Child Protection Policy





  1. Introduction 
  2. Statutory Framework 
  3. Roles and Responsibilities 
  4. Types of abuse / specific safeguarding issues 
  5. Procedures  
  6. Training  
  7. Professional Confidentiality 
  8. Records and information sharing 
  9. Interagency working 
  10. Allegations about members of the workforce 
  11. Promoting positive mental health and resilience in school  
  12. Use of reasonable force 
  13. Whistleblowing 

Appendix A: Children and Families Hub Partner Access Map 

Appendix B: Essex Windscreen of Need and levels of intervention Appendix C: Additional safeguarding arrangements during COVID-19



  1. Introduction 

Schools and their staff form part of the wider safeguarding system for children. Everyone who comes into  contact with children and their families and carers has a role to play in safeguarding children. In order to  fulfill this responsibility effectively, all professionals should make sure their approach is child-centered. This  means that they should consider, at all times, what is in the best interests of the child.  (Keeping Children Safe in Education – DfE, 2019) 

This Child Protection policy is for all sta , parents, governors, volunteers and the wider school community.  It forms part of the safeguarding arrangements for our school and should be read in conjunction with the  following: 

- Keeping Children Safe in Education (DfE, 2019) 

- the school Behavior policy;  

- the school Sta  Behaviour policy (sometimes called Sta  Code of Conduct);  

- the safeguarding response to children missing from education 

- the role of the designated safeguarding lead (Annex B of KCSIE) 

Safeguarding and promoting the welfare of children (everyone under the age of 18) is defined in Keeping  Children Safe in Education as: 

- Protecting children from maltreatment 

- Preventing impairment of children’s health or development 

- Ensuring that children grow up in circumstances consistent with the provision of safe and effective care - Taking action to enable all children to have the best outcomes 

  1. Statutory framework 

There is government guidance set out in Working Together (HMG, 2018) on how agencies must work in  partnership to keep children safe. This guidance places a shared and equal duty on three Safeguarding  Partners (the Local Authority, Police and Health) to work together to safeguard and promote the welfare of  all children in their area under multi-agency safeguarding arrangements. These arrangements sit under the  Essex Safeguarding Children Board (ESCB).  

In Essex, the statutory partners are Essex County Council, Essex Police and five of the seven Clinical Commissioning Groups covering the county. 

Section 175 of the Education Act 2002 (Section 157 for Independent schools) places a statutory responsibility on the governing body to have policies and procedures in place that safeguard and promote the welfare  of children who are pupils of the school. 

In Essex, all professionals must work in accordance with the SET Procedures (ESCB, 2019) . Our school also  works in accordance with the following legislation and guidance (this is not an exhaustive list): 

Keeping Children Safe in Education (DfE, 2020)  

Working Together (HMG, 2018)  

Education Act (2002) 

Effective Support for Children and Families in Essex (ESCB, 2017)  

Counter-Terrorism and Security Act (HMG, 2015) 

Serious Crime Act 2015 (Home O ce, 2015) 

Children and Social Work Act (2017)

Children Missing Education - statutory guidance for local authorities (DfE, 2016)  

Sexual Offences Act (2003) 

Education (Pupil Registration) Regulations 2006 

Information sharing advice for safeguarding practitioners (HMG, 2018)  

Data Protection Act (2018)  

What to do if you're worried a child is being abused (HMG, 2015)  

Searching, screening and confiscation (DfE, 2018)  

Children Act (1989) 

Children Act (2004) 

Preventing and Tackling Bullying (DfE, 2017) 

Female Genital Mutilation Act 2003 (S. 74 - Serious Crime Act 2015) 

Sexual violence and sexual harassment between children in schools and colleges (DfE, 2018) Promoting positive emotional well-being and reducing the risk of suicide (ESCB, 2018) Keeping pupils and sta  safe – management of behaviour in schools, including use of physical contact and  restrictive / non-restrictive physical intervention to address di cult and harmful behaviour (ESCB, 2018)  Preventing youth violence and gang involvement (Home O ce, 2015) 

Criminal Exploitation of children and vulnerable adult - county lines guidance (Home O ce, 2018) Teaching on-line safety in schools (DfE, 2019) 

Education Access Team CME / Home Education policy and practice (ECC, 2018)  

Understanding and Supporting Behaviour - safe practice for schools and educational settings (ESCB 2020)  

  1. Roles and Responsibilities 

All adults working with or on behalf of children have a responsibility to protect them and to provide a safe  environment in which they can learn and achieve their full potential.  However, there are key people within  schools and the Local Authority who have specific responsibilities under child protection procedures.  The names of those in our school with these specific responsibilities (the designated safeguarding lead and  deputy designated safeguarding lead) are shown on the cover sheet of this document. 

