Committed to Child Safeguarding and Well-being

Legal Framework & Communication

Child Protection Act (Thailand)

As a school in Thailand, we have a duty under the Child Protection Act B.E. 2546 (2003) to act on suspected abuse. Section 29 requires anyone who finds a child in need of protection — including teachers, healthcare professionals, or employers — to provide preliminary aid and report promptly to a Competent Official or the police. Reports made in good faith are legally protected.

Confidentiality

Students are encouraged to raise concerns in confidence. Staff must never promise confidentiality, as safeguarding information must be shared with the DSL (or Deputy/Head/Counsellor) on a need-to-know basis. Other leaders will be told only that a safeguarding concern exists, without full details, to enable appropriate pastoral care. Staff must never discuss safeguarding issues openly.

Parent Communication

The safeguarding policy is available on the school website, but will also be shared directly with parents at the start of each academic year. Throughout the year, parents are invited to workshops, such as: understanding student support at school, online safety and supporting child behaviour. There is also a regular spot in the parent weekly newsletter for safeguarding and online safety updates relevant to the school community.

The school will consider the best needs of the child when communicating with parents about safeguarding concerns. Concerns about a child will be discussed with their parents, handled sensitively by the DSL/DDSL (or Thai Deputy DSL for Thai nationals). If notifying parents increases risk to the child, the school may instead contact the police or other relevant agencies.

Related Policies

• Online Safety Policy
• Suicidal Ideation and Self-harm Policy
• Primary Positive Behaviour Policy
• Secondary Behaviour Policy
• Anti-bullying Policy
• Whistleblowing Policy
• Safer Recruitment Policy
• Staff Device and Social Media Policy
• Electronics and Mobile Phone/Device Policy

Copies of relevant policies are available upon request from the school.

Safeguarding Contacts

For: Senior Managers, Teaching Staff, Staff, Volunteers and External Providers

HeadStart Chaofah (HSC)

HeadStart Cherngtalay (HSN)

Cross-campus

Childline: ChildLine Thailand offers a free, 24 hour phone service in Thai for any child who wants confidential advice: Childline Thailand 1387.

External Support Contact Details

All Staff Responsibilities

Protecting the welfare of children is the role of every professional who comes into contact with children at HeadStart. All staff have a responsibility to follow the procedure for responding to suspected cases of Child Abuse, or Specific Safeguarding Issues, including best practice in dealing with disclosures. All staff have a professional duty to report any concerns related to Safeguarding and Child Protection and to record any concerns on our school monitoring system, CPOMS.

All staff have the responsibility to read, understand and adhere to the Staff Code of Conduct with regard to relationships and interactions with children.

Where there is an existing cause for concern about a child, staff should ensure that they monitor and report any further concerns to the Safeguarding Team immediately. Unplanned or unauthorised absences for such children should always be reported to the Safeguarding Team as soon as the register has been completed so that this can be followed up on.

All staff should wear their staff ID with blue lanyard at all times whilst on school site to identify themselves as a trusted adult who has unaccompanied access to all areas. Parents on site should be wearing parent ID with a yellow lanyard to indicate they are a trusted adult who can access public areas. Finally, visitors wear a visitor ID with a red lanyard and should be accompanied at all times. It is the responsibility of all staff to question adults in the school without a lanyard in order to maintain high standards of safety for all.

Safeguarding Team & Board

Designated Safeguarding Lead (DSL)

The school has nominated a senior member of staff (Designated Safeguarding Lead) to coordinate child protection arrangements. This person has the lead responsibility for safeguarding.

