Learning Cubs — Level 2 Safeguarding Training

Module 1 of 10

Introduction to Safeguarding

Understanding your fundamental duty to protect children and young people

What is Safeguarding?

Safeguarding is the action taken to promote the welfare of children and protect them from harm. It is everyone's responsibility to safeguard children. Safeguarding is not just about protecting children from deliberate harm — it encompasses all aspects of keeping children safe.

📖 Definition Safeguarding means protecting children from maltreatment, preventing impairment of children's mental and physical health or development, ensuring that children grow up in circumstances consistent with the provision of safe and effective care, and taking action to enable all children to have the best outcomes.

As a tutor working with Learning Cubs, you have a unique position of trust. Children and young people may confide in you, and you must know how to respond appropriately. This course will equip you with the knowledge and confidence to fulfil your safeguarding responsibilities.

Why Safeguarding Matters for Tutors

Tutors often work one-to-one or in small groups with children and young people, sometimes in their homes. This close working relationship means you may:

Be one of the few adults a child regularly interacts with outside their family
Notice changes in behaviour, appearance, or mood before others do
Be chosen by a child as a trusted adult to disclose abuse to
Observe signs of abuse or neglect during sessions

🔑 Key Point Safeguarding is everyone's responsibility. You do not need to be certain that abuse is occurring to raise a concern — you need to act on what you observe and report it.

The Legal Framework

Safeguarding in education is governed by several key pieces of legislation and guidance:

Children Act 1989 — Established the principle that the child's welfare is paramount
Children Act 2004 — Created the framework for multi-agency working and Local Safeguarding Children Partnerships
Keeping Children Safe in Education (KCSIE) 2025 — The statutory guidance for all schools and educational settings
Working Together to Safeguard Children 2023 — Multi-agency guidance for protecting children
The Education Act 2002 (Section 175/157) — Requires education settings to safeguard and promote children's welfare

⚖️ Legal Requirement Under KCSIE 2025, all staff working in educational settings must read at least Part One of the guidance. As a tutor for Learning Cubs, you are expected to understand and follow this guidance.

Key Principles of Safeguarding

There are six key principles that underpin all safeguarding work:

Empowerment — Supporting children and families to make their own decisions
Prevention — Acting before harm occurs
Proportionality — Responding appropriately to the level of risk
Protection — Supporting those in greatest need
Partnership — Working together with families and agencies
Accountability — Being transparent and responsible in safeguarding practice

💡 Knowledge Check

Which of the following best describes safeguarding?

Only responding when a child tells you they are being abused

Only the responsibility of the Designated Safeguarding Lead

Protecting children from harm, preventing impairment, and ensuring safe care

Checking children's homework is completed correctly

✅ Correct! Safeguarding encompasses all actions to protect children, prevent harm, and ensure they grow up safely — it's much broader than just responding to disclosures.

❌ Not quite. Safeguarding is a broad term that covers protecting children from harm, preventing impairment of health/development, and ensuring safe care. It's everyone's responsibility.

Module 2 of 10

Understanding Safeguarding — KCSIE 2025

The statutory framework that governs child protection in education

Keeping Children Safe in Education 2025

KCSIE is the key statutory guidance that all education settings must follow. The 2025 edition reflects the latest understanding of safeguarding risks and responsibilities.

🔑 What's New in KCSIE 2025 The 2025 guidance strengthens requirements around online safety, child-on-child abuse, filtering and monitoring, and the role of all staff (not just teachers) in safeguarding. It emphasises a whole-setting approach and the importance of early identification.

KCSIE is divided into five parts:

Part 1 — Safeguarding information for all staff (you must read this)
Part 2 — Management of safeguarding
Part 3 — Safer recruitment
Part 4 — Allegations against staff
Part 5 — Child-on-child sexual violence and harassment

The Welfare of the Child is Paramount

This principle, established by the Children Act 1989, is the golden thread running through all safeguarding legislation. When making decisions about a child's welfare, the child's best interests must always come first.

