Example and guidance for Record of Concern

Date of next review: September 2024

Author: HCC Child Protection School Liaison Service

Please ensure that you fully read this guidance to confirm that key information and details are
incorporated into your settings’ arrangements.
This guidance has been provided as a recommended template in line with KCSIE (2023) but the
overall quality assurance of the final document is the responsibility of the DSL/SLT/GB. Settings
should therefore amend/add/remove information to reflect additional or alternative arrangements
they have in place.

Contents
1. Introduction, Background and Statutory Framework ................................................................... 1
2. The role of the Designated Safeguarding Lead (DSL) ................................................................. 2
3. Record of Concerns .................................................................................................................... 2
4. Why is all of this important? ........................................................................................................ 3
5. Guidance on completing a Record of Concern and Actions ........................................................ 4
6. Example of completed Record of Concern and Actions............................................................... 7
 1. Introduction, Background and Statutory Framework

Introduction
The reason for this guidance and exemplar is both as a direct request by some schools to have
clarification as to what is considered good practice and meets legal requirements when recording
concerns.

Background
Safeguarding records have been highlighted within individual management or Safeguarding Practice
Reviews (previously called Serious Case Reviews) undertaken in Hertfordshire and nationally,
particularly, the need for robust procedures for the recording, sharing and transfer of information
within and between educational establishments.
For some children a one-off serious incident or concern may occur, and staff will have no doubt that
this must be immediately reported and recorded. More often however, it is the accumulation of a
number of small incidents, events or observations, that can provide the evidence of harm being
caused to a child. Records should be factually accurate, clear, relevant, up to date and auditable.
They should support monitoring, risk assessment and planning for children and young people,
enabling informed and timely Requests for Support to be made when necessary. Safeguarding and
promoting the welfare of children is the responsibility of all staff working within a school.

Statutory Framework Keeping Children Safe in Education, 2023:

 No single professional can have a full picture of a child’s needs and circumstances. If children
and families are to receive the right help at the right time, everyone who comes into contact with
them has a role to play in identifying concerns, sharing information and taking prompt action. (p.
3)

 All concerns, discussions and decisions made, and the reasons for those decisions, should be
recorded in writing. This will also help if/when responding to any complaints about the way a
case has been handled by the school or college. Information should be kept confidential and
stored securely. It is good practice to keep concerns and referrals in a separate child protection
file for each child.

Records should include:

 a clear and comprehensive summary of the concern
 details of how the concern was followed up and resolved, and
 a note of any action taken, decisions reached and the outcome.

If in doubt about recording requirements, staff should discuss with the designated safeguarding
lead (or a deputy). (p. 68 & 69)
It is important for children to receive the right help at the right time to address risks and prevent
issues escalating. Research and serious case reviews have repeatedly shown the dangers of failing
to take effective action. Examples of poor practice include:

 Failing to act on and refer the early signs of abuse and neglect
 Poor record keeping
 Failing to listen to the views of the child
 Failing to re-assess concerns when situations do not improve
 Not sharing information or sharing too slowly
 A lack of challenge to those who appear not to be taking action

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 2. The role of the Designated Safeguarding Lead (DSL)

Ensure all staff members know when and how to record concerns about a child’s welfare, however
small or apparently insignificant.
Ensure all staff know where to locate key documents such as record of concern forms/have access
to an electronic recording system, have access to Part 1 and Annex B of Keeping Children Safe in
Education (2023), the school/setting’s code of conduct, Child Protection Policy, What to do if you are
worried a child is being abused (2015). For Early Years settings, all staff should know where to locate
the Statutory framework for the Early Years Foundation Stage (2023), Section 3 - Safeguarding and
Welfare Requirements.
When a record of concern form is passed to the DSL or there is a completed electronic record, it is
important that the DSL checks that this is sufficiently detailed and has been signed and dated by the
staff member reporting the concern
The DSL needs to consider the safety and wellbeing of the child and whether the concern raised
indicates emerging or unmet needs for the child. The DSL needs to make a professional judgement
about how the concern should be responded to. The DSL must record the action taken in response
to every record of concern form, regardless of outcome. The level of detail of this record will clearly
depend on the nature and seriousness of the concern but may include:

 Requests to staff for monitoring specific aspects of the child/young person’s presentation,
behaviour, attendance, etc. Be specific in your recording- give timescales /frequency.
 Discussions and telephone calls, with colleagues, children/young people and parents, along with
a record of full names and dates
 Contact with the Consultation Hub - with a record of who was consulted (full name and job title)
and dates consulted
 Letters sent and received
 Recording the outcomes of any responses or action the DSL took, with dates
 Updating the chronology
 Updating the child/young person’s file as new documents are produced or received
 Filing all copies of Requests for Support or letters sent
 Update the front sheet, if necessary
 Cross-reference to files for other children/young people within the family