HeadStart has ensured that the DSL:

• Appropriately trained to at least Level 3 Advanced Training.
• Keep up to date with changes to statutory guidance.
• Ensures all staff, temporary staff, and volunteers are aware of who the DSL is and understand safeguarding procedures, including this policy.
• Acts as a source of support and expertise for the school community.
• Maintains clear, timely, and secure records of all concerns or disclosures, stored separately from academic files, and ensures onward referral in line with statutory guidance.
• Refers cases of suspected abuse or neglect to children’s social care or the police, following local procedures.
• Attends and contributes to child protection conferences as required.
• Coordinates the school’s contribution to child protection and safeguarding plans, including how safeguarding is embedded in the school’s curriculum.
• Develops and maintains links with statutory and voluntary agencies.
• Ensures staff acknowledge they have read and understood policies.
• Reviews and updates the child protection policy at least annually or when guidance changes.
• Liaises with the nominated governor and headteacher as appropriate.
• Facilitates and records staff attendance at child protection training.
• Ensures parents know how to access safeguarding information and raise concerns.
• Responsible for overseeing online safety

In the DSL’s absence, the DDSLs assume full responsibility for all safeguarding functions.

The School Board

The School Board ensures that the school has:

• A Designated Safeguarding Lead (DSL) who is a senior member of staff and has received appropriate child protection training.
• Clear procedures for managing allegations of abuse against staff, including the Headteacher, in line with statutory guidance.
• Safer recruitment procedures, including appropriate pre-employment checks for all staff.
• A training strategy ensuring that all staff, including the Headteacher, receive safeguarding and child protection training, with regular refresher training at least every three years.
• Arrangements to ensure that all temporary staff and volunteers are informed of the school’s safeguarding arrangements and procedures.

Thai Designated Safeguarding Contact

The Thai Designated Safeguarding Contact is responsible for:

• Acting as a point of contact on safeguarding issues for Thai-speaking staff.
• Liaising with the DSL to translate disclosures and concerns.
• Ensuring all staff know to report safeguarding concerns to the DSL or, in their absence, the Head of School.
• Being available for consultation on child protection matters, especially for Thai-speaking staff.
• Undertaking safeguarding training at least every two years.
• Assisting with delivering regular safeguarding training in Thai in consultation with the DSL.
• Raising staff awareness and confidence in safeguarding procedures.
• Supporting temporary or short-term staff by being a point of contact for Thai speakers regarding the school’s safeguarding arrangements.

Meeting Regularity

Recruitment & Training

Safer Recruitment

HeadStart follows safer recruitment procedures as outlined in the Safer Recruitment Policy to ensure only suitable staff work with children. References and checks are rigorously verified, and interviews probe safeguarding awareness. Appointments require proof of identity and police clearance. A Single Central Record (SCR) is maintained, and all new staff complete a safeguarding-focused induction.

Staff Training

All staff must have training to recognise the signs of abuse and neglect and know what to do if they have a concern. New staff will complete online safeguarding training via the TES Develop platform as part of induction. Existing staff will complete this training biannually, with refresher training delivered during induction week, including procedures for reporting concerns. In addition, all staff will receive safeguarding updates regularly (e.g. via email, briefings, or staff meetings). The DSL, Deputy DSL, and key personnel will receive advanced training updated at least every two years.

Safeguarding and Child Protection Training

Safeguarding Team Advanced Training

Types of Child Abuse

Abuse can take many forms. Staff must remain vigilant to the possibility of abuse which may present as signs and symptoms, or as a direct disclosure.

The four main types of abuse—physical, emotional, sexual, and neglect—often overlap and interconnect. Abuse may occur in person, online, or within specific community contexts.

Neglect

Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may involve a parent or carer failing to; provide adequate food, clothing, or shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate caregivers); ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

Signs or symptoms which may indicate neglect:

• Hunger
• Poor personal hygiene
• Dirty, ill-fitting or inappropriate clothes
• Tiredness or listlessness
• Poor school attendance or frequent lateness
• Poor concentration
• Demanding or attention-seeking behaviour
• Stealing or scavenging compulsively
• Failure to achieve developmental milestones

Physical Abuse

Physical abuse is deliberately causing physical harm to a child. This may include hitting, shaking, throwing, poisoning, burning, drowning, or suffocating. It can also involve fabricating or inducing illness. Physical abuse is always considered abuse, regardless of intention or severity.