In practice, this means:

A child-centred approach — always consider the experience from the child's perspective
Listening to children and taking their views seriously
Never assuming that someone else will take action — if you have a concern, you must act
Understanding that safeguarding is never an inconvenience or overreaction

Categories of Abuse

KCSIE 2025 identifies four main categories of abuse:

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

Emotional Abuse The persistent emotional maltreatment of a child, causing severe and adverse effects on the child's emotional development. It may involve conveying to a child that they are worthless, unloved, or inadequate. It includes age-inappropriate expectations, overprotection, bullying, and seeing or hearing the ill-treatment of another.

Sexual Abuse Involves forcing or enticing a child to take part in sexual activities, not necessarily involving violence, and whether or not the child is aware of what is happening. It includes contact and non-contact abuse, and online sexual 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. It may involve failure to provide adequate food, clothing, shelter, supervision, or access to medical care.

💡 Knowledge Check

Which part of KCSIE 2025 must ALL staff in education settings read?

Part 3 — Safer Recruitment

Part 1 — Safeguarding Information for All Staff

Part 5 — Child-on-Child Abuse

None — only DSLs need to read KCSIE

✅ Correct! All staff must read Part 1 of KCSIE. It contains the essential safeguarding information that everyone needs to know.

❌ Not quite. Part 1 of KCSIE contains safeguarding information that ALL staff must read. DSLs and senior leaders should read the entire document.

Module 3 of 10

Tutor Responsibilities

Your specific duties and professional boundaries as a Learning Cubs tutor

Your Role in Safeguarding

As a tutor for Learning Cubs, you hold a position of trust. This means there is an inherent power imbalance between you and the children you work with. You must always maintain professional boundaries.

⚠️ Position of Trust It is a criminal offence under the Sexual Offences Act 2003 for a person in a position of trust to engage in sexual activity with a person under 18 in their care, even if the young person consents. This applies to tutors.

Your core safeguarding responsibilities include:

Being alert to signs of abuse or neglect during tutoring sessions
Listening to children and young people and taking their concerns seriously
Following Learning Cubs' safeguarding policies and procedures
Reporting concerns promptly to the Designated Safeguarding Lead (DSL)
Maintaining accurate records of any concerns
Attending safeguarding training and keeping it up to date
Never promising confidentiality to a child who discloses abuse

Professional Boundaries

Maintaining appropriate boundaries is essential for protecting both the children you work with and yourself:

Communication — Only use approved channels. Never give children your personal phone number or social media details
Physical contact — Avoid unnecessary physical contact. If a child is distressed, offer verbal comfort first
One-to-one sessions — Ensure parents/carers are aware and present (or nearby) during home tutoring sessions
Gifts — Do not give or receive gifts from students (small educational rewards approved by Learning Cubs are acceptable)
Photography — Never photograph children unless explicitly authorised by Learning Cubs and with parental consent
Transporting children — Avoid being alone in a vehicle with a child unless it is part of agreed arrangements

Record Keeping

Good record keeping is essential for safeguarding. When recording a concern, remember to:

Record factually — write what you saw or were told, not your interpretation
Use the child's own words where possible (in quotation marks)
Note the date, time, and context
Record any visible injuries or concerning behaviours
Sign and date your record
Store records securely and share only with appropriate persons

🔑 Remember Records should be factual and objective. Write what happened, not what you think happened. Use the child's own words in direct quotes.

💡 Knowledge Check

A child you tutor tells you something is happening at home and asks you to keep it a secret. What should you do?

Explain you cannot promise to keep secrets, listen carefully, and report to the DSL

Promise to keep it a secret so the child continues to trust you

Immediately contact the police yourself

Wait to see if the child mentions it again next session

✅ Correct! You should never promise confidentiality. Explain that you may need to share information with people who can help, listen carefully, then report to the DSL.

❌ Not quite. You must never promise confidentiality to a child. The correct response is to gently explain you may need to share the information, listen carefully, and report to the DSL.

Module 4 of 10

Designated Safeguarding Leads

Understanding the DSL role and how to work with them

The Role of the DSL

Every educational setting must have a Designated Safeguarding Lead (DSL). The DSL is a senior member of staff who takes lead responsibility for safeguarding and child protection within the organisation.

