication aids or AAC systems.

Communication is embedded throughout the school day and modelled consistently by staff. This helps pupils communicate their needs, make choices, build relationships and seek support when required.

By ensuring that every pupil has a voice, we strengthen their ability to participate in their own safety and wellbeing.

Supporting emotional regulation

Many pupils require support to understand and manage their emotions.

Emotional regulation is closely linked to safeguarding because pupils who feel overwhelmed, anxious or distressed can become more vulnerable. For this reason, regulation support is embedded throughout school life.

Staff use a range of personalised approaches including visual supports, sensory strategies, co-regulation, movement opportunities and predictable routines. These strategies help pupils feel safe, calm and ready to engage in learning.

Over time, pupils are supported to develop increasing awareness of their emotions and greater independence in managing them.

Trauma-informed practice

We recognise that some pupils may have experienced adversity, trauma or significant life challenges.

Our approach is grounded in trauma-informed practice, which means we prioritise safety, trust, consistency and positive relationships. Staff work hard to create calm and predictable environments where pupils feel secure and supported.

Rather than focusing solely on behaviour, we seek to understand the experiences and needs that may sit behind it. This helps ensure that pupils are met with compassion, understanding and appropriate support.

Safeguarding pupils with medical and complex needs

For some pupils, safeguarding also includes responding to complex medical needs.

Many pupils require individual healthcare plans, risk assessments or specialist support to ensure their safety throughout the school day. Staff receive appropriate training and work closely with health professionals and families to provide consistent and effective support.

This coordinated approach ensures that pupils' health, wellbeing and safety remain closely connected.

Working with families and professionals

Strong partnerships are essential to safeguarding.

We work closely with parents, carers and external professionals to ensure that pupils receive consistent support across all areas of their lives. This includes collaboration with social care, health services, therapists and the Local Authority where appropriate.

By sharing information and working together, we are able to build a more complete understanding of each pupil's needs and ensure that support is coordinated and effective.

A Culture of professional vigilance

Safeguarding relies on staff knowing pupils well and remaining professionally curious.

At Riverside Bridge School, staff are trained to notice even the smallest changes in behaviour, communication, attendance, presentation or emotional wellbeing. Concerns are recorded, shared and followed up promptly, ensuring that no issue is overlooked.

This culture of vigilance helps us identify concerns early and provide support before difficulties escalate.

Creating safe and predictable environments

The environment plays an important role in helping pupils feel safe.

Classrooms and shared spaces are carefully structured to provide consistency, routine and predictability. Pupils benefit from clear expectations, familiar adults and supportive environments that reduce anxiety and promote engagement.

This sense of safety allows pupils to build confidence, develop relationships and participate more fully in school life.

Through this specialist approach, pupils are supported to feel safe, understood and valued.

They develop trusting relationships with adults, gain confidence in communicating their needs and receive support that reflects their individual strengths and challenges. As a result, pupils are better able to engage in learning, build independence and develop a strong sense of belonging.

Safeguarding in a specialist setting requires expertise, understanding and a commitment to seeing every pupil as an individual. At Riverside Bridge School, this commitment underpins everything we do, ensuring that every pupil is protected, respected and supported to thrive.

At Riverside Bridge School, safeguarding is everyone's responsibility.

All members of staff receive regular safeguarding training and are expected to remain vigilant to any concerns relating to a pupil's safety, wellbeing or welfare. However, the school also has a dedicated safeguarding team who lead safeguarding practice, provide advice and support to staff and coordinate responses to concerns.

Our safeguarding team works closely with pupils, families, staff and external agencies to ensure that concerns are identified early and that pupils receive the support they need.

 

Designated Safeguarding Lead (DSL) - Mr L. Carvalho

The Designated Safeguarding Lead has overall responsibility for safeguarding and child protection across the school.

The DSL ensures that safeguarding procedures are implemented effectively, concerns are responded to appropriately and staff receive the training and guidance needed to keep pupils safe.

Responsibilities include:

• managing safeguarding concerns and referrals
• working with external agencies and professionals
• supporting pupils and families
• overseeing safeguarding records and procedures
• ensuring safeguarding remains a priority across the school

 

Deputy Designated Safeguarding Leads (DDSLs)

The Deputy Designated Safeguarding Leads support the DSL and ensure that safeguarding support is available across the school at all times.

They work closely with staff, pupils and families and play an active role in responding to concerns, supporting pupils and liaising with external agencies.

 

Safeguarding Governor - Mr H. Farrington (Chair of Governors)

The Governing Body plays an important role in ensuring that safeguarding arrangements are effective.

The Safeguarding Governor provides oversight and challenge, ensuring that safeguarding policies, procedures and training are robust and that safeguarding remains a priority across the school.

