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At Ivel Valley, we know it is key to safeguard our pupils and promote their welfare. All students, regardless of gender, ethnicity, disability, sexual orientation, religion and age have the right to equal protection from all types of harm or abuse. The welfare of our children and young people is paramount. All staff, volunteers and visitors have an important role to play in safeguarding children and protecting them from abuse.

Safeguarding policies:

Please see our eSafety page for more information about staying safe online.
Emily Sidhu

Vice-Principal Emily Sidhu is the Designated Safeguarding Lead at Ivel Valley School.  Emily’s role is to oversee safeguarding for the whole school and college, ensuring all staff are trained appropriately and engaging with external agencies where necessary.

Our Safeguarding Team

The Designated person for Safeguarding is:

  • Emily Sidhu (Vice-Principal).

The Deputy Designated persons for Safeguarding are:

  • Roger Williams (Assistant Principal, College site)

The Safeguarding Lead for After School and Holiday Club is:

  • Emily Snapes

Lead Governors for Safeguarding:

  • Gill Needham & Frances Evans

All other members of staff attend safeguarding training on a yearly basis. 

All staff must read and adhere to the Safeguarding and Child Protection Policy, and the most current version of ‘Keeping Children Safe in Education’.


  • Establishing a safe, resilient and robust ethos in the school, built on mutual respect, and shared values
  • Creating an organisational culture that is safe for pupils
  • Introducing appropriate work within the curriculum
  • Encouraging pupils and parents / carers to participate
  • Developing staff’s awareness of the risks and vulnerabilities pupils face to enable them to recognise and respond to concerns
  • Addressing concerns at the earliest possible stage in the least intrusive way


  • Always see the child first and consider what life is like for the child, maintaining a culture of vigilance;
  • Provide support and intervention at the earliest possible opportunity in the least intrusive way, in accordance with LSCB Thresholds Framework;
  • Have conversations, build relationships and maintain professional curiosity;
  • Focus on securing improved outcomes for children;
  • Build a culture of openness and transparency where all staff are able to demonstrate understanding of their role and responsibility to safeguard and promote the welfare of children;
  • Every child is entitled to a rich and rounded curriculum;
  • When issues arise, school leaders should speak out, addressing them internally where possible and engaging in a multi-agency response when required, in accordance with interagency procedures.