🔑 Learning Cubs DSL Learning Cubs has a named DSL and Deputy DSL. Their contact details are in the Safeguarding Policy and should be easily accessible to all tutors. You must know who your DSL is and how to contact them.

The DSL's responsibilities include:

Managing referrals to children's social care, police, and other agencies
Working with the local authority and safeguarding partners
Training and supporting all staff on safeguarding matters
Maintaining the safeguarding record-keeping system
Ensuring safeguarding policies are reviewed and updated
Being available during working hours to discuss concerns
Undertaking Prevent awareness training (for the Prevent Duty)

When to Contact the DSL

You should contact the DSL whenever you have any safeguarding concern, including:

A child makes a disclosure of abuse
You notice unexplained injuries, bruises, or marks
A child's behaviour changes significantly
You become aware of domestic abuse, substance misuse, or mental health issues in the child's home
A child appears neglected (poor hygiene, inadequate clothing, hunger)
You are concerned about online abuse or exploitation
Another adult's behaviour towards a child concerns you

⚠️ If the DSL is Not Available If you cannot reach the DSL or Deputy DSL, do not delay your response. Contact children's social care directly or call the police if a child is in immediate danger. The child's safety is always the priority.

Multi-Agency Working

Safeguarding is a multi-agency responsibility. The DSL works with various partners including:

Local Authority Children's Social Care
Police
Health services (GPs, school nurses, CAMHS)
Local Safeguarding Children Partnerships (LSCPs)
Early Help services

As a tutor, you may be asked to contribute information to multi-agency assessments. Always cooperate fully and share information as directed by the DSL.

💡 Knowledge Check

You notice bruises on a child's arms during a tutoring session. The DSL isn't answering their phone and the deputy is on holiday. What should you do?

Wait until the DSL is available tomorrow

Ask the child's parents what happened

Take photographs of the bruises as evidence

Contact children's social care directly — do not wait

✅ Correct! If the DSL and Deputy are unavailable, you should contact children's social care directly. Never delay reporting a safeguarding concern.

❌ Not quite. When neither the DSL nor Deputy DSL is available, you should contact children's social care directly. A child's safety must never wait.

Module 5 of 10

Recognising Safeguarding Concerns

Identifying the signs and indicators of abuse and neglect

Signs of Physical Abuse

Physical abuse may present through:

Unexplained injuries, bruises, burns, or fractures — especially in patterns or on areas not typical of accidental injury (ears, neck, buttocks)
Injuries inconsistent with the explanation given
Flinching or cowering when approached by adults
Wearing long sleeves/trousers in warm weather to conceal injuries
Reluctance to go home or fear of a particular person
Aggressive behaviour or withdrawn demeanour

💡 Example During a tutoring session, you notice finger-shaped bruises on a 9-year-old's upper arms. When you ask, the child says "I fell off my bike." The location and pattern of the bruises are inconsistent with a cycling accident. You should report this to the DSL.

Signs of Emotional Abuse

Emotional abuse can be harder to identify as there may be no visible signs. Look for:

Low self-esteem, excessive self-criticism, or feelings of worthlessness
Age-inappropriate behaviour (overly adult or regressed/infantile)
Difficulty making friends or being overly clingy with adults
Speech disorders or developmental delays
Excessive fear of making mistakes
Self-harming behaviours
A parent who is excessively critical, dismissive, or ignores the child

Signs of Sexual Abuse

Be alert to:

Age-inappropriate sexual knowledge or behaviour
Physical symptoms: soreness, infections, unexplained bleeding
Suddenly avoiding a particular person or place
Nightmares, bedwetting, or regression
Reluctance to undress for PE or activities
Secretiveness around phone/tablet use
Hints or indirect disclosures ("What would happen if...")

⚠️ Important Children rarely lie about sexual abuse. If a child discloses or hints at sexual abuse, take it seriously, stay calm, and follow the Recognise-Respond-Record-Report process (covered in Module 9).

