KCSIE: A teachers guide

What Is Keeping Children Safe in Education?

Keeping Children Safe in Education (KCSIE) is statutory guidance issued by the Department for Education under Section 175 of the Education Act 2002 and the Education (Independent School Standards) Regulations 2014. It applies to all schools and colleges in England and sets out what these institutions must do to safeguard and promote the welfare of children.

The word "statutory" is crucial. Unlike advisory guidance that schools may choose to follow, KCSIE has legal force. Schools and colleges must have regard to it when carrying out their duties to safeguard and promote the welfare of children. Ofsted inspects against KCSIE requirements, and failure to comply can result in regulatory action.

KCSIE is updated annually, typically taking effect from the start of the autumn term. All staff should receive training on significant changes, and schools must ensure their policies and procedures align with the current version.

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What are the main parts of KCSIE?

KCSIE is organized into five main parts plus annexes, with Part One containing essential safeguarding information that ALL staff must read. The other parts cover management responsibilities, safer recruitment, allegations against staff, and child-on-child abuse. Each part serves a specific purpose in creating comprehensive safeguarding procedures.

The document is organised into five main parts plus annexes:

Part One: Safeguarding Information for All Staff

This section must be read by ALL staff who work with children. It covers fundamental safeguarding responsibilities including recognising abuse, responding to disclosures, and understanding referral processes. Schools may decide that staff who do not work directly with children can read Annex A (a condensed version) instead, but this decision must be documented and justified.

Part Two: The Management of Safeguarding

This covers the responsibilities of governing bodies, proprietors, and senior leadership teams. It includes guidance on appointing Designated Safeguarding Leads, developing safeguarding policies, and creating a safeguarding culture.

Part Three: Safer Recruitment

Detailed guidance on recruitment processes designed to deter and prevent unsuitable people from working with children. This includes DBS checks, reference procedures, single central record requirements, and interview processes.

Part Four: Allegations Against Staff

Procedures for handling allegations that staff, supply teachers, volunteers, or contractors may have harmed a child, behaved in a way that indicates they may pose a risk, or behaved in a way that is inconsistent with maintaining safeguarding standards.

Part Five: Child-on-Child Sexual Violence and Sexual Harassment

Guidance on preventing, identifying, and responding to sexual violence and harassment between children, including online manifestations.

Key Annexes

Annex A: Condensed version of Part One for staff not working directly with children.

Annex B: Detailed information on specific safeguarding issues including child sexual exploitation, county lines, FGM, honour-based abuse, radicalisation, and online harms.

Annex C: Role of the Designated Safeguarding Lead.

Annex D: Online safety guidance.

Annex E: Template for recording concerns.

Annex F: Supervision of activity with children.

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What are teachers' safeguarding responsibilities under KCSIE?

All teachers must read at least Part One of KCSIE and know how to identify and report safeguarding concerns immediately. Teachers are responsible for maintaining professional boundaries, following school procedures, and recording all concerns accurately. They must also complete annual safeguarding training and understand their role in early help processes.

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Role	Key KCSIE Responsibilities
All Staff	Read Part 1 (or Annex A if agreed); recognise signs of abuse; know how to respond to disclosures; understand referral procedures; maintain professional boundaries
Designated Safeguarding Lead	Take lead responsibility for safeguarding; maintain and refer cases; work with external agencies; train staff; manage child protection files; be available during school hours
Deputy DSLs	Cover for DSL when unavailable; maintain trained status; support case management
Headteacher/Principal	Ensure safeguarding policies are in place; allocate sufficient time and resources for safeguarding; manage allegations against staff
Governing Body	Strategic oversight of safeguarding; appoint named safeguarding governor; ensure policies are effective; scrutinise safeguarding arrangements

How do teachers identify signs of abuse and neglect?

Teachers should watch for physical indicators like unexplained injuries, behavioral changes such as withdrawal or aggression, and neglect signs including poor hygiene or hunger. KCSIE outlines four main categories of abuse: physical, emotional, sexual, and neglect, each with specific warning signs. Any concern, however small, should be reported to the Designated Safeguarding Lead immediately.

KCSIE defines four categories of abuse that all staff must understand:

Physical Abuse

A form of abuse that may involve hitting, shaking, throwing, poisoning, burning, scalding, drowning, suffocating, or otherwise causing physical harm. Physical harm may also be caused when a parent or carer fabricates symptoms or deliberately induces illness in a child.

Emotional Abuse

The persistent emotional maltreatment of a child causing severe and adverse effects on emotional development. This may involve conveying that the child is worthless, unloved, or inadequate; imposing inappropriate expectations; overprotection; or witnessing domestic abuse.

Sexual Abuse

Involves forcing or enticing a child to take part in sexual activities, not necessarily involving violence. This includes penetrative and non-penetrative acts, non-contact activities such as involving children in viewing sexual images, and grooming in preparation for abuse.

Neglect

The persistent failure to meet a child's basic physical and/or psychological needs, likely to result in serious impairment of health or development. This includes failure to provide adequate food, clothing, shelter, supervision, or access to medical treatment.

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What should teachers do when a child discloses abuse?

Teachers must listen carefully without asking leading questions, reassure the child they did the right thing, and avoid promising confidentiality. Record the disclosure verbatim as soon as possible and report immediately to the Designated Safeguarding Lead. Never investigate the disclosure yourself or contact parents without guidance from the DSL.

When a child discloses abuse or a staff member has concerns, the response in those first moments can significantly affect the child's wellbeing and any subsequent investigation. Key principles include:

Listen carefully: Give the child your full attention. Stay calm. Let them speak in their own words without interrupting or leading questions.

