Safeguarding in the Classroom

This is the guide to safeguarding for anyone training to teach in primary or secondary schools and qualified teachers wishing to deepen their professional knowledge. It offers practical guidance on managing all aspects of safeguarding as part of a busy teaching role.

• Understand how safeguarding fits into your role as a teacher.
• Learn how to create a safe environment in your classroom.
• Explore a flexible approach built on principles of best practice for use in any school context.
• Know how to build the professional relationships that underpin good safeguarding practice.
• Case studies across age phases give insight into how safeguarding issues occur and how they can be appropriately addressed.

Debbie Innes-Turnill lectures on child protection issues at the University of Birmingham and runs a safeguarding consultancy, which advises schools, charities and other organisations on safeguarding culture.

Debbie Innes-Turnill has been a Teacher/School Leader for over 30 years. Her second degree, in Psychology (BSc.) followed by an MSc in Advanced Child Protection Studies has enabled her to develop an expertise in the support and protection of the vulnerable and their families. In her last school role she was the designated safeguarding lead - developing the whole school culture of safeguarding and ensuring that children, young people and the school were kept safe. She now lectures part time at the University of Birmingham in Child Protection and has begun a PhD in Safeguarding Culture in Education. Her other academic research interests are related to children living in poverty, children’s experiences of trauma and how their needs are met. She also has a keen interest in safeguarding and equality, diversity and inclusion.

In addition, in 2018 Debbie launched her own freelance safeguarding consultancy, which complemented by her school experiences, advises schools, charities & other organisations in safeguarding culture. She provides a holistic approach to the wellbeing of both children and adults thinking about their participation to improve practice in keeping them safe. This work is underpinned by her own research and that of her colleagues.