Signs of Neglect

Neglect is the most common form of child abuse. Indicators include:

Poor hygiene, body odour, unwashed clothing
Inadequate clothing for the weather
Persistent hunger — stealing food, arriving to sessions hungry
Untreated medical conditions, dental problems, poor eyesight
Frequently absent or late
Left unsupervised at inappropriate ages
Poor school attendance or declining academic performance
Tiredness and lack of energy

Contextual Safeguarding

Remember that abuse doesn't only happen within the family. Contextual safeguarding recognises that children face risks in wider environments too — in their neighbourhood, school, peer group, and online. Be aware that:

Exploitation can happen outside the home
Peer-on-peer abuse is a significant risk
Online environments present unique safeguarding challenges
Children may not recognise they are being abused, especially in exploitation scenarios

💡 Knowledge Check

Which of the following is the most common form of child abuse in the UK?

Physical abuse

Sexual abuse

Neglect

Emotional abuse

✅ Correct! Neglect is the most common form of child abuse in the UK. It is often long-term and can have devastating effects on a child's development.

❌ Not quite. Neglect is the most common form of child abuse. While all forms are serious, neglect accounts for the largest proportion of child protection plans in the UK.

Module 6 of 10

Child-on-Child Abuse

Understanding peer-on-peer abuse and how to respond

What is Child-on-Child Abuse?

Child-on-child abuse (previously referred to as "peer-on-peer abuse") is any form of abuse between children. KCSIE 2025 makes clear that all staff should be aware that children can abuse other children and that this can happen both inside and outside of educational settings.

🔑 Key Point Child-on-child abuse is never acceptable and should never be dismissed as "just banter," "just having a laugh," or "part of growing up." All incidents should be taken seriously.

Child-on-child abuse can take many forms, including:

Bullying (including cyberbullying, prejudice-based, and discriminatory bullying)
Physical abuse — hitting, kicking, biting, hair-pulling
Sexual violence and sexual harassment — including unwanted touching, sexualised language, sharing of sexual images
Sexting/sharing nudes — the consensual or non-consensual sharing of sexual images
Initiation or hazing rituals
Upskirting — a criminal offence under the Voyeurism (Offences) Act 2019

Online Child-on-Child Abuse

Technology creates additional avenues for peer abuse. Be aware of:

Cyberbullying via social media, messaging apps, or gaming platforms
Non-consensual sharing of intimate images
Online harassment, threats, or intimidation
Creating fake profiles to humiliate peers
Exclusion from online groups as a form of bullying

⚠️ Youth-Produced Sexual Imagery If you become aware that a child has shared, or had shared, nude or semi-nude images, do NOT view, copy, or share the images. Report immediately to the DSL. The DSL will follow the guidance in KCSIE on managing such incidents.

Responding to Child-on-Child Abuse

When responding to child-on-child abuse:

Take it seriously — never dismiss it
Support both the victim and the alleged perpetrator (who may also be vulnerable)
Report to the DSL following normal safeguarding procedures
Record what you have been told or observed
Do not investigate — this is the role of the DSL and appropriate agencies

💡 Knowledge Check

A student tells you another student has been sending them unwanted sexual messages. What is the correct response?

Tell the student to block the other person and move on

Take it seriously, reassure them, record what they said, and report to the DSL

Ask to see the messages so you can assess whether they are really sexual

Speak to the other student to get their side of the story

✅ Correct! Take it seriously, reassure the child, record their words, and report to the DSL. Do not view the messages or investigate yourself.

❌ Not quite. You should take every report seriously, reassure the child, record what they said, and report to the DSL. Never investigate, view images, or dismiss the concern.

Module 7 of 10

Exploitation and Serious Violence

Child Criminal Exploitation (CCE), Child Sexual Exploitation (CSE), and county lines

Child Criminal Exploitation (CCE)

CCE occurs when a child is coerced, manipulated, or deceived into criminal activity. The most well-known form is county lines — where criminal gangs exploit children to transport and sell drugs across county boundaries.

📖 County Lines County lines is a form of CCE where criminal networks use dedicated phone lines to supply drugs from urban areas to smaller towns. Children are exploited to store, transport, and sell drugs, often far from their home area. They may also be used to launder money.