 

 

Our commitment

Safeguarding is central to everything we do at Riverside Bridge School.

Our safeguarding team works to ensure that pupils feel safe, listened to and supported, while providing guidance and reassurance to families and staff. Through strong partnerships and effective safeguarding practice, we strive to create an environment where every pupil can thrive.

At Riverside Bridge School, online safety is an important part of safeguarding and preparing pupils for life in an increasingly digital world.

Technology plays a significant role in many aspects of everyday life, providing opportunities for learning, communication, entertainment and independence. However, it can also present risks, particularly for children and young people with additional needs who may be more vulnerable online.

We recognise that many of our pupils require explicit teaching and ongoing support to understand online risks, make safe choices and develop responsible digital behaviours. Our approach is therefore proactive, personalised and embedded throughout the curriculum.

Understanding online risks

For many pupils, understanding online safety can be challenging.

Difficulties with communication, social understanding, emotional regulation or recognising risk can make it harder for some pupils to identify unsafe situations or respond appropriately when concerns arise.

Online risks may include:

• communicating with strangers
• sharing personal information
• cyberbullying
• accessing inappropriate content
• online scams and manipulation
• excessive screen time
• unhealthy online relationships
• misuse of social media, gaming platforms or messaging apps

Teaching is adapted to pupils' age, developmental stage and level of understanding, ensuring that learning is relevant, meaningful and accessible.

Teaching online safety

Online safety is taught through our curriculum and reinforced through everyday practice.

Pupils learn how to use technology safely, responsibly and respectfully. Learning is carefully structured and revisited over time, helping pupils develop confidence and understanding as they grow.

Topics may include:

• keeping personal information private
• recognising trusted adults who can help
• staying safe when communicating online
• understanding appropriate online behaviour
• recognising unsafe or worrying situations
• reporting concerns and asking for help
• developing healthy digital habits

Learning is supported through discussion, visual resources, real-life scenarios, social stories and practical activities that help pupils apply their understanding in meaningful ways.

Preparing pupils for the digital world

Online safety is not simply about avoiding risks; it is also about developing the skills needed to participate safely and confidently in modern society.

As pupils get older, learning increasingly focuses on independence, digital responsibility and understanding how technology is used in everyday life.

This may include:

• using the internet for research and learning
• accessing online services safely
• understanding digital footprints
• using email and communication platforms appropriately
• recognising misinformation and scams
• preparing for technology use in further education, employment and adult life

Our aim is to equip pupils with the knowledge and confidence to make safe choices both now and in the future.

Working with families

Online safety is most effective when school and home work together.

Technology develops rapidly, and we recognise that families may sometimes need support in understanding online risks and safety measures. Throughout the year, we provide information, guidance and signposting to help parents and carers support safe technology use at home.

We encourage families to talk regularly about online experiences, set appropriate boundaries and seek support if concerns arise.

Filtering, monitoring and safe use of technology

The school has robust systems in place to support safe use of technology.

Internet access is filtered and monitored to help protect pupils from inappropriate content and online risks. Staff supervise technology use appropriately and ensure that online learning takes place within a safe and secure environment.

These measures support safeguarding while allowing pupils to benefit from the opportunities that technology can provide.

Reporting concerns

Pupils are encouraged to speak to a trusted adult if they encounter anything online that makes them feel worried, upset or unsafe.

Parents and carers who have concerns about online safety are encouraged to contact the school for advice and support.

Any safeguarding concerns relating to online activity are managed in line with the school's safeguarding procedures.

Through our online safety education, pupils develop the knowledge, skills and confidence needed to navigate the digital world safely.

They learn how to protect themselves, make informed choices and seek help when needed. Over time, pupils become more responsible users of technology and better prepared for the opportunities and challenges of life online.

At Riverside Bridge School, we believe that online safety is an essential life skill and a key part of preparing pupils for the future.

At Riverside Bridge School, relationships and behaviour are central to safeguarding, well-being and learning.

We believe that positive relationships provide the foundation for pupils to feel safe, develop confidence and achieve their potential. Our approach is rooted in understanding, respect and inclusion, recognising that every pupil communicates, learns and experiences the world differently.

We are committed to creating a calm, supportive and nurturing environment where pupils are encouraged to develop the skills they need to build relationships, regulate emotions, communicate effectively and participate positively in school life.

Our approach

Our Relationships and Behaviour Policy is based on the understanding that behaviour is a form of communication.

Many of our pupils experience communication difficulties, sensory differences, anxiety, trauma, medical needs or barriers to learning that can influence how they express themselves. Behaviour often provides important information about a pupil's needs, feelings or experiences.