Signs or symptoms which may indicate Physical Abuse:

• Bruising, including inconsistent accounts of how bruising or injuries have occurred
• Bald patches
• Burns or scalds
• Fear of going home or of parents being contacted
• Fear of medical help
• Inexplicable fear of adults or over-compliance
• Violence or aggression towards others, including bullying
• Reluctance to undress for PE or swimming

As of March 25, 2025, Thailand has amended Article 1567(2) of the Civil and Commercial Code to prohibit all forms of corporal punishment by parents and guardians. This amendment aligns with international standards and underscores the state’s commitment to protecting children’s rights. The school considers corporal punishment a form of physical abuse and does not condone its use in any setting.

Sexual Abuse

Sexual Abuse is defined as forcing or enticing a child to take part in sexual activities, whether or not the child is aware of what is happening. This includes physical contact, such as assault by penetration, or non-penetrative acts such as masturbation, kissing or touching inappropriately. Sexual Abuse includes non-contact activities like involving children in looking at or producing sexual images, watching sexual activities, grooming, or encouraging sexually inappropriate behaviour, both online and offline. Sexual Abuse can be perpetrated by both male and female adults, as well as other children.

Signs or symptoms which may indicate Sexual Abuse:

• Sexually explicit or age-inappropriate behaviour
• Physical signs
• Regressive behaviour
• Urinary tract infections
• Persistent physical complaints
• Eating disorders
• Reluctance to undress for PE or swimming
• Attention-seeking behaviour
• Lack of trust in a familiar or particular adult
• Unusually compliant or passive behaviour

Emotional Abuse

Psychological or emotional abuse is the persistent emotional maltreatment of a child or young person that can cause severe and long-lasting adverse effects on their emotional development and well-being. This may involve constant criticism or ridicule, threats, shouting, or rejection, as well as exposure to hostility or indifference, and not giving the child the opportunity to express their views. Emotional Abuse always occurs alongside all other forms of abuse, though it may occur alone.

Signs or symptoms which may indicate emotional abuse:

• Regressive behaviours
• Self-harm, substance misuse, or compulsive stealing
• Fear of parents or carers being contacted, or running away
• Eating disorders or disturbed eating patterns
• Speech or communication difficulties
• Low self-esteem
• Delayed development

Child-on-Child Abuse

Child-on-child abuse is any form of harm a child may inflict on another, including bullying, physical abuse, sexual violence or harassment, upskirting, and sharing nudes. initiation/hazing, and coercive behaviours. It is never tolerated or dismissed as ‘banter’ or ‘part of growing up.’

Signs or symptoms which may indicate child-on-child abuse:

• Unexplained injuries
• Sudden or persistent changes in behaviour
• Avoidance of particular places
• Repeated absences
• Secretive or distressed use of phones or technology
• Fear of reporting incidents

Managing allegations of child-on-child abuse: If reported, the DSL will inform the relevant Assistant or Deputy Head (Pastoral), who will ensure support for all involved and determine next steps. If necessary, a full investigation will be carried out. Parents will be notified if this does not put the child at further risk.

Specific Safeguarding Issues

Online Safety

The person responsible for online safety is the DSL, or the relevant DDSL in their absence. It is essential that children are safeguarded from potentially harmful and inappropriate online material. Online safety risks can be categorised into four areas of risk: content, contact, conduct, and commerce. The school takes a proactive approach to educating pupils about online safety.

Online Abuse

Online abuse can expose children to sexual exploitation, bullying, and harmful content, often overlapping with other abuse types. Staff must be vigilant, teach safe online behaviour, monitor digital activity within school, and report concerns promptly to the DSL to safeguard children’s welfare and prevent harm.

Mental Well-Being

Mental health problems can be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation. The mental well-being of students is considered a safeguarding matter when there are concerns that a student may be at risk of harm to themselves or others. Students will be closely monitored and supported by the Designated Safeguarding Lead (DSL) in collaboration with the school counsellor.