Signs of CCE include:

Unexplained absences from school or tutoring sessions
Going missing from home or care
New possessions (expensive clothing, phones) with no clear source
Associating with unknown or older individuals
Changes in behaviour — secretive, aggressive, withdrawn
Evidence of substance misuse or physical injuries
Being found in areas away from home

Child Sexual Exploitation (CSE)

CSE is a form of child sexual abuse where an individual or group takes advantage of an imbalance of power to coerce, manipulate, or deceive a child into sexual activity in exchange for something the child needs or wants, or for the financial advantage of the perpetrator.

⚠️ Critical Understanding A child cannot consent to their own exploitation. CSE can affect children of any age, gender, ethnicity, or background. It can happen online as well as in person.

Warning signs of CSE include:

Having an older boyfriend or girlfriend
Receiving unexplained gifts, money, or new possessions
Going to parties with adults or older teenagers
New friendships with older or controlling individuals
STIs, pregnancy, or drug/alcohol misuse
Changes in behaviour: mood swings, secretiveness, self-harm
Going missing or frequently returning home late

Serious Violence

Staff should be aware of indicators that a child may be at risk of involvement in serious violence:

Increased absence or persistent lateness
Changes in friendship groups
Signs of assault or unexplained injuries
Unexplained gifts or new possessions
Increased use of aggressive or violent language

Early identification and support through the DSL can help prevent children from becoming involved in or victims of serious violence.

💡 Knowledge Check

A 14-year-old you tutor has missed several sessions. When they return, they have a new expensive phone and seem secretive. They mention they have a new "job" but won't say what it is. What might this indicate?

Normal teenage behaviour — they're probably working in a shop

They've found a part-time job and are becoming more independent

Possible child criminal exploitation — this should be reported to the DSL

Nothing concerning — teenagers often have things they don't share with adults

✅ Correct! The combination of unexplained absences, new expensive possessions, secretiveness, and mention of a mysterious "job" are potential indicators of CCE/county lines. Report to the DSL.

❌ Not quite. These are classic warning signs of child criminal exploitation. Unexplained absences combined with new expensive items and secretive behaviour warrant reporting to the DSL.

Module 8 of 10

The Prevent Duty

Protecting children from radicalisation and extremism

What is the Prevent Duty?

The Prevent duty is part of the UK Government's counter-terrorism strategy (CONTEST). Under Section 26 of the Counter-Terrorism and Security Act 2015, all specified authorities, including education providers, must have "due regard to the need to prevent people from being drawn into terrorism."

⚖️ Legal Duty The Prevent duty applies to all educational settings, including tutoring organisations like Learning Cubs. All staff must be trained to recognise signs of radicalisation.

Understanding Radicalisation

Radicalisation is the process by which a person comes to support terrorism and extremist ideologies. It can happen to anyone, at any age, regardless of background. Children are particularly vulnerable.

Extremism is defined as vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty, and mutual respect and tolerance.

Signs that a child may be being radicalised include:

Expressing increasingly extreme views
Isolating themselves from friends and family
Accessing extremist material online
Showing sympathy for extremist causes
Changes in appearance, language, or friendship groups
Glorifying violence or expressing a "them and us" mentality
Having contact with known extremist recruiters

British Values

All education settings are expected to promote fundamental British values:

Democracy — Respect for democratic processes
The Rule of Law — Understanding that laws protect us
Individual Liberty — Freedom of belief and expression within the law
Mutual Respect and Tolerance — Respect for those with different faiths and beliefs

What to Do If You Have Concerns

If you suspect a child is being radicalised:

Report your concerns to the DSL immediately
The DSL may make a referral to the Channel programme — a multi-agency early intervention scheme
In an emergency, contact the police on 999
You can also report concerns to the DfE helpline: 020 7340 7264

💡 Knowledge Check

What is the Channel programme?

A television programme about extremism awareness

A multi-agency early intervention scheme to support people at risk of radicalisation

A police programme for arresting suspected terrorists

A social media monitoring service

✅ Correct! Channel is a voluntary, confidential, multi-agency programme that provides early intervention support to individuals identified as vulnerable to radicalisation.

