Keeping safe toolkit: responses to exploitation

Secondary

This comprehensive toolkit explains the characteristics and indicators of child exploitation in England, advises on how to use a safeguarding approach to tackle exploitation and contains detailed lists of useful interventions, support services and activities.

This toolkit explains child exploitation and how to adopt a contextual safeguarding approach to tackle it. It includes advice on how Local Authorities and those working with children and young people can work together to prevent child exploitation. The toolkit contains a comprehensive list of interventions, specialist support services and useful activities, such as a safety planning activity that can be used with young people.

Using this resource

This resource is designed for:

  • School staff and Governors
  • Young people aged 11 to 19

Curriculum links

England - RSHE

Mental health and wellbeing

By the end of secondary school pupils should know:

• how to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others’ mental health.

Being safe

By the end of secondary school pupils should know:

• the concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, forced marriage, honour-based violence and FGM, and how these can affect current and future relationships

• how people can actively communicate and recognise consent from others, including sexual consent, and how and when consent can be withdrawn (in all contexts, including online)

Northern Ireland – Learning for Life and Work

Personal Health

KS3 pupils should have opportunity to:

• Develop strategies to promote personal safety

Diversity & Inclusion

KS3 pupils should have opportunity to:

• Investigate ways of managing conflict and promoting community relations, reconciliation.

Relationships

Key Stage 4 pupils should be enabled to:

• recognise, assess and manage risk in a range of real-life contexts

• develop their understanding of relationships and sexuality and the responsibilities of healthy relationships

Scotland – Health and Wellbeing

Mental and emotional wellbeing

• I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.

Physical wellbeing

• I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

Relationships, sexual health and parenthood

• I know where to get support and help with situations involving abuse and I understand that there are laws which protect me from different kinds of abuse.

 

Wales - Health and Wellbeing

How we process and respond to our experiences affects our mental health and emotional wellbeing:

Progression step 3:

• I can ask for help when I need it from people I trust.

Progression step 4:

• I can identify people and groups who can help me with my mental health and emotional well-being.

Progression step 5:

• I can identify when to seek help based on a good understanding of my mental health and emotional well-being. 

Our decision making impacts on the quality of our lives and the lives of others:

Progression step 3:

• I can recognise that some decisions I make will have a long-term impact on my life and the lives of others.

How we engage with social influences shapes who we are and affects our lives and wellbeing:

Progression step 3:

• I have developed an understanding that my values, attitudes and identity are shaped by different groups and influences.

Progression step 4:

• I can evaluate how my values, attitudes and identity are shaped by the groups and social influences with which I interact.

Progression step 5:

• I have an understanding of the complexities of groups and situations, the interactions that take place within and between them, and their effect on those exposed to them.

Healthy relationships are fundamental to our wellbeing:

Progression step 3:

• I can reflect on the characteristics of safe relationships and I can seek support when needed.

Progression step 4:

• I can consider the role of safety in relationships and I can identify where my safety or the safety of others is threatened and I know how to respond to this. 

Progression step 5:

• I can take steps to avoid conflict and to remove myself from unsafe relationships. I can draw on support systems for myself and others when needed.

 

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