Schools and school boarding premises

Clause 5 of Ministerial Order 1359 aligns to Child Safe Standard 1 and states:

5.1 Schools and school boarding premises must establish culturally safe environments in which the diverse and unique identities and experiences of Aboriginal children, young people and students are respected and valued.

5.2 In complying with clause 5.1, the school governing authority or school boarding premises governing authority must, at a minimum, ensure:

1. a child or student’s ability to express their culture and enjoy their cultural rights is encouraged and actively supported
2. strategies are embedded within the school or school boarding premises which equip school staff or school boarding premises staff, students, volunteers and the school community or school boarding premises community to acknowledge and appreciate the strengths of Aboriginal culture and understand its importance to the wellbeing and safety of Aboriginal children and students
3. measures are adopted by the school or school boarding premises to ensure racism is identified, confronted and not tolerated, and any instances of racism within the school environment or school boarding premises environment are addressed with appropriate consequences
4. the school or school boarding premises actively supports and facilitates participation and inclusion by Aboriginal children and students and their families
5. all of the policies, procedures, systems and processes of the school or provider of school boarding services, taken together, create a culturally safe and inclusive environment and meet the needs of Aboriginal children and students and their families.

5.3 The school governing authority or school boarding premises governing authority must develop and endorse a policy or statement that details the strategies and actions the school or school boarding premises will take to implement clauses 5.1 and 5.2.

Explanatory notes

1. The term ‘Aboriginal’ in this Order includes Aboriginal and Torres Strait Islander peoples. It is important to be respectful of how individual children, students, their families and community refer to themselves, and use appropriate language when referring to individuals or communities.
2. This clause applies even if there are no children or students at a school or school boarding premises that identify as Aboriginal.
3. A statement can take the form of any written record, for example, a documented plan, posted on a website or online communication platform or a statement incorporated into an existing policy or another document.

Guidance from the Department of Education helps schools consider and action all aspects of this Standard:

• Schools - culturally safe environments guidance(opens in a new window)
• Examples of actions to support cultural safety(opens in a new window)

A template for government schools is available to help you develop a Child Safety and Wellbeing Policy. It can also be adapted for non-government schools. If using a template as the basis for creating this document, schools must tailor it to their student cohort and community:

• Develop your school's Child Safety and Wellbeing Policy(opens in a new window)

The Commission for Children and Young People (CCYP) have resources and a guide to help your organisation understand what cultural safety means:

• Child Safe Standard 1 guide
• Understanding cultural safety for Aboriginal children and young people
• Tips for establishing a culturally safe organisation
• Frequently asked questions with Meena Singh, Commissioner for Aboriginal Children and Young People
• Days of importance for Aboriginal communities

1. Review

Victorian schools must have a Child Safety Policy or a Statement of Commitment to Child Safety.

Review your policy or statement and consider renaming it ‘Child Safety and Wellbeing Policy’. See templates and examples in ‘Further resources’.

The Child Safety and Wellbeing Policy must include:

• a commitment to child safety and the actions the school takes to ensure a child safe culture is championed and modelled at all levels
• governance arrangements to ensure implementation
• the roles of the governing authority, principal and other staff
• the governing authority’s process for reviewing the policy.

2. Endorse

The school governing authority must endorse the Child Safety and Wellbeing Policy.

Make the Child Safety and Wellbeing Policy publicly available. Publish the document in any or all the following ways:

• on the school website
• through regular school newsletters or communications.

3. Implement

Compliant schools:

• endorse and publish a Child Safety and Wellbeing Policy
• implement the actions to ensure a child safe culture
• ensure staff and volunteers are familiar with and champion the Child Safety and Wellbeing Policy
• have a process for the governing authority’s review of child safety practices and maintain records of that review. This could include agendas and minutes of governing authority meetings.

1. Review

Victorian schools must have a Child Safety Code of Conduct.

Review the Child Safety Code of Conduct to ensure it's up to date. There is guidance and a template that schools can adapt for their circumstances under ‘Further resources’.