Rather than focusing solely on the behaviour itself, staff seek to understand the reasons behind it and provide the support pupils need to feel safe, understood and successful.

Our approach is:

• relationship-centred
• therapeutic and trauma-informed
• consistent and predictable
• respectful and inclusive
• personalised to individual needs
• focused on learning, development and wellbeing

Building positive relationships

Strong relationships are at the heart of everything we do.

Pupils thrive when they feel valued, respected and understood. Staff invest time in getting to know each pupil as an individual, including their communication preferences, interests, strengths and support needs.

Throughout the school day, staff model positive interactions and support pupils to develop:

• trust and confidence
• communication skills
• social understanding
• empathy and respect
• cooperation and teamwork
• self-awareness and emotional understanding

By creating positive connections between pupils, staff and families, we establish an environment where learning and personal development can flourish.

Promoting positive behaviour

We actively teach and reinforce behaviours that help pupils to be successful in school and beyond.

This includes supporting pupils to:

• communicate their needs appropriately
• develop independence
• make positive choices
• manage emotions safely
• respect others and their environment
• participate in learning and community activities

Recognition and encouragement are personalised to each pupil, helping them understand their achievements and build confidence in their abilities.

Success is celebrated in ways that are meaningful and motivating for the individual.

Supporting emotional regulation

Many pupils require support to understand and manage their emotions.

Staff use a range of strategies to help pupils feel safe and regulated, including:

• visual supports
• structured routines
• sensory approaches
• communication systems
• movement and regulation breaks
• co-regulation with trusted adults

By supporting regulation proactively, we help pupils develop greater emotional resilience and independence over time.

Understanding and responding to behaviour

When behaviour occurs that causes concern, staff respond calmly, consistently and professionally.

The focus is always on understanding what the behaviour may be communicating and identifying the most appropriate support.

Staff consider factors such as:

• communication needs
• sensory processing differences
• anxiety or emotional distress
• environmental factors
• changes in routine
• physical or medical needs
• safeguarding concerns

Responses are designed to support learning, well-being and future success rather than punishment.

Where appropriate, pupils are supported to reflect on situations, repair relationships and develop alternative ways of communicating or responding.

Behaviour and safeguarding

Behaviour and safeguarding are closely linked.

Changes in behaviour can sometimes indicate that a pupil is experiencing difficulties or may be at risk of harm.

Staff are trained to recognise patterns, changes or behaviours that may indicate a safeguarding concern. Any concerns are recorded, monitored and addressed in line with the school's safeguarding procedures.

This ensures that pupils receive support as early as possible and that their safety remains paramount.

Preventing bullying and harmful behaviour

Riverside Bridge School is committed to providing an environment where everyone feels safe, respected and included.

We do not tolerate bullying, discrimination, harassment or behaviour that causes harm to others.

Within a specialist setting, we recognise that some behaviours may arise from communication difficulties, sensory needs or a lack of understanding rather than intentional harm. However, all concerns are taken seriously and addressed appropriately.

Our response focuses on:

• protecting those affected
• supporting pupils to understand the impact of their actions
• developing empathy and social understanding
• teaching safer and more appropriate ways to interact with others
• working closely with families where concerns arise

Further information can be found within our Anti-Bullying procedures.

Working in partnership with families

Positive relationships between home and school are essential in supporting behaviour and well-being.

We work closely with parents and carers to:

• share information and insights
• celebrate successes
• identify concerns early
• develop consistent approaches
• provide support and guidance where needed

By working together, we can ensure that pupils experience continuity, security and the best possible support across all aspects of their lives.

What this means for our pupils

Through our relationship-centred approach, pupils are supported to feel safe, valued and understood.

They develop confidence in themselves and others, build meaningful relationships and learn the skills needed to communicate, regulate emotions and engage positively with the world around them.

This creates the foundation for successful learning, greater independence and improved wellbeing, helping every pupil to thrive both within school and beyond.

At Riverside Bridge School, we are committed to safeguarding pupils from all forms of harm, including the risk of radicalisation and extremism.

The Prevent Duty is part of the Government's wider counter-terrorism strategy and places a responsibility on schools to help prevent children and young people from being drawn into terrorism or extremist views.

As a specialist setting, we recognise that some pupils may be more vulnerable due to communication needs, social understanding difficulties, learning needs or challenges in recognising risk. For this reason, our approach focuses on developing critical thinking, promoting positive relationships and ensuring that pupils feel safe, respected and valued.

Promoting British Values

A key part of our Prevent Duty work is promoting the fundamental British values of:

• democracy
• the rule of law
• individual liberty
• mutual respect
• tolerance of different faiths and beliefs

These values are embedded throughout school life and are taught through the curriculum, assemblies, pupil leadership opportunities, personal development and everyday interactions.