Substance Abuse

Substance misuse is viewed primarily as a safeguarding concern, although it may also involve breaches of the school’s behaviour expectations. All incidents involving substance misuse must be recorded on CPOMS and assessed through a safeguarding lens.

Unsupervised Living Conditions

Children are expected to live with a parent or guardian until leaving school. At any age, living without parental supervision, or solely with a nanny or carer is considered a safeguarding risk. Staff must report concerns to the relevant DDSL.

Domestic Abuse

Domestic abuse can take many forms and may occur as a single incident or as a repeated pattern of behaviour. It includes psychological, physical, sexual, financial, and emotional abuse. Children can also be affected by witnessing or experiencing its impact within the home.

Serious Violence

All staff should be alert to indicators that may suggest a child is at risk of, or involved in, serious violent crime. Warning signs may include increased absenteeism, changes in friendship groups, a marked decline in academic performance, or signs of physical assault.

Honour-Based Abuse

‘Honour-based’ abuse encompasses incidents which have been committed to protect or defend the honour of the family and/or the community. Abuse committed in the context of preserving ’honour’ often involves a wider network and can include multiple perpetrators.

Female Genital Mutilation (FGM)

Female Genital Mutilation (FGM) is a form of child abuse and a serious safeguarding concern. Staff must report concerns to the relevant DDSL and follow the procedure for recording.

Affluent Neglect

This is neglect occurring in families with wealth or high social status, where a child’s material needs may be met, but emotional, physical, or supervisory needs are unmet. Indicators include chronic lack of parental presence, outsourcing of care without oversight, and emotional needs ignored.

Child Sexual Exploitation (including online)

This is a form of child sexual abuse where children are manipulated, deceived, coerced, or forced into sexual activity, often in exchange for money, gifts, affection, status, or attention. Online exploitation includes grooming, sharing of sexual images/videos, and coercion.

Child Criminal Exploitation

This refers to when children are manipulated or coerced into committing crimes, often for the benefit of adults. They may be forced into activities such as drug trafficking, theft, financial scams, or smuggling goods.

Safe Touch

HeadStart recognises that physical touch may be required between students and staff members, particularly with younger children. However, any physical touch should always be appropriate, proportionate, and respectful of the child’s age, stage of development, and personal boundaries.

Staff must always consider the child’s comfort, wishes and understanding before any physical contact. If physical contact is needed to provide support, permission should be sought from the child first at an age-appropriate level.

Examples of appropriate physical touch:

• Required to prevent a child from harming themselves or others.
• Necessary to provide first aid or physical assistance with consent.
• A child initiates physical contact, such as a hug.

Examples of inappropriate physical touch:

• Initiating unnecessary or casual physical contact of any kind.
• To discipline, gain attention or control.
• Any behaviour that could be seen as sexual, intrusive, or intimidating.

The school’s ethos promotes teaching children about personal space, consent, and appropriate boundaries as part of the curriculum and student well-being.

Photography

Photography in school must prioritise children’s safety and privacy at all times. Images will only be used for agreed purposes and safely and respectfully. Parental consent for their child to be photographed is given at the point of admission and is recorded on the school MIS, Engage, as well as being listed on a ‘no photo list’ attached to every weekly bulletin. Parents have the right to refuse or withdraw consent.

Photos taken by staff:

• Photos can be taken on personal devices for educational purposes only.
• Photos should be stored securely on the school system as soon as possible and deleted from staff personal devices.
• Staff should never share photos of children on their social media platforms, including messaging apps, unless they are resharing photos already officially published by the school.

Photos taken by parents:

• Parents are only allowed to take photographs at birthday parties and at sporting events. This is outlined in the Parent Handbooks.
• If in doubt, parents should contact the Head of the Department.