❌ Not quite. Channel is a multi-agency early intervention programme that provides support to individuals who are vulnerable to being drawn into terrorism. Participation is voluntary.

Module 9 of 10

Reporting Safeguarding Concerns

The 4 Rs: Recognise, Respond, Record, Report

The 4 Rs Framework

When you have a safeguarding concern about a child, follow the 4 Rs framework:

1. RECOGNISE Be alert to the signs and indicators of abuse and neglect covered in earlier modules. Trust your instincts — if something doesn't feel right, it probably isn't. You don't need to be certain that abuse is happening to raise a concern.

2. RESPOND If a child discloses abuse to you:
• Stay calm and listen carefully
• Let the child speak in their own words — do not lead or ask probing questions
• Reassure them: "Thank you for telling me. You've done the right thing."
• Do NOT promise confidentiality — explain you may need to share with someone who can help
• Do NOT ask the child to repeat their account to others
• Do NOT confront the alleged abuser

3. RECORD As soon as possible after the disclosure or concern:
• Write down exactly what was said or observed, using the child's own words
• Note the date, time, location, and context
• Record any visible injuries (do not photograph)
• Note any witnesses
• Do NOT include your own opinions or interpretations
• Sign and date the record

4. REPORT Report to the DSL immediately (the same day). If the DSL is unavailable:
• Contact the Deputy DSL
• If neither is available: contact children's social care directly
• If a child is in immediate danger: call 999

Never assume someone else has reported the concern.

Information Sharing

Information sharing is essential for safeguarding. The Data Protection Act 2018 and GDPR do not prevent sharing information for safeguarding purposes. Key principles:

Share information on a need-to-know basis
Be proportionate — share only what is relevant
Record what you shared and with whom
If in doubt, consult the DSL

⚠️ Remember Fear of sharing information must never stand in the way of protecting a child. You can share safeguarding information without consent if a child's welfare requires it.

Whistleblowing

If you have concerns about how safeguarding is being handled within the organisation, or if you believe the DSL is not taking appropriate action, you have a duty to escalate:

Raise your concern with senior management
If still unresolved, contact the Local Authority Designated Officer (LADO)
You can also contact the NSPCC Whistleblowing Helpline: 0800 028 0285

Whistleblowing is protected by law. You should never be penalised for raising genuine safeguarding concerns.

💡 Knowledge Check

A child tells you their uncle "does things" to them at night. You are worried. Which of the following should you NOT do?

Listen calmly and let the child speak

Reassure the child they've done the right thing by telling you

Record what the child said using their exact words

Ask detailed questions like "What exactly did your uncle do?"

✅ Correct! You must NOT ask leading or probing questions. Let the child speak in their own words. Detailed questioning is for trained professionals in social care and the police.

❌ Not quite. You should never ask detailed or leading questions. Let the child tell you in their own words. Probing questions could contaminate evidence and cause additional distress.

Module 10 of 10

Safeguarding Scenarios

Apply your knowledge to realistic situations

In this module, you'll work through realistic scenarios that test your ability to identify and respond to safeguarding concerns. Choose the best response for each scenario.

Scenario 1: The Withdrawn Child

You've been tutoring 8-year-old Maya for three months. She's usually bubbly and chatty, but over the last two weeks she's become very quiet and withdrawn. She flinches when you hand her a worksheet. Today she seems close to tears but says "Nothing's wrong" when you ask.

Accept her answer and carry on with the lesson. Children have off days.

Note the changes in behaviour. After the session, record your observations (dates, specific behaviours) and report to the DSL.

Tell her parents you're concerned about her behaviour change.

Ask Maya directly if someone is hurting her.

Best response: B. The changes in Maya's behaviour are potential indicators of abuse. You should record your observations factually (dates, specific changes) and report to the DSL. Do not question Maya directly about abuse or alert parents, as they could be involved.

Scenario 2: The Online Concern

During an online tutoring session, 13-year-old Jake casually mentions that he's been chatting with a 20-year-old "friend" on a gaming platform who wants to meet up. Jake says "He's really cool, he's going to buy me a new controller."

Tell Jake it's fine as long as he meets in a public place.