By developing understanding of these values, pupils learn about fairness, respect, rights, responsibilities and the importance of living in a diverse society.

Building resilience

We aim to help pupils develop the skills and confidence needed to navigate the world safely and make informed choices.

Learning focuses on helping pupils to:

• recognise trusted adults and sources of support
• understand the importance of respect and kindness
• develop confidence in expressing their views appropriately
• recognise when something feels wrong or unsafe
• understand that people may have different beliefs, opinions and experiences

For many pupils, this learning is adapted and reinforced through visual supports, discussion, social stories and practical experiences to ensure that concepts are accessible and meaningful.

Creating a culture of respect

At Riverside Bridge School, we actively promote inclusion, equality and belonging.

We celebrate diversity and encourage pupils to develop respect for people from different backgrounds, cultures, faiths and communities. Through positive relationships and meaningful experiences, pupils learn to value difference and understand that everyone deserves to be treated with dignity and respect.

This culture of acceptance helps create an environment where extremist views and discriminatory attitudes are challenged and where pupils feel safe to be themselves.

Staff training and safeguarding

All staff receive safeguarding training, including training on the Prevent Duty and recognising signs of vulnerability.

Staff are supported to identify concerns, understand local and national risks and follow appropriate safeguarding procedures where concerns arise.

Any concerns relating to radicalisation or extremism are managed in line with the school's safeguarding procedures and, where appropriate, in partnership with external agencies.

Working with families

We recognise that families play an important role in supporting pupils to stay safe.

Where appropriate, we work with parents and carers to promote understanding, address concerns and provide support. Open communication and strong partnerships help ensure that pupils receive consistent messages about safety, respect and positive participation in society.

Through our Prevent Duty work, pupils develop a stronger understanding of respect, diversity, safety and belonging.

They learn to value different perspectives, build positive relationships and understand how to seek help when needed. This supports their personal development and helps prepare them to participate safely and positively in modern Britain.

At Riverside Bridge School, the Prevent Duty is not about restricting discussion or limiting views. It is about safeguarding pupils, promoting inclusion and ensuring that every young person feels safe, respected and able to thrive.

At Riverside Bridge School, the safety and wellbeing of pupils, staff and visitors is a priority.

We are committed to providing a safe, secure and welcoming environment where pupils can learn, develop and thrive. Effective site safety procedures help us protect our school community while ensuring that visitors can engage positively with school life.

All visitors are expected to follow the school's safeguarding, health and safety and security procedures while on site.

Keeping our site secure

We operate a range of measures to ensure that the school remains a safe environment for pupils and staff.

These include:

• secure access to the school site
• visitor sign-in and identification procedures
• safeguarding and health and safety protocols
• staff supervision across the school day
• site security and monitoring systems
• emergency procedures and evacuation arrangements

These measures help ensure that pupils remain safe while maintaining a welcoming and inclusive environment.

Visitor procedures

All visitors must report to Reception on arrival.

Visitors will be asked to:

• sign in using the school's visitor system
• provide identification where appropriate
• wear a visitor badge at all times whilst on site
• follow instructions provided by staff
• sign out before leaving the premises

Visitors should not enter classrooms or other areas of the school without permission or appropriate supervision.

These procedures help us ensure that all adults on site can be identified and accounted for at all times.

Safeguarding expectations

Safeguarding is everyone's responsibility.

Visitors are expected to follow the school's safeguarding procedures and act in a manner that supports the safety and wellbeing of pupils.

Any concerns relating to the welfare of a child should be reported immediately to a member of the safeguarding team.

Information about safeguarding procedures and key safeguarding contacts is available at Reception.

Health and safety

We ask all visitors to support us in maintaining a safe environment.

Visitors should:

• follow instructions from staff
• adhere to site signage and safety guidance
• report hazards or concerns to Reception
• follow emergency evacuation procedures if required
• ensure that personal belongings do not create safety risks

Where appropriate, contractors and external professionals may be required to provide additional documentation relating to health and safety, insurance or safeguarding compliance.

Parking and access

Visitors should use designated visitor parking areas where available and follow any site-specific instructions provided by Reception staff.

Accessible access arrangements are available, and we encourage visitors to contact the school in advance if they require additional support when visiting.

Emergency procedures

In the event of an emergency, visitors should follow the instructions of school staff immediately.

Emergency evacuation procedures are displayed throughout the school, and visitors may be directed to designated assembly points where registers can be checked to ensure everyone is safely accounted for.

Working together to keep everyone safe

Our site safety procedures are designed to protect pupils while ensuring that visitors feel welcomed and supported.

By working together and following these arrangements, we can maintain a safe, secure and positive environment for everyone within the Riverside Bridge School community.