The Designated Safeguarding Lead (and Deputy) 

The designated safeguarding lead in school takes lead responsibility for managing child protection referrals, safeguarding training and raising awareness of all child protection policies and procedures. They  ensure that everyone in school (including temporary staff , volunteers and contractors) is aware of these  procedures and that they are followed at all times. They act as a source of advice and support for other  sta  (on child protection matters) and ensure that timely referrals to Essex Children’s Social Care (Family  Operations Hub) are made in accordance with current SET procedures.  They work with the local authority  and other agencies as required. 

If for any reason the designated safeguarding lead is unavailable, the deputy designated safeguarding lead  will act in their absence.   

All academy sta  

Everyone in our academy has a responsibility to provide a safe learning environment in which our children  can learn. Any child may benefit from early help and all sta  members are aware of the local early help  process and our role in it. They are aware of signs of abuse and neglect so they are able to identify  children who may be in need of help or protection. All staff members are aware of and follow school  processes (as set out in this policy) and are aware of how to make a referral to Social Care if there is a need  to do so. If staff have any concerns about a child’s welfare, they must act on them immediately and speak  with the designated safeguarding lead (or deputy) – they do not assume that others have taken action. 

  1. Types of abuse / specific safeguarding issues 

Keeping Children Safe in Education (DfE, 2019) defines abuse as the maltreatment of a child. 

“Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Children may  be abused in a family or in an institutional or community setting by those known to them or, more rarely, by  others. Abuse can take place wholly online, or technology may be used to facilitate online abuse. Children  may be abused by an adult or adults or another child or children” 

The four main types of abuse referred to in Keeping Children Safe in Education are: 





Our school is aware of the signs of abuse and neglect so we are able to identify children who may be in  need of help or protection. All staff  are aware of environmental factors which may impact on a child’s  welfare and safety and understand safeguarding in the wider context (contextual safeguarding). Sta  are  aware of safeguarding issues that can put children at risk of harm and understand that behaviors linked to  issues such as drug taking, alcohol abuse, deliberately missing education and sexting put children in  danger.  

Peer on Peer Abuse 

Our school may be the only stable, secure and safe element in the lives of children at risk of, or who have  suffered harm.  Nevertheless, whilst at school, their behavior may be challenging and defiant, or they may  instead be withdrawn, or display abusive behaviors towards other children. Our school recognises that  some children may abuse their peers and any incidents of peer on peer abuse will be managed in the same  way as any other child protection concern and will follow the same procedures. We will seek advice and  support from other agencies as appropriate. 

Peer on peer abuse can manifest itself in many ways. This may include bullying (including cyber bullying),  physical abuse, sexual violence / sexual harassment, ‘up-skirting’, ‘sexting’ or initiation / hazing type violence  and rituals. We do not tolerate any harmful behavior in school and will take swift action to intervene where  this occurs. We use lessons and assemblies to help children understand, in an age-appropriate way, what  abuse is and we encourage them to tell a trusted adult if someone is behaving in a way that makes them  feel uncomfortable. Our school understands the different gender issues that can be prevalent when dealing  with peer on peer abuse. 

Serious violence 

All staff  are aware of indicators which may signal that children are at risk from or involved with serious  violent crime. These may include increased absence from school, a change in friendships or relationships  with older individuals or groups, a significant decline in performance, signs of self-harm or a significant  change in well-being, or signs of assault or unexplained injuries. Unexplained gifts or new possessions  could also indicate that a child has been approached by, or is involved with, individuals associated with  criminal networks or gangs. 