The Child Safety Code of Conduct must:

• have the objective of promoting child safety and wellbeing
• provide guidelines for staff and volunteers on expected standards of behaviour
• take into account the needs of all students and be consistent with any relevant profession or occupational codes of conduct
• be consistent with the school’s child safety and wellbeing strategies.

2. Endorse

The school governing authority must endorse the Child Safety Code of Conduct.

For government schools, the school council endorses the Child Safety Code of Conduct. School principal endorsement is not enough.

Make the Child Safety Code of Conduct publicly available. Publish the document in any or all the following ways:

• on the school website
• through regular school newsletters or communications.

3. Implement

Compliant schools:

• endorse and publish a Child Safety Code of Conduct
• make sure staff and volunteers are aware of the Child Safety Code of Conduct
• ensure the expected standards of behaviour are clear
• take into account the needs of all students
• ensure their Child Safety Code of Conduct is consistent with any relevant professional or occupational codes, including the Victorian Teaching Profession’s Code of Conduct
• take action on breaches of the Child Safety Code of Conduct.

1. Review

Victorian schools must have developed and implemented child safety risk management strategies.

There is no mandated approach or template, but schools should have a risk register to identify and manage risks. Guidance and a sample template can be found under ‘Further resources’.

Schools may have stand-alone child safe risk registers, or child safety incorporated within larger school risk registers.

2. Endorse

The school governing authority must endorse the risk register and ensure risk management strategies are implemented.

3. Implement

Compliant schools:

• prevent, identify and reduce child safety and wellbeing risks related to child abuse
• have governing authorities that annually monitor and review risk management strategies and practices
• assess the effectiveness of risk controls on an ongoing basis
• tailor risk management to the activities their school undertakes, and the characteristics and needs of all students.

1. Review

Schools must have a records management policy or statement that details the processes in place to meet Public Record Office of Victoria Recordkeeping Standards for records relevant to child safety and wellbeing.

2. Endorse

The school governing authority must endorse the records management policy or statement.

3. Implement

Create and keep — and do not dispose or destroy — records relevant to child safety and wellbeing. Ensure the school:

• determines which records need to be kept
• establishes and maintains appropriate records management policies and practices
• has full and accurate records of allegations or incidents
• stores and manages records appropriately
• has staff and volunteers that understand information sharing and record keeping obligations.

• There is no Child Safety and Wellbeing Policy (schools can choose a different name for the policy).
• The Child Safety and Wellbeing Policy:
  • is in draft form or is not endorsed by the governing authority
  • is not publicly available
  • contains references to superseded Ministerial Order 870, instead of current Ministerial Order 1359
  • has content that does not cover all the essential requirements set by Ministerial Order 1359, including actions to champion and model a child safe culture, or governance and review arrangements
  • is not championed and modelled at all levels of the school.
• There is little or no evidence of governing authority oversight of child safety and wellbeing. For example, child safety and wellbeing is:
  • not a regular agenda item at governing authority meetings
  • is delegated to one staff member without any governing authority oversight.
• Commitments in the Child Safety and Wellbeing Policy are not implemented. An example is a child safety incident not being investigated or reported.

• There is no Child Safety Code of Conduct.
• The Child Safety Code of Conduct:
  • is in draft form or not endorsed
  • is not publicly available
  • is endorsed by school leaders or the principal and not the school governing authority
  • contains references to superseded Ministerial Order 870, instead of current Ministerial Order 1359.
• The Child Safety Code of Conduct does not have clear objectives related to a child safe culture, only a list of unacceptable conduct.
• The expected standards of behaviour in the Child Safety Code of Conduct are inconsistent with the Victorian Teaching Profession’s Code of Conduct, or codes and professional standards for other professions such as psychologists and nurses.
• The Child Safety Code of Conduct does not include expectations for all staff (as defined in the Ministerial Order 1359) and volunteers.
• The Child Safety Code of Conduct is inconsistent with the Child Safety and Wellbeing Policy or other policies and procedures.
• The Child Safety Code of Conduct does not account for the needs of all children and students within the school community. For example ‘vulnerable or disadvantaged’ children, which may include:
  • children living with a disability
  • children who are culturally or linguistically diverse
  • LGBTIQ+ children
  • Aboriginal and Torres Strait Islander children.
• A school does not act on breaches of the Child Safety Code of Conduct.

