A framework to support the development needs of designated safeguarding leads and their teams
The Designated safeguarding lead professional competency framework has been created to support the development needs of those undertaking the role of the designated safeguarding lead in education.
Since the introduction of the designated teacher for child protection in 1995, the demands of the role and the awareness of safeguarding risks and needs of children have grown exponentially, particularly since the introduction of Keeping children safe in education statutory guidance in 2014.
The current designated safeguarding lead (DSL) responsibilities are outlined in KCSIE. With education not being listed as a specified authority in section 11 duties of the Children Act 2004, those working in a safeguarding capacity in the education context do not currently have access to the support mechanisms that are afforded to other professionals in the children’s workforce; however, DSLs are on the frontline in safeguarding children practice and therefore should have access to appropriate, quality assured training, development opportunities and supervision.
We aim to raise the profile of safeguarding practice and practitioners in education and ensure the right support mechanisms are in place for DSLs.
In the absence of research, specific guidance of how to do the role, and quality assurance of training provided for DSLs, there is a significant lack of clarity over what the role is and isn’t, leading to varying conceptualisations of the role, and therefore significant differences in leadership, practice and culture. We aim to reduce confusion over what the role is and what it isn’t, leading to more consistency in practice.
Creating a competency framework for DSLs will both facilitate ‘meaning-making’ of the role and develop those that undertake the role. We hope that the framework will also influence the sector by creating a platform from which further discussion can take place regarding role development, including training opportunities, such as through formal higher qualifications and recognition for the DSL role as a career pathway, ranging from operational safeguarding through to strategic and system leadership.
We aim to acknowledge the training and development gap for DSLs and provide a platform for new opportunities to grow.