Tell Jake he shouldn't talk to strangers online and move on.

Stay calm. After the session, record what Jake said and report immediately to the DSL. This may indicate grooming/CSE.

Contact Jake's parents yourself and tell them what he said.

Best response: C. An older person offering to buy gifts and arrange meetings with a 13-year-old is a classic grooming pattern (potential CSE). Stay calm, don't alarm Jake, record what he said using his exact words, and report to the DSL immediately.

Scenario 3: The Disclosure

During a break in a tutoring session, 10-year-old Aisha suddenly says: "My mum's boyfriend hits her and sometimes he hits me too. Please don't tell anyone, I'll get in trouble."

Listen calmly, thank Aisha for telling you, explain that you need to share this with someone who can help to keep her safe, then record and report to the DSL.

Promise Aisha you won't tell anyone to maintain her trust.

Ask Aisha detailed questions about when and how often the hitting happens.

Call the police immediately while Aisha is still with you.

Best response: A. This follows the 4 Rs: Recognise the disclosure, Respond appropriately (calm, reassuring, no promise of secrecy), Record Aisha's exact words, Report to the DSL. Never promise confidentiality.

Scenario 4: Colleague Concern

You hear another Learning Cubs tutor joking with colleagues about a student's appearance and making comments that you find inappropriate and unprofessional. The student is 15.

Ignore it — it's probably just a bad joke.

Report your concern to the DSL. Concerns about any adult's behaviour toward a child should be reported.

Confront the tutor directly and tell them to stop.

Post about it on a staff WhatsApp group.

Best response: B. Concerns about any adult's behaviour toward children — including colleagues — should be reported to the DSL. This is called a "low-level concern" and must be recorded. You should not try to handle it yourself.

💡 Final Module Check

After responding to a disclosure, who should you report to FIRST?

The Designated Safeguarding Lead (DSL)

The child's parents or carers

The police

Ofsted

✅ Correct! Your first point of contact should always be the DSL (or Deputy DSL if unavailable). They will decide whether to involve police, social care, or other agencies.

❌ Not quite. Your first contact should always be the DSL. They are trained to assess the situation and will escalate to police or social care if needed.

Final Assessment

Safeguarding Knowledge Assessment

You need 80% (8/10) to pass. You have 3 attempt(s) remaining.

🎓 Complete

Congratulations!

You have successfully completed the Level 2 Safeguarding course

Learning Cubs

Confirmation of Completion

—

Level 2 Safeguarding — KCSIE 2025

Certificate No.—

Date—

Valid Until—

Score—

Your official certificate has been emailed to you and is also available to download below.

Level 2 Safeguarding Training

You already have a valid certificate

Introduction to Safeguarding

What is Safeguarding?

Why Safeguarding Matters for Tutors

The Legal Framework

Key Principles of Safeguarding

Understanding Safeguarding — KCSIE 2025

Keeping Children Safe in Education 2025

The Welfare of the Child is Paramount

Categories of Abuse

Tutor Responsibilities

Your Role in Safeguarding

Professional Boundaries

Record Keeping

Designated Safeguarding Leads

The Role of the DSL

When to Contact the DSL

Multi-Agency Working

Recognising Safeguarding Concerns

Signs of Physical Abuse

Signs of Emotional Abuse

Signs of Sexual Abuse

Signs of Neglect

Contextual Safeguarding

Child-on-Child Abuse

What is Child-on-Child Abuse?

Online Child-on-Child Abuse

Responding to Child-on-Child Abuse

Exploitation and Serious Violence

Child Criminal Exploitation (CCE)

Child Sexual Exploitation (CSE)

Serious Violence

The Prevent Duty

What is the Prevent Duty?

Understanding Radicalisation

British Values

What to Do If You Have Concerns

Reporting Safeguarding Concerns

The 4 Rs Framework

Information Sharing

Whistleblowing

Safeguarding Scenarios

Scenario 1: The Withdrawn Child

Scenario 2: The Online Concern

Scenario 3: The Disclosure

Scenario 4: Colleague Concern

Safeguarding Knowledge Assessment

Congratulations!