• A child safety risk register exists, but:
  • it is copied from another school
  • a template is used that is not tailored to the school’s physical and online environments and student cohort.
• The child safety risk register does not identify risks when students are offsite, for example:
  • camps
  • home stay accommodation
  • arrangements with third parties to deliver courses
  • sporting events
  • excursions.
• Child safety risks are documented in a risk register, but not risk reduction strategies (the things the school is doing or will do to prevent or lessen the risk from occurring).
• A ‘set and forget’ mindset, where there is little or no evidence that child safety risks are periodically monitored and reviewed.
• A risk register exists, but there is little or no evidence that the school governing authority has discussed or reviewed child safety risks and the effectiveness of risk controls within the last 12 months.

• A school does not create or maintain records relevant to child safety and wellbeing incidents or allegations of incidents.
• Inappropriate disposal of records about reporting and investigation of child sexual abuse incidents.
• Induction or training for staff and volunteers does not cover record keeping and information sharing obligations.

Clause 6 of Ministerial Order 1359 aligns to Child Safe Standard 2 and states:

6.1 Schools and school boarding premises must ensure that child safety and wellbeing is embedded in school or school boarding premises' leadership, governance and culture.

6.2 In complying with clause 6.1, the school governing authority or school boarding premises governing authority must, at a minimum:

1. develop, endorse and make publicly available a child safety and wellbeing policy that details:

   1. the commitment of the school or provider of school boarding services to child safety
   2. the actions the school or school boarding premises proposes to take to ensure a child safe culture is championed and modelled at all levels of the school or school boarding premises
   3. the governance arrangements in place within the school or school boarding premises for ensuring implementation of the policy at all levels; and
   4. the process by which the school governing authority or school boarding premises governing authority will review its child safe practices.

   Explanatory notes

   1. Making a policy or statement publicly available will generally mean to make it available on a public website. Where schools or school boarding premises are unable to publish the policy or statement on a website, the school or school boarding premises should consider how children, students and families can best access policies or statements (for example, through other methods such as an online communications platform or for inspection at the school or school boarding premises. In these circumstances, the school community or school boarding premises community must be provided with sufficient information on how to access the content (for example, through regular school newsletter notices or an online parent platform).
   2. 'Governance arrangements' refers to the specific systems, processes, roles, responsibilities and organisational arrangements that each school or school boarding premises puts in place to operationalise the policy.
2. develop, endorse and make publicly available a child safety code of conduct that:
   1. has the objectives of promoting child safety and wellbeing in the school environment or school boarding premises environment
   2. provides guidelines for school staff, school boarding premises staff and volunteers on expected standards of behaviour in relation to child safety and wellbeing
   3. takes into account the needs of all children and students and is consistent with any relevant professional or occupational codes of conduct; and
   4. is consistent with the child safety and wellbeing strategies, policies and procedures of the school or provider of school boarding services.
3. develop and implement risk management strategies that:
   1. focus on preventing, identifying and mitigating risks related to child safety and wellbeing in the school environment or school boarding environment; and
   2. take into account the nature of the school environment or school boarding environment, the activities expected to be conducted in those environments (including the provision of services by contractors or outside organisations), and the characteristics and needs of all children and students expected to be present in those environments.
4. if the school governing authority or school boarding premises governing authority identifies risks of child abuse occurring in the school environment or school boarding premises environment, make a record of those risks and the actions that are taken or will be taken to reduce or remove the risks (risk controls and risk treatments).

5. as part of its risk management strategy and practices, monitor and review the risks related to child safety and wellbeing annually, including evaluating the effectiveness of the implementation of its risk controls.