Children with special educational needs and disabilities 

Our school understands that children with special educational needs (SEN) and disabilities can face additional safeguarding challenges. Barriers can exist when recognising abuse and neglect in this group of  children. This can include:  

- Assumptions that indicators of possible abuse such as behavior, mood and injury relate to the child’s  disability, without further exploration 

- That they may be more prone to peer group isolation than others 

- The potential to be disproportionately impacted by things like bullying, without outwardly showing signs - Communication di culties in overcoming these barriers

Children missing from education 

All children, regardless of their age, ability, aptitude and any special education needs they may have are  entitled to a full-time education. Our school recognises that a child missing education is a potential  indicator of abuse or neglect and will follow the school procedures for unauthorized absence and for  children missing education. It is also recognised that, when not in school, children may be vulnerable to  or exposed to other risks, so we work with parents and other partners to keep children in school whenever possible. 

Parents should always inform us of the reason for any absence. Where contact is not made, a referral  may be made to another appropriate agency (Education Access Team, Social Care or Police). Parents are  required to provide at least two emergency contact numbers to the school, to enable us to communicate  with someone if we need to. 

Our school must inform the local authority of any pupil who has been absent without school permission  for a continuous period of 10 days or more. 

Child Sexual Exploitation (CSE) 

Child Sexual Exploitation (CSE) is a form of child abuse, which can happen to boys and girls from any  background or community. In Essex, the definition of Child Sexual Exploitation (CSE) from the Department  of Education (DfE, 2017) has been adopted: 

"Child Sexual Exploitation is a form of child sexual abuse. It occurs when an individual or group takes  advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the  age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the  financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually  exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve  physical contact; it can also occur through the use of technology". 

It is understood that a significant number of children who are victims of CSE go missing from home, care  and education at some point. Our school is alert to the signs and indicators of a child becoming at risk of,  or subject to, CSE and will take appropriate action to respond to any  

concerns. The designated safeguarding lead will lead on these issues and work with other agencies as  appropriate. This one page process map sets out arrangements for CSE in Essex. 

Child criminal exploitation 

Child criminal exploitation is a geographically widespread form of harm which is a typical feature of  county lines criminal activity (county lines is when drug networks or gangs groom and exploit children to  carry drugs and money from urban areas to suburban areas and seaside towns). Our school works with  key partners locally to prevent and respond to child criminal exploitation. 

Contextual safeguarding 

Safeguarding incidents and behaviors can be associated with factors outside our school. All staff  are  aware of contextual safeguarding and the fact they should consider whether wider environmental factors  present in a child’s life are a threat to their safety and / or welfare. To this end, we will consider relevant  information when assessing any risk to a child and share it with other agencies to support better understanding of a child and their family.

Domestic abuse 

Domestic abuse can take many forms, including psychological, physical, sexual, financial and emotional.  Our school recognises that exposure to domestic abuse can have a serious, long-term emotional and  psychological impact on children. We work with other key partners and will 

share relevant information where there are concerns that domestic abuse may be an issue for a child or  family or be placing a child at risk of harm. 

So-called ‘honour-based violence’ (including Female Genital Mutilation and forced marriage) Female Genital Mutilation (FGM) comprises all procedures involving partial or total removal of the external female genitalia or other injury to female genital organs. It is illegal in the UK and a form of child  abuse. 

As of October 2015, the Serious Crime Act 2015 (Home O ce, 2015) introduced a duty on teachers  (and other professionals) to notify the police of known cases of female genital mutilation  where it appears to have been carried out on a girl under the age of 18. Our school will operate in  accordance with the statutory requirements relating to this issue, and in line with local safeguarding  procedures. 

A forced marriage is one entered into without the full consent of one or both parties. It is where  violence, threats or other forms of coercion is used and is a crime. Our staff  understand how to report  concerns where this may be an issue. 

Prevention of radicalisation 

As of July 2015, the Counter-Terrorism and Security Act (HMG, 2015) placed a new duty on schools and  other education providers. Under section 26 of the Act, schools are required, in the exercise of their  functions, to have “due regard to the need to prevent people from being drawn into terrorism”. This  duty is known as the Prevent duty.  

It requires schools to: 

- teach a broad and balanced curriculum which promotes spiritual, moral, cultural, mental and physical  development of pupils and prepares them for the opportunities, responsibilities and experiences of life  and must promote community cohesion 

- be safe spaces in which children / young people can understand and discuss sensitive topics, including terrorism and the extremist ideas that are part of terrorist ideology, and learn how to challenge  these ideas 

- be mindful of their existing duties to forbid political indoctrination and secure a balanced presentation  of political issues 

- CHANNEL is a national programme which focuses on providing support at an early stage to people  identified as vulnerable to being drawn into terrorism.  

