Qualified Teacher Status (QTS) Safeguarding, Child Development and the Statutory Context Flashcards

24 sample cards from the Safeguarding, Child Development and the Statutory Context deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What does ACEs stand for, and give three examples.

   Adverse Childhood Experiences. Examples include abuse (physical, emotional, sexual), neglect, household dysfunction such as parental substance misuse, domestic violence, parental mental illness, parental separation, or having a household member in prison.

2. How can a high number of ACEs affect a child's learning and behaviour?

   It can impair brain development, stress-regulation and executive function, leading to difficulties with concentration, memory, emotional regulation and relationships, and increased risk of poorer health, behavioural and educational outcomes.

3. What is a 'trauma-informed' approach in schools?

   An approach that recognises the widespread impact of trauma, understands behaviour as communication of need, and responds with safety, predictability, relationships and regulation rather than purely punitive measures — avoiding re-traumatisation.

4. According to Bowlby, what is attachment?

   A deep and enduring emotional bond between a child and their primary caregiver, providing a secure base from which to explore and a safe haven in times of distress; it shapes the child's internal working model of relationships.

5. Name the four attachment styles identified by Ainsworth (and later research).

   Secure, insecure-avoidant, insecure-ambivalent/resistant, and disorganised attachment.

6. How might insecure attachment present in a pupil's classroom behaviour?

   It can show as difficulty trusting adults, hypervigilance, controlling or attention-seeking behaviour, withdrawal, poor emotional regulation, difficulty separating, and challenges forming peer relationships or accepting help.

7. Why is a 'secure base' or key attachment figure important in school for vulnerable children?

   A consistent, trusted adult provides emotional security that helps the child regulate stress, feel safe enough to explore and learn, and build positive internal working models of relationships.

8. What is meant by promoting positive mental health and wellbeing in schools?

   Creating a whole-school culture and environment that supports emotional wellbeing — through relationships, belonging, a supportive ethos, social and emotional learning, early help, and reducing stigma — so all pupils can flourish, not only those with difficulties.

9. Give three possible warning signs that a pupil may be experiencing mental health difficulties.

   Any three of: marked changes in mood or behaviour; withdrawal from friends/activities; declining academic performance or attendance; changes in eating or sleeping; increased irritability or anxiety; self-harm; or expressions of hopelessness.

10. What is the difference between an internal and an external referral route for a pupil needing mental health support?

    Internal routes are within school (e.g. DSL, pastoral lead, SENCo, school counsellor, mental health lead). External routes are outside agencies such as CAMHS, the GP, educational psychology, or early help services.

11. What does CAMHS stand for, and what does it provide?

    Child and Adolescent Mental Health Services — NHS-provided specialist assessment and treatment for children and young people with emotional, behavioural or mental health difficulties, accessed by referral.

12. What is the teacher's role regarding pupil mental health (as opposed to a clinician's)?

    To notice and identify concerns early, build supportive relationships, provide a safe environment, follow the school's referral process, and signpost to appropriate support — not to diagnose or provide clinical treatment.

13. What does RSHE stand for, and which elements are statutory in English schools?

    Relationships, Sex and Health Education. Relationships Education is statutory in all primary schools; Relationships and Sex Education (RSE) is statutory in all secondary schools; and Health Education is statutory in all state-funded primary and secondary schools.

14. Can parents withdraw their child from statutory RSHE in England?

    There is no right to withdraw from Relationships Education or Health Education. Parents may request to withdraw their child from the sex education element of RSE (not the science curriculum); in secondary, the child can opt back in three terms before turning 16.

15. What are the main layers of school governance and accountability for a maintained school?

    The governing body/board (strategic oversight, holding leaders to account, finance), the headteacher and senior leadership (day-to-day running), the local authority, and ultimately the Department for Education; academies are accountable to a multi-academy trust board and the DfE/regional structures instead of the LA.

16. What are the three core functions of a school governing board?

    Ensuring clarity of vision, ethos and strategic direction; holding leaders to account for educational performance and pupil outcomes; and overseeing the financial performance of the school and ensuring money is well spent.

17. What is Ofsted, and what is its function?

    The Office for Standards in Education, Children's Services and Skills — the non-ministerial department that inspects and regulates schools and other education/care providers in England to assure quality and report to parents and government.

18. Name the four key judgement areas of Ofsted's Education Inspection Framework (EIF).

    Quality of education; behaviour and attitudes; personal development; and leadership and management. (Plus separate judgements for early years and sixth-form provision where applicable.)

19. Within the EIF 'quality of education' judgement, what three elements does Ofsted evaluate?

    Intent (the curriculum's ambition and design), implementation (how it is taught and assessed), and impact (the outcomes pupils achieve and what they know, can do and remember).

20. What is a 'persistent absentee' as defined for school attendance in England?

    A pupil who misses 10% or more of their possible school sessions (authorised plus unauthorised absence). 'Severe absence' is missing 50% or more of sessions.

21. What is the difference between authorised and unauthorised absence?

    Authorised absence is permitted by the school (e.g. genuine illness or approved leave); unauthorised absence is not granted permission (e.g. truancy or unapproved holidays) and can lead to penalty notices or legal action against parents.

22. What is the legal basis of a school's duty of care for pupils' health and safety?

    The Health and Safety at Work etc. Act 1974 (and related regulations) places duties on employers to ensure, so far as reasonably practicable, the health, safety and welfare of staff and others (including pupils); schools also act 'in loco parentis'.

23. What do the data protection principles under GDPR/the Data Protection Act 2018 require of schools handling pupil data?

    That personal data is processed lawfully, fairly and transparently; collected for specified purposes; adequate and limited to what is necessary; accurate; kept no longer than necessary; and held securely (with accountability for compliance).

24. What is a Disclosure and Barring Service (DBS) check, and why is it required in schools?

    A criminal records check (enhanced, with barred-list check for regulated activity) carried out as part of safer recruitment to ensure that staff working with children are suitable and not barred from such work.

What this deck covers

Safeguarding, Child Development and the Statutory Context flashcards FAQ