   Explanatory notes

   1. School governing authorities or school boarding premises governing authorities may record risks in various ways. Most commonly this would be through a risk register which describes the risks, and the risk mitigation strategies that will be used to manage the risks.
   2. Different risk controls may be necessary for particular groups of children and students depending on the nature of the risk and the characteristics of children and students affected by the risk.
   3. Processes to identify and mitigate risk are covered in various clauses in this Order (see clauses 6.2c, 6.2d, 6.2e, 10.2e, 11.3g, 12.2a and 13.2a). Taken together, these clauses help school staff, school boarding premises staff and volunteers to identify and mitigate risks in school environments and school boarding environments without compromising a child or student’s right to privacy, access to information, social connections and learning opportunities consistent with Child Safe Standard 9.
      
6. create, maintain and dispose of records relevant to child safety and wellbeing in accordance with Public Record Office Victoria Recordkeeping Standards, including minimum retention periods.
7. develop a policy or statement that details the processes the school or school boarding premises has in place to meet Public Record Office Victoria Recordkeeping Standards.
8. ensure that school and school boarding premises staff and volunteers understand their obligations on information sharing and recordkeeping.

Child Safety and Wellbeing Policy

Your Child Safety and Wellbeing Policy must include all elements outlined in clause 6.2 (a) of Ministerial Order 1359.

A template for government schools is available to help you develop a Child Safety and Wellbeing Policy. It can also be adapted for non-government schools. If using a template as the basis for creating this document, schools must tailor it to their student cohort and community:

• Develop your school's Child Safety and Wellbeing Policy(opens in a new window)

Child Safety Code of Conduct

Your Child Safety Code of Conduct must include all elements outlined in clause 6.2 (b) of Ministerial Order 1359.

A template for government schools is available to help you develop a Child Safety Code of Conduct. It can also be adapted for non-government schools. If using a template as the basis for creating this document, schools must tailor it to their student cohort and community:

• Develop your school's Child Safety Code of Conduct(opens in a new window)

For more information on Victorian Institute of Teaching guidelines, see:

• Victorian teaching profession's Code of Conduct (PDF 1335 kB)(opens in a new window)

Record of child safety risks (risk register or similar instrument)

Your record of child safety risks must include all elements outlined in clause 6.2 (c), (d) and (e) of Ministerial Order 1359.

A template for government schools is available to help you develop a record of risks. It can also be adapted for non-government schools. If using a template as the basis for creating this record, schools must tailor it to their student cohort and community:

• Develop your school's child safety risk register(opens in a new window)

Records management policy or statement

Your records management policy or statement must include all elements outlined in clause 6.2 (f), (g) and (h) of Ministerial Order 1359 and detail the processes in place to meet Public Record Office Victoria Recordkeeping Standards for records relevant to child safety and wellbeing.

Further information about record management is available at:

• Creating, managing and retaining records for current and future child sexual abuse allegations (PDF 653 kB)(opens in a new window)
• Public Record Office of Victoria(opens in a new window)
• Records Management — School Records (government schools only)(opens in a new window)

Clause 7 of Ministerial Order 1359 aligns to Child Safe Standard 3 and states:

7.1 Schools and school boarding premises must ensure that children, young people and students are empowered about their rights, participate in decisions affecting them and are taken seriously.

7.2 In complying with clause 7.1, the school governing authority or school boarding premises governing authority must, at a minimum, ensure:

1. children and students are informed about all of their rights, including to safety, information and participation.
2. the importance of friendships is recognised and support from peers is encouraged, to help children and students feel safe and be less isolated.
3. staff and volunteers are attuned to signs of harm and facilitate child-friendly ways for children and students to express their views, participate in decision-making and raise their concerns.
4. schools and school boarding premises have strategies in place to develop a culture that facilitates participation and is responsive to the input of children and students.
5. schools and school boarding premises provide opportunities for children and students to participate and are responsive to their contributions to strengthen confidence and engagement.