- Our school works in accordance with local procedures for PREVENT and with other agencies, sharing  information and concerns as appropriate. 

  1. Procedures  

Our school works with key local partners to promote the welfare of children and protect them from  harm. This includes providing a co-ordinated offer of early help when additional needs of children are  identified and contributing to inter-agency plans which provide additional support (through a ‘child in  need’ or a ‘child protection’ plan). 

All staff members have a duty to identify and respond to suspected / actual abuse or disclosures of  abuse. Any member of staff , volunteer or visitor to the school who receives a disclosure or allegation of  abuse, or suspects that abuse may have occurred must report it immediately to the designated safeguarding lead (or, in their absence, the deputy designated safeguarding lead).  

All action is taken in accordance with the following guidance; 

- Essex Safeguarding Children Board guidelines - the SET (Southend, Essex and Thurrock) Child Protection Procedures (ESCB, 2019) 

- Essex Effective Support 

- Keeping Children Safe in Education (DfE, 2020) 

- Working Together to Safeguard Children (DfE, 2018) 

- ‘Effective Support for Children and Families in Essex’ (ESCB, 2017) 

- PREVENT Duty - Counter-Terrorism and Security Act (HMG, 2015) 

Any sta  member or visitor to the school must refer any concerns to the designated safeguarding lead or  deputy designated safeguarding lead. Where there is risk of immediate harm, concerns will be  referred by telephone to the Children and Families Hub and / or the Police. Less urgent concerns or  requests for support will be sent to the Children and Families Hub via the Essex Effective Support portal.  The school may also seek advice from Social Care or another appropriate agency about a concern, if we  are unsure how to respond to it. Wherever possible, we will share any safeguarding concerns, or an  intention to refer a child to Children’s Social Care, with parents or carers. However, we will not do so  where it is felt that to do so could place the child at greater risk of harm or impede a criminal investigation. On occasions, it may be necessary to consult with the Children and Families Hub and / or Essex  Police for advice on when to share information with parents / carers. 

If a member of staff  continues to have concerns about a child and feels the situation is not being addressed or does not appear to be improving, the staff member concerned should press for reconsideration of the case with the designated safeguarding lead. 

If, for any reason, the designated safeguarding lead (or deputy) is not available, this should not delay  appropriate action being taken. Safeguarding contact details are displayed in the school to ensure that  all sta  members have unfettered access to safeguarding support, should it be required. Any individual  may refer to Social Care where there is suspected or actual risk of harm to a child. 

When new staff , volunteers or regular visitors join our school they are informed of the safeguarding  arrangements in place, the name of the designated safeguarding lead (and deputy) and how to share  concerns with them. 

  1. Training  

The designated safeguarding lead (and deputy) undertake Level 3 child protection training at least every  two years. The Headteacher, all staff members and governors receive appropriate child protection training which is regularly updated and in line with advice from the Essex Safeguarding  Children Board (ESCB). In addition, all staff  members receive safeguarding and child protection updates  as required, but at least annually, to provide them with relevant skills and knowledge to safeguard children effectively. Records of any child protection training undertaken is kept for all sta  and  governors. 

The school ensures that the designated safeguarding lead (and deputy) also undertakes training in  inter-agency working and other matters as appropriate 

  1. Professional confidentiality 

Confidentiality is an issue which needs to be discussed and fully understood by all those working with  children, particularly in the context of child protection.  A member of sta  must never guarantee confidentiality to anyone about a safeguarding concern (including parents / carers or pupils), or promise to keep a  secret. In accordance with statutory requirements, where there is a child protection concern, this must be  reported to the designated safeguarding lead and may require further referral to and subsequent investigation by appropriate authorities.  

Information on individual child protection cases may be shared by the designated lead (or deputy) with  other relevant sta  members. This will be on a ‘need to know’ basis only and where it is in the child’s  best interests to do so.  

  1. Records and information sharing 

Well-kept records are essential to good child protection practice.  Our school is clear about the need to  record any concern held about a child or children within our school and when these records should be  shared with other agencies. 