Reassure: Tell the child they were right to tell someone. Explain what you will do with the information. Never promise confidentiality, you have a duty to share concerns.

Do not investigate: Your role is to listen and report, not to investigate. Asking detailed questions may contaminate evidence for any subsequent investigation.

Record accurately: Write down what the child said as soon as possible, using their words. Note the date, time, setting, and any witnesses. Sign and date your record.

Report immediately: Follow your school's procedures to report to the Designated Safeguarding Lead. If the DSL is unavailable, report to the deputy DSL or directly to children's social care.

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What are the main changes in KCSIE 2024?

KCSIE 2024 introduces strengthened requirements for online safety, including enhanced filtering and monitoring expectations for schools. The guidance provides clearer direction on managing child-on-child abuse and sexual harassment cases. Schools must now demonstrate more robust procedures for low-level concerns and ensure all staff understand the threshold for reporting.

The 2024 version of KCSIE introduced several significant changes:

Filtering and Monitoring

Schools must have appropriate filtering and monitoring systems in place on their networks and devices. These systems should block harmful content, alert staff to concerning behaviour, and be proportionate to the risk. Governing bodies must review their effectiveness regularly.

Online Safety

Enhanced emphasis on teaching children how to stay safe online, recognising risks from legal as well as illegal content, and understanding how harmful behaviours manifest in online contexts. Schools should consider whether separate online safety policies are needed.

Child-on-Child Abuse

Updated language and strengthened guidance on preventing and responding to all forms of child-on-child abuse, not just sexual violence and harassment. This includes physical abuse, bullying (including cyberbullying), and prejudice-based incidents.

Mental Health

Recognition that mental health problems can be an indicator of abuse, neglect, or exploitation, and that trauma can affect mental health. Schools should have clear processes for identifying and supporting children with mental health needs.

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How do schools create an effective safeguarding culture?

Schools create safeguarding cultures through regular training, clear policies, and open communication where concerns are welcomed and acted upon promptly. Leadership must model vigilant safeguarding practices and ensure all staff understand that safeguarding is everyone's responsibility. Regular reviews of procedures and learning from incidents help maintain a proactive rather than reactive approach.

Compliance with KCSIE requires more than policies and procedures. Effective safeguarding depends on culture, the attitudes, behaviours, and professional norms that shape how staff respond to concerns.

It could happen here: Staff should approach safeguarding with the attitude that abuse could happen in any community, including their own. Assumptions that "it doesn't happen here" allow warning signs to be missed.

Professional curiosity: Staff should maintain an attitude of respectful uncertainty, asking questions when something does not seem right rather than accepting surface explanations.

Information sharing: Effective safeguarding requires appropriate information sharing between professionals. Fear of breaching data protection should never prevent sharing that is necessary to safeguard a child.

Low threshold for concern: Schools should create an environment where staff feel comfortable raising concerns, even if unsure whether they meet a threshold. Designated Safeguarding Leads would rather receive concerns that turn out to be unfounded than miss concerns that could have protected a child.

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Common Safeguarding Scenarios

Scenario 1: Disclosure During Lesson

A pupil tells you during class that "my dad hits me when he's drunk." You should thank the child for telling you, say you need to share this with someone who can help, and arrange cover for your class so you can speak with the child briefly in private. Do not ask detailed questions. Record the disclosure accurately and report to the DSL immediately.

Scenario 2: Concern from Observation

You notice a child who was previously outgoing has become withdrawn, has unexplained bruises, and flinches when you approach. These may be indicators of abuse. Record your observations with dates and share them with the DSL. Multiple small concerns can build into a significant picture.

Scenario 3: Online Concern

A colleague discovers a pupil has shared an indecent image of another pupil. This is a safeguarding matter (potential child-on-child abuse) and may also be a criminal matter (making and distributing indecent images of a child). Report to the DSL who will follow the school's policy and liaise with police as appropriate. Do not view, copy, or share the image.

Scenario 4: Allegation Against Staff

A pupil tells you that another teacher touched them inappropriately. This is an allegation against staff and must be reported to the headteacher immediately (or the chair of governors if the allegation concerns the headteacher). Do not discuss with the accused member of staff or investigate yourself.

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Frequently Asked Questions

Do I really need to read the whole of Part 1?

Yes. KCSIE states that governing bodies and proprietors should ensure that all staff read at least Part 1. Some schools allow staff who do not work directly with children to read Annex A instead, but this must be a conscious, documented decision. If you work with children, you should read Part 1 in full.

What if I am wrong about a concern?

You are not responsible for determining whether abuse has occurred, that is the role of trained professionals in children's social care and police. Your responsibility is to share concerns. It is better to raise a concern that turns out to be unfounded than to miss genuine abuse. DSLs expect to receive concerns that do not always lead to referrals.

Can I share safeguarding information with parents?

Usually, parents should be informed about concerns and referrals. However, there are exceptions where informing parents could place the child at increased risk, prejudice a police investigation, or cause undue delay. The DSL will advise on each case. Never promise a child that you will keep information from their parents.

What happens if my school does not follow KCSIE?

Failure to follow KCSIE can result in Ofsted downgrading a school's rating, regulatory action by the DfE, disciplinary action against individuals, and in serious cases, criminal prosecution. If you believe your school is not complying with safeguarding requirements and raising concerns internally has not resolved this, you can report to the Local Authority Designated Officer (LADO) or Ofsted.

Is KCSIE the same across the UK?

No. KCSIE applies to England only. Scotland has its own guidance (Getting It Right for Every Child), Wales has Keeping Learners Safe, and Northern Ireland has Safeguarding and Child Protection guidance. The principles are similar, but specific requirements and terminology differ.