Dealing with Disclosures

Managing Concerns About Children

Dealing with a Disclosure:

• Stay calm – do not panic or show shock.
• Listen carefully without interrupting or prompting.
• Reassure the child they did the right thing; praise their courage.
• Avoid assumptions or leading questions; use neutral, age-appropriate language.
• Clarify only if needed (e.g. What happened? Who was involved? Where? When?).
• Do not investigate or press for detail — this is the role of safeguarding staff/authorities.
• Let the child know they are believed and will be supported.
• Do not promise secrecy; explain that the information may need to be shared with safeguarding staff, but will remain as confidential as possible.
• Ensure the child’s safety during and after the conversation; do not leave them in a situation where they may feel pressured to change their account.
• If the child is at immediate risk, do not send them home until the safeguarding team has decided next steps.
• Record the disclosure immediately, noting dates, times, and the child’s own words.
• Report promptly to the DSL, Deputy DSL, or Head of School in their absence.
• Maintain confidentiality – do not discuss with others except for safeguarding purposes; breaches are a serious matter.

Children with SEND may face extra barriers to disclosing abuse, including communication difficulties, social isolation, misinterpreted behaviours, or limited understanding. Staff must remain vigilant, provide accessible communication, and never assume disclosure will be straightforward.

Reporting & Referrals

Reporting and Recording Concerns

• All staff and volunteers must report any concern, however minor, that a child may be at risk of harm, including suspected abuse, neglect, or safeguarding issues.
• Observations, communications, or other concerns must be recorded factually on CPOMS, using the child’s own words where possible.
• Concerns must be reported to the relevant DDSL before the end of the school day, or directly to the DSL without delay if there is an immediate threat.
• Staff must assign the CPOMS log to the DSL. The relevant DDSLs will also be automatically alerted.
• If a child protection concern arises outside of normal school hours, such as during an academy, school visit or weekend, staff should contact the Headmaster, Primary Principal or Secondary Principal.
• Failure to report disclosures or concerns breaches the Safeguarding and Child Protection Policy and may result in disciplinary action.

Responding to Possible Indicators

If staff notice changes in behaviour, unusual artwork, or other signs, they may offer the child a neutral, supportive opportunity to talk. Staff must listen, reassure, avoid investigating, and promptly report all concerns to the DSL, recording them on CPOMS.

Cases of Suspected Sexual Abuse

All suspected cases must be reported to the relevant Thai authorities by the DDSL for Thai nationals in collaboration with the DSL. Within the family, authorities must be contacted before the family is informed. Outside the family: both the family and authorities will be notified.

Other Forms of Abuse

The DSL will take action in consultation with the Head of School. The Head of School and Director will liaise with external agencies where necessary, keeping the DSL informed.

Student Reports a Nude or Semi-Nude Image

Listen calmly and reassure the student. Do not promise confidentiality. Follow the policy for managing disclosures, reporting, and recording. Do not view, copy, save, share or forward the image. The DSL will not routinely view the image.

Referral to the Police and Relevant Agencies

The DSL or Thai School Director will refer cases to the police and other relevant agencies if a child is, or may be, at risk of significant harm. The child (depending on age and understanding) and parents will be informed unless doing so increases the risk. For Thai nationals, the Ministry of Social Development and Human Security can be contacted via the Thai School Director. For foreign nationals, the relevant consulate should be contacted. ChildLine Thailand provides confidential, 24-hour advice in Thai: 1387.

Allegations Against Staff

Allegations of abuse by staff or volunteers are managed by the Headmaster in accordance with the Whistleblowing Policy. If the allegation involves the Headmaster, it must be reported directly to the CEO, who will liaise with relevant external agencies, without informing the Headmaster. Allegations against a DSL must be reported immediately to the Headmaster. Records relating to staff allegations are kept separately from other child protection files.

If necessary, a full investigation will be conducted. Staff are not automatically suspended following an allegation; the Head of School will decide on next steps.

Possible outcomes of an investigation:

• Upheld: There is sufficient evidence on the balance of probabilities to support the allegation.
• Unsubstantiated: Insufficient evidence to prove or disprove the allegation; this does not imply guilt or innocence.
• Unfounded: There is no evidence to support the allegation, or evidence shows it is untrue.
• Malicious: The allegation was made deliberately to deceive or cause harm.

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