Where there are concerns about the safety of a child, the sharing of information in a timely and effective  manner between organizations can reduce the risk of harm. Whilst the Data Protection Act 2018 places  duties on organizations and individuals to process personal information fairly and lawfully, it is not a  barrier to sharing information where the failure to do so would result in a child or vulnerable adult being  placed at risk of harm. Similarly, human rights concerns, such as respecting the right to a private and  family life would not prevent sharing information where there are real safeguarding concerns. Fears  about sharing information cannot be allowed to stand in the way of the need to safeguard and promote  the welfare of children at risk of abuse or neglect. Generic data flows related to child protection are  recorded in our Records of Processing Activity and regularly reviewed; and our online school privacy  notices accurately reflect our use of data for child protection purposes. 

Any member of staff  receiving a disclosure of abuse or noticing signs or indicators of abuse, will record it  as soon as possible, noting what was said or seen (if appropriate, using a body map to record), giving the  date, time and location.  All records will be dated and signed and will include the action taken. This is  then presented to the designated safeguarding lead (or deputy), who will decide on appropriate action  and record this accordingly. 

Any records related to child protection are kept on an individual child protection file for that child (which  is separate to the pupil file). All child protection records are stored securely and confidentially and will be  retained for 25 years after the pupil’s date of birth, or until they transfer to another school / educational  setting.  

In line with statutory guidance, where a pupil transfers from our school to another school / educational  setting (including colleges), their child protection records will be forwarded to the new educational  setting. These will be marked ‘Confidential’ and for the attention of the receiving school’s designated  safeguarding lead, with a return address on the envelope so it can be returned to us if it goes astray. We  will obtain evidence that the paperwork has been received by the new school and then destroy any  copies held in our school. Where appropriate, the designated safeguarding lead may also make contact  with the new educational setting in advance of the child’s move there, to enable planning so appropriate  support is in place when the child arrives.  

Where a pupil joins our school, we will request child protection records from the previous educational  establishment (if none are received). 

  1. Interagency working 

It is the responsibility of the designated safeguarding lead to ensure that the school is represented at,  and that a report is submitted to, any child protection conference called for children on the school roll or  previously known to them. Where possible and appropriate, any report will be shared in advance with  the parent(s) / carer(s). The member of staff  attending the meeting will be fully briefed on any issues or  concerns the school has and be prepared to contribute to the discussions at the conference. 

If a child is subject to a Child Protection or a Child in Need plan, the designated safeguarding lead will  ensure the child is monitored regarding their school attendance, emotional well-being, academic 

progress, welfare and presentation. If the school is part of the core group, the designated safeguarding  lead will ensure the school is represented, provides appropriate information and contributes to the plan  at these meetings. Any concerns about the Child Protection plan and / or the child’s welfare will be  discussed and recorded at the core group meeting, unless to do so would place the child at further risk of  significant harm. In this case the designated safeguarding lead will inform the child’s key worker immediately and then record that they have done so and the actions agreed.   

  1. Allegations about members of the workforce 

All staff members are made aware of the boundaries of appropriate behavior and conduct. These matters form part of sta  induction and are outlined in the Sta  Behaviour policy / Code of Conduct. The  school works in accordance with statutory guidance and the SET procedures (ESCB, 2019) in respect of  allegations against an adult working with children (in a paid or voluntary capacity). Section 7 of the  current SET procedures provides detailed information on this. 

The school has processes in place for reporting any concerns about a member of sta  (or any adult  working with children). Any concerns about the conduct of a member of sta  will be referred to the  Headteacher (or the Deputy Headteacher in their absence). This role is distinct from the designated  

safeguarding lead as the named person should have sufficient status and authority in the school to  manage employment procedures. Sta ng matters are confidential and the school operates within statutory guidance around Data Protection.  

Where the concern involves the headteacher, it should be reported directly to the Chair of Governors.  SET procedures (ESCB, 2019) require that, where an allegation against a member of sta  is received, the  Headteacher, senior named person or the Chair of Governors must inform the duty Local Authority Designated O cer (LADO) in the Children’s Workforce Allegations Management Team on 03330 139 797 within  one working day. However, wherever possible, contact with the LADO will be made immediately as they  will then advise on how to proceed and whether the matter requires Police involvement. This will include  advice on speaking to pupils and parents and HR. The school does not carry out any investigation before  speaking to the LADO. 