7.3 The school governing authority must ensure students are offered access to sexual abuse prevention programs and to relevant related information in an age-appropriate way.

7.4 Where relevant to the setting or context, the school boarding premises governing authority must ensure students are offered access to sexual abuse prevention programs and to relevant related information in an age-appropriate way.

7.5 The school governing authority or school boarding premises governing authority must develop curriculum planning documents or other documentation that details the strategies and actions the school or school boarding premises will take to implement clauses 7.1, 7.2, 7.3 and 7.4.

Explanatory note

1. The Convention on the Rights of the Child provides guidance on children's rights.
2. The Department of Education also provides advice on equal opportunity and human rights for students.

Framework

The Commission for Children and Young People set out how and why they value engagement with children and young people in this framework:

• Child and Youth Engagement Framework

Training

Sample training resources are available at:

• Child and student empowerment guidance(opens in a new window)

Other ways to demonstrate child and student empowerment

• Give students age-appropriate information about the:
  • school's Child Safety and Wellbeing Policy and Child Safety Code of Conduct
  • United Nations Convention on the Rights of the Child(opens in a new window)
  • work of Commission for Children and Young People(opens in a new window).
• Provide activities that encourage students to speak up about their rights and safety issues.
• Provide students with information about student complaints processes
• Provide multiple child-friendly ways to raise a complaint or concern.

Clause 8 of Ministerial Order 1359 aligns to Child Safe Standard 4 and states:

8.1 Schools and school boarding premises must ensure that families and communities are informed and involved in promoting child safety and wellbeing.

8.2 In complying with clause 8.1, the school governing authority or school boarding premises governing authority must, at a minimum, ensure:

1. families participate in decisions related to child safety and wellbeing which affect their child.
2. the school or school boarding premises engages and openly communicates with families and the school community or school boarding premises community about its child safe approach and relevant information is accessible.
3. families and the school community or school boarding premises community have a say in the development and review of policies and practices of the school or provider of school boarding services related to child safety and wellbeing.
4. families, carers and the school community or school boarding premises community are informed about the operations and governance of the school or school boarding premises related to child safety and wellbeing.

8.3 The school governing authority or school boarding premises governing authority must develop a policy, statement or other documentation that details the strategies and actions the school or school boarding premises will take to implement clauses 8.1 and 8.2.

There are templates available to help ensure your Child Safety and Wellbeing Policy includes a statement about family engagement:

• Develop your school's Child Safety and Wellbeing Policy(opens in a new window)

Other resources and ideas for demonstrating family engagement are available at:

• Family engagement guidance(opens in a new window)

Clause 9 of Ministerial Order 1359 aligns to Child Safe Standard 5 and states:

9.1 Schools and school boarding premises must ensure that equity is upheld, and diverse needs respected in policy and practice.

9.2 In complying with clause 9.1, the school governing authority or school boarding premises governing authority must, at a minimum, ensure:

• the school or school boarding premises, including staff and volunteers, understands the diverse circumstances of children and students, and provides support and responds to vulnerable children and students.
• children, students, staff, volunteers and the school community or school boarding premises community have access to information, support and complaints processes in ways that are culturally safe, accessible and easy to understand.
• the school or school boarding premises pays particular attention to the needs of students with disability, students from culturally and linguistically diverse backgrounds, students who are unable to live at home, international students, and lesbian, gay, bisexual, trans and gender diverse, intersex and queer (LGBTIQ+) students.
• the school or school boarding premises pays particular attention to the needs of Aboriginal students and provides and promotes a culturally safe environment for them.

Explanatory note

There are many ways that school staff or school boarding premises staff can determine if a child or student is vulnerable. Vulnerable children and students may include, but are not limited to, children or students who:

1. are deemed vulnerable by a government agency, funded family service or family violence service, or assessed as requiring education and care outside the family home.
2. are identified as vulnerable as a result of a referral from a government agency, funded family service or family violence service, homeless or youth justice service; or mental health or other health service.
3. self-identify or are identified by school staff or school boarding premises staff as a member of a vulnerable cohort (for example Aboriginal children and students; children and students with disability; children and students from culturally and linguistically diverse backgrounds; children and students who are unable to live at home or are in out-of-home care; international students; and children and students who are lesbian, gay, bisexual, trans and gender diverse, intersex and queer (LGBTIQ+).

