Amy Harriman

In joining your team and implementing safeguarding into the school, I bring a combination of expertise, dedication, and a collaborative spirit that will enhance the safety and well-being of our students. My approach to safeguarding is not just about compliance with policies but about embedding a culture of vigilance and care that permeates every aspect of school life. One of the key strengths I bring is a deep understanding of safeguarding principles and the practical experience to implement them effectively. I am committed to ensuring that every student is protected, and I am proactive in identifying potential risks and addressing them swiftly. I take a hands-on approach to safeguarding, ensuring that all procedures are not only followed but understood and embraced by the entire school community. However, safeguarding can be challenging, and it's essential to navigate these difficulties with resilience and a sense of perspective. I believe that having a sense of humour, even in difficult times, is crucial. It helps to ease tensions, build rapport, and keep the team motivated. In moments of stress or when faced with challenging cases, a bit of levity can provide the emotional balance needed to stay focused and effective. I aim to create an environment where staff feel supported and able to discuss concerns openly, knowing that while we take our responsibilities seriously, we also care for each other’s well-being. In terms of team dynamics, I am a strong advocate for collaboration and bringing people together. Safeguarding is not the responsibility of one person but a collective effort. I am skilled at fostering open communication and encouraging all staff members to contribute their insights and experiences. By promoting teamwork and shared responsibility, I ensure that safeguarding is a unified effort, with everyone playing an active role. Furthermore, I am committed to continuous professional development, both for myself and for the team. I will implement regular training sessions, workshops, and discussions that not only update staff on the latest safeguarding practices but also empower them to feel confident in their roles. I also value the input of others and believe in learning from each other’s experiences, which strengthens our collective ability to protect and support our students. In summary, I bring a comprehensive and compassionate approach to safeguarding, underpinned by experience, a sense of humour, and a passion for teamwork. My goal is to create a safe, inclusive environment where every student can thrive and where staff feel equipped, supported, and united in our shared passion for safeguarding.

 A strong safeguarding lead is essential to ensuring the safety and well-being of every student in a school. At the heart of this role is the unwavering commitment to creating and maintaining a secure environment where students can thrive, free from harm, keeping in line with the KCSIE and ensuring we are going above and beyond to support our students and their families.

Effective safeguarding is not merely about following protocols but about cultivating a vigilant and proactive culture of care. A good safeguarding lead must be deeply knowledgeable about the latest safeguarding practices, statutory requirements, and the unique challenges faced by the school community. They must be accessible, approachable, and able to foster an environment where students and staff feel safe to raise concerns. This involves staying attuned to the subtle signs of distress or abuse and acting swiftly, appropriately and effectively to address any issues. 

Clear and concise record-keeping is another cornerstone of effective safeguarding. The safeguarding lead must meticulously document all concerns, incidents, and actions taken, ensuring that records are detailed, accurate, and up-to-date. This documentation is vital for tracking patterns of behaviour, ensuring continuity of care, and providing a clear and reliable account should further action be required. Additionally, maintaining confidentiality and sensitivity in handling these records is crucial, balancing the need to share information appropriately with the duty to protect individuals' privacy.

Attending all forms of safeguarding meetings is a critical responsibility. Whether it's strategy discussions, case conferences, or training sessions, the safeguarding lead must be present, fully engaged, and prepared to contribute meaningfully. These meetings are opportunities to collaborate with external agencies, review cases, update practices, and ensure that the school’s safeguarding policies are effective and responsive to emerging threats.

Furthermore, upskilling staff members is a key part of the safeguarding lead's role. This involves providing regular training and updates to all staff, ensuring they are aware of their responsibilities and are equipped to recognise and respond to potential safeguarding issues. The safeguarding lead should also create opportunities for staff to discuss concerns, ask questions, and develop their confidence in handling safeguarding matters. 

Ultimately, a good safeguarding lead must be both a protector and an educator, a record-keeper and a communicator. Their role is to ensure that safeguarding is not just a policy but a lived commitment throughout the school, ensuring that every student is safe, supported, and able to reach their full potential.

I feel over my decade in both primary and secondary schools, I have learnt a lot of transferable skills and knowledge that I can bring to my next role. I am an experienced safeguarding professional, looking for a new challenge. 

I am an excellent communicator, I have established myself within the safeguarding professionals and am able to communicate effectively to ensure all information is relevant and concise - keeping confidentiality and in line with GDPR. Liaise with professionals on a daily basis, regarding safeguarding concerns as well as keeping up to date on support services in order to signpost our vulnerable children and their families. Attend all meetings from early help, to child in need, child protection, MARAC, Strat and conferences. Immaculate record keeping. Ensuring all staff are up to date with safeguarding training, as well as being aware of how to effectively use the safeguarding platforms with confidence, to report any concerns.

DDSL and Prevent Lead - Weston Favell Academy

Early Intervention and Resource Development Practitioner - Child Bereavement UK

Special Educational Needs Support and DDSL - Little Harrowden Primary School

Special Educational Needs Support and DDSL - Hawthorn Community Primary School 

Special Educational Needs Support and DDSL - St Pauls C of E Primary School

Health and Social Care NVQ

DSL training 

Prevent training