  1. Promoting positive mental health and resilience in school  

Positive mental health is the concern of the whole community and we recognise that schools play a key  part in this. Our school aims to develop the emotional wellbeing and resilience of all pupils and staff , as  well as provide specific support for those with additional needs. We understand that there are risk  factors which increase someone’s vulnerability and protective factors that can promote or strengthen  resilience. The more risk factors present in an individual’s life, the more protective factors or supportive  interventions are required to counter balance and promote further growth of resilience. 

It is vital that we work in partnership with parents to support the well-being of our pupils. Parents should  share any concerns about the well-being of their child with school, so appropriate support and interventions can be identified and implemented. 

  1. Use of reasonable force 

The term ‘reasonable force’ covers a broad range of actions used by staff  that involve a degree of physical contact to control or restrain children. There are circumstances when it is appropriate for sta  to use  reasonable force to safeguard children and young people, such as guiding a child to safety or breaking  

up a fight. ‘Reasonable’ means using no more force than is needed. Our school works in accordance  with statutory and local guidance on the use of reasonable force (see section 2) and recognises that  where intervention is required, it should always be considered in a safeguarding context.

  1. Whistleblowing 

All members of sta  and the wider school community should be able to raise concerns about poor or  unsafe practice and feel confident any concern will be taken seriously by the school leadership team. We  have ‘whistleblowing’ procedures in place and these are available in the school Whistleblowing Policy.  However, for any member of sta  who feels unable to raise concerns internally, or where they feel their  concerns have not been addressed, they may contact the NSPCC whistleblowing helpline on: 0800 028  0285 (line is available from 8:00 AM to 8:00 PM, Monday to Friday) or by email at: Parents or others in the wider school community with concerns can contact the NSPCC general helpline  on: 0808 800 5000 (24 hour helpline) or email: . 

Appendix A: Children and Families Hub flow chart 

Appendix B: Essex Windscreen of Need and levels of intervention

All partners working with children, young people and their families will provide support as soon as we are  aware of any additional needs. We will always seek to work together to provide support to children,  young people and their families at the lowest level possible in accordance with their needs 

Children with Additional needs are best supported by those who already work with them, such as Family  Hubs or schools, organizing additional support with local partners as needed. When an agency is supporting these children, an Early Help Plan and a Lead Professional are helpful to share information and  coordinate work alongside the child and family. 

For children whose needs are Intensive, a coordinated multi-disciplinary approach is usually best, involving either an Early Help Plan or a Shared Family Assessment (SFA), with a Lead Professional to work  closely with the child and family to ensure they receive all the support they require. Examples of intensive  services are children’s mental health services and Family Solutions.  

Specialist services are where the needs of the child are so great that statutory and/or specialist intervention is required to keep them safe or to ensure their continued development. Examples of specialist  services are Children’s Social Care or Youth O ending Service. By working together effectively with  children that have additional needs and by providing coordinated multi-disciplinary/agency support and  services for those with intensive needs, we seek to prevent more children and young people requiring  statutory interventions and reactive specialist services. 

Appendix C: Additional safeguarding arrangements during COVID-19 

When schools were instructed to close, we assessed the needs of all our pupils and put in place plans to  support them and their families during the summer term. These plans included an education o er and  arrangements to support pupils with their safety and wellbeing. Where appropriate, the plans included  actions and interventions from other agencies, as we continued to work with partners to provide an  appropriate level of support. These plans were regularly reviewed to ensure they reflected current need  and were updated accordingly to ensure appropriate support is in place. 

We have now moved to full opening and our usual Child Protection Policy applies. However, as a  response to COVID-19 and to ensure we are compliant with government guidance and Health and Safety  law, other arrangements are in place and we have communicated this to all parents. 

We have a robust risk assessment in place and will continue to regularly review this and update it as  required. This review process will consider whether our current plans and protective measures are: 


Working as planned 

Updated appropriately considering any issues identified and changes in public health advice 

If, as a result of future local lockdown arrangements, the school is subject to further closure, our previous  arrangements for monitoring and supporting pupils will be reinstated.