Schools and school boarding premises may also need to consider a range of other factors beyond those listed above when determining whether a child or student is vulnerable.

9.3 The school governing authority or school boarding premises governing authority must develop and endorse a policy, statement or curriculum document that details the strategies and actions the school or school boarding premises will take to implement clauses 9.1 and 9.2.

There are templates available to help ensure your Child Safety and Wellbeing Policy addresses diversity and equity.

• Develop your school's Child Safety and Wellbeing Policy(opens in a new window)

Other resources and ideas for demonstrating diversity and equity are available at:

• Diversity and equity guidance(opens in a new window)

Clause 10 of Ministerial Order 1359 aligns to Child Safe Standard 6 and states:

10.1 Schools and school boarding premises must ensure that people working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice.

10.2 In complying with clause 10.1, the school governing authority or school boarding premises governing authority must, at a minimum, ensure:

1. recruitment advertisements for school staff or school boarding premises staff who will be engaged in child-connected work have a clear statement that sets out:
   1. the job’s requirements, duties and responsibilities regarding child safety and wellbeing; and
   2. the job occupant’s essential or relevant qualifications, experience and attributes in relation to child safety and wellbeing
2. all applicants for jobs that involve child-connected work for the school or school boarding premises must be informed about the child safety practices of the school or provider of school boarding services (including the code of conduct)
3. when engaging volunteers to undertake child-connected work, volunteers are made aware of the child safety and wellbeing policy and child safety code of conduct of the school or provider of school boarding services
4. when engaging school staff or school boarding premises staff to perform child-connected work, the school governing authority or school boarding premises governing authority must:
   1. sight, verify and record the person’s Working with Children clearance, if the person is required to have a clearance in accordance with the Worker Screening Act 2020, or any equivalent background check; and
   2. where the person will be engaged in child-related work, collect and record:
      1. proof of the person’s identity
      2. information about any essential or relevant professional or other qualifications
      3. the person's history of work involving children; and
      4. references that address the person's suitability for the job and for working with children.

To learn more about the difference between ‘child-connected work’ and ‘child-related work’ read:

• Working with Children and other Suitability Checks for School Volunteers and Visitors(opens in a new window)

Other resources for ensuring staff and volunteers are suitable are available at.

• Suitable staff and volunteers guidance(opens in a new window)

Clause 11 of Ministerial Order 1359 aligns to Child Safe Standard 7 and states:

11.1 Schools and school boarding premises must ensure that processes for complaints and concerns are child focused.

11.2 In complying with clause 11.1, the school governing authority or school boarding premises governing authority must, at a minimum:

1. develop a complaint-handling policy that is made publicly available and that is accessible, child-focused, culturally safe and easily understood by the school community or school boarding premises community, and clearly outlines:
   1. the process for making a complaint about the school or school boarding premises or the behaviour of any person within the school or school boarding premises (for example staff, volunteers, contractors, families, children or students)
   2. the roles and responsibilities of leadership, school staff, school boarding premises staff, and volunteers in relation to handling complaints; and
   3. the process for dealing with different types of complaints, breaches of relevant policies or the code of conduct and obligations to act and report.
2. ensure complaints are taken seriously and responded to promptly and thoroughly
3. have policies and procedures in place that address reporting of complaints and concerns to relevant authorities, whether or not the law requires reporting, and cooperate with law enforcement
4. ensure recordkeeping, reporting, privacy and employment law obligations are met when responding to complaints and concerns
5. have a clear procedure or set of procedures for responding to complaints or concerns relating to child abuse.

11.3 The procedures referred to in clause 11.2(e) must:

1. cover all forms of child abuse
2. be sensitive to the diversity and characteristics of the school community or school boarding premises community
3. be made publicly available
4. be accessible to children, students, staff, volunteers and the school community or school boarding premises community
5. apply to complaints and concerns relating to child abuse made by or in relation to a child or student, school staff, school boarding premises staff, volunteers, contractors, service providers, visitors, or other persons while connected to a school environment or school boarding premises environment
6. identify the roles and responsibilities of school staff or school boarding premises staff and leadership to act and report on complaints and concerns relating to child abuse including:
   1. ensuring that the complaint or concern is taken seriously
   2. promptly and thoroughly managing the response of the school or provider of school boarding services
   3. responding appropriately to a child or student who raises or is affected by the complaint or concern
   4. monitoring overall compliance of the school or provider of school boarding services with the procedure; and
   5. managing an alternative procedure for responding to the complaint or concern if any person allocated responsibility under clause 11.7(f) cannot perform their role.
7. include a statement that fulfilling the roles and responsibilities in the procedure does not displace or discharge any other obligations that arise if a person reasonably believes that a child is at risk of child abuse
8. clearly describe the actions the school or provider of school boarding services will take to respond to a complaint or concern relating to child abuse, including actions to:
9. report allegations, suspicions or disclosures to relevant authorities, regardless of whether there is a legal obligation to report:
   1. protect any child or student connected to the complaint or concern relating to child abuse until the complaint or concern is resolved; and
   2. make, secure, and retain records of the complaint or concern and the response of the school or provider of school boarding services.

11.4 The procedures referred to in clause 11.2(e) must not:

1. prohibit or discourage school staff, school boarding premises staff or volunteers from reporting a complaint or concern relating to child abuse to a person external to the school or school boarding premises
2. state or imply that it is the victim’s responsibility to inform the police or other authorities of an allegation relating to child abuse
3. require school staff, school boarding premises staff or volunteers to make a judgment about the truth of a complaint or concern relating to child abuse
4. prohibit school staff, school boarding premises staff or volunteers from making records in relation to a complaint or concern relating to child abuse.

Government schools can access an updated complaints policy template:

• updated complaints policy template(opens in a new window) (login required)

Ideas and support for making school complaints process child focused are available here:

• Schools complaints process guidance(opens in a new window)

Clause 12 of Ministerial Order 1359 aligns to Child Safe Standard 8 and states:

12.1 Schools and school boarding premises must ensure that staff and volunteers are equipped with the knowledge, skills and awareness to keep children and young people safe through ongoing education and training.

12.2 In complying with clause 12.1, the school governing authority or school boarding premises governing authority must, at a minimum:

1. ensure that, at least annually, school staff or school boarding premises staff engaged in child-connected work receive training and information on child safety that includes:
   1. the child safety and wellbeing policy of the school or provider of school boarding services
   2. the child safety code of conduct of the school or provider of school boarding services
   3. the procedures referred to in clause 11.2(e)
   4. guidance on recognising indicators of child harm including harm caused by other children and students
   5. guidance on responding effectively to issues of child safety and wellbeing and supporting colleagues who disclose harm
   6. guidance on how to build culturally safe environments for children and students
   7. guidance on their information sharing and recordkeeping obligations; and
   8. guidance on how to identify and mitigate child safety and wellbeing risks in the school environment without compromising a child or student’s right to privacy, access to information, social connections and learning opportunities.
2. ensure that volunteers engaged in child-connected work receive training and information that will equip them with the knowledge, skills and awareness required to keep children and students safe and that is appropriate to the nature and responsibilities of their role
3. when determining the type of training and information to provide to volunteers in accordance with clause 12.2(b), consider whether or not it is reasonable and necessary to include training and information on:
   1. the child safety and wellbeing policy of the school or provider of school boarding services
   2. the child safety code of conduct of the school or provider of school boarding services
   3. guidance on how to recognise indicators of child harm including harm caused by other children and students
   4. guidance on how to respond effectively to issues of child safety and wellbeing and support colleagues who disclose harm
   5. guidance on how they can contribute to building culturally safe environments for children and students
   6. guidance on any obligations they have relating to information sharing and recordkeeping; and
   7. guidance on how to identify and manage child safety risks relevant to the role the volunteer will undertake, without compromising a child or student’s right to privacy, access to information, social connections and learning opportunities.
4. ensure that school staff, school boarding premises staff and volunteers are supported to implement the child safety and wellbeing policy of the school or provider of school boarding services to the extent that it is applicable to their role and responsibilities
5. ensure that, at least annually, appropriate training and guidance is provided to the members of the governing body about:
   1. individual and collective obligations and responsibilities for implementing the Child Safe Standards and managing the risk of child abuse
   2. child safety and wellbeing risks in the school environment or school boarding premises environment; and
   3. the child safety policies, procedures and practices of the school or provider of school boarding services.

To learn more about the difference between ‘child-connected work’ and ‘child-related work’ read:

• Working with Children and other Suitability Checks for School Volunteers and Visitors(opens in a new window)

Clause 13 of Ministerial Order 1359 aligns to Child Safe Standard 9 and states:

13.1 Schools and school boarding premises must ensure that physical and online environments promote safety and wellbeing while minimising the opportunity for children, young people and students to be harmed.

13.2 In complying with clause 13.1, the school governing authority or school boarding premises governing authority must, at a minimum:

1. ensure that the child safety and wellbeing policies, procedures and practices of the school or provider of school boarding services enable school staff, school boarding premises staff, and volunteers to identify and mitigate risks in school environments and school boarding premises environments without compromising a child or student’s right to privacy, access to information, social connections and learning opportunities
2. develop and endorse a policy or statement on online conduct and online safety that is consistent with the child safety and wellbeing policy and practices and child safety code of conduct of the school or provider of school boarding services
3. ensure the procurement policies of the school or provider of school boarding services for facilities and services from third parties ensure the safety of children and students.

Explanatory note

Schools and school boarding premises procure a wide range of goods and services, some of which may be obtained at no cost. Child safe procurement policies apply regardless of the value of the product or service.

Schools can use the Child Safety and Wellbeing Policy template to get them started in promoting safety and wellbeing across their policies, procedures and practices. For more information, see:

• Child Safety and Wellbeing Policy template and associated guidance(opens in a new window)

Clause 14 of Ministerial Order 1359 aligns to Child Safe Standard 10 and states:

14.1 Schools and school boarding premises must ensure that implementation of this Order is regularly reviewed and improved.

14.2 In complying with clause 14.1, the school governing authority or school boarding premises governing authority must, at a minimum:

1. review and evaluate the child safety and wellbeing policies, procedures and practices of the school or provider of school boarding services after any significant child safety incident, or at least every 2 years, and improve where applicable
2. ensure complaints, concerns and safety incidents are analysed to identify causes and systemic failures and inform continuous improvement
3. report on the outcomes of relevant reviews to school staff, school boarding premises staff, volunteers, the school community or school boarding premises community, and families and students.

More guidance on this Standard can be found at:

• Schools — review of child safety practices guidance(opens in a new window)

Clause 15 of Ministerial Order 1359 aligns to Child Safe Standard 11 and states:

15.1 Schools and school boarding premises must have policies and procedures that document how schools and school boarding premises are safe for children, young people and students.

15.2 In complying with clause 15.1, the school governing authority or school boarding premises governing authority must, at a minimum, ensure:

1. that the school or provider of school boarding services implements practices for a child-safe environment in accordance with this Order
2. that the policies and procedures and any other statements and records this Order requires:
   1. address all Child Safe Standards
   2. are understood and implemented by all relevant school staff, school boarding premises staff, the governing body and volunteers
   3. are championed and modelled by leaders
   4. are documented and easy to understand; and
   5. are informed by best practice models and stakeholder consultation.

More guidance on this Standard can be found at:

• Schools - implementation of child safety practices guidance(opens in a new window)