3. Record of Concerns

A standard ‘Record of Concern’ form must be used for all staff, irrespective of their role in school;
some guidance about completion is strongly recommended. A proforma for the record of concern
form can be found on the Child Protection area of the Hertfordshire Grid for Learning.
Blank copies of the Record of Concern form must be easily accessible to all staff, including supply,
and depending on the size and type of school, should be available in a range of places.
It is acknowledged that many schools employ a range of staff who hold specific pastoral care
responsibilities and who may have their own systems for recording their ongoing work with children
and their families e.g., diaries/notebooks. Where possible this should be avoided, but if necessary,
the DSLs should be are aware of these systems and establish processes for sharing information.
School staff must be advised that they must take care to ensure that no sensitive material is
communicated by insecure means. This would include email, but also notes left for colleagues. In
all cases where specific safeguarding concerns arise, staff must be aware of their responsibility to
complete the school’s formal record of concern form.

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KCSiE, 2023 is clear that staff should “immediately” report any concerns about a child’s welfare to
the setting’s Designated Safeguarding Lead or (or a Deputy Designated Safeguarding Lead). In
some circumstances this may mean initially passing the information on verbally but always
to be followed by a completed Record of Concern form as soon as soon as possible; best
practice would be that the concern is formally recorded the same day as information is
verbally shared to ensure that no details are forgotten.
Records relating to work with the child and their family should use clear, straightforward language,
be concise and be accurate not only in fact, but also in differentiating between opinion, judgement
and hypothesis. Staff should be mindful of the need to record information in an objective and
professional manner, as it may be shared with the child, parents and other agencies, as part of an
investigation or inquiry. Additionally, safeguarding records may be required for disclosure in court
proceedings.
The Record of Concerns proforma comes in 3 double-sided pages:
1. Record of Concern
Page 1 completed by staff member raising concern
Page 2 completed by DSL (or a deputy) to quality assure content of concern

2. Body map (optional)

Page 1 and 2 to be completed by staff member raising concern if a body map is required

3. Record of Concern Action form

Page 1 and 2 to be completed by DSL (or a deputy) responding to the Record of Concern raised.
This must be attached to the original concern before filing.

4. Why is all of this important?

As mentioned above and per paragraph 70 of KCSiE, 2023:

It is important for children to receive the right help at the right time to address safeguarding risks,
prevent issues escalating and to promote children’s welfare. Research and serious case reviews
have repeatedly shown the dangers of failing to take effective action. Further information about
serious case reviews can be found in Chapter four of Working Together to Safeguard Children.
Examples of poor practice include:

 failing to act on and refer the early signs of abuse and neglect
 poor record keeping
 failing to listen to the views of the child
 failing to re-assess concerns when situations do not improve
 not sharing information with the right people within and between agencies
 sharing information too slowly, and
 a lack of challenge to those who appear not to be taking action

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 5. Guidance on completing a Record of Concern and Actions
Information Required Enter Information Here
Those responsible for safeguarding children must act in a timely way as delay exposes children
Time & date of incident
to further abuse and neglect.
Child’s full name Always use the child’s full name and any aliases with correct spelling.
Child’s date of birth Need full DOB, this is often needed by other agencies to trace records.
Child’s gender If child identifies as a gender different to the one they were born with, note this here.
Child’s class/tutor
group/form group
Reporter’s name and
position in the school
Name needs to be in full. Contact details (if not a member of school staff, e.g. visitor or contractor)
(if visitor also add
contact details)
Recorded by the person/s to whom the disclosure is made or the person who has witnessed or
Nature of suspects abuse and neglect. This includes permanent or temporary staff, volunteers, external
concern/disclosure contactors, clubs using the school and visitors to the school and parents.
In factual terms include:
 Location when child In factual terms – what did the child say? How are they feeling? Any comments about their
disclosed behaviour? Are there any obvious signs of injuries or pain? (if so, use body map and attach) Are
any other children or adults involved? Clarify using open ended questions to clarify, who, what,
 Who else was when and how etc
present
Do not be afraid to talk and listen to a CYP, you can clarify with a child what they are telling you.
 What you saw The more information the better as the process to support and protect child relies on firm,
grounded information.
 The child’s words
/actions
Children can disclose in stages and so this may be their first attempt and if ignored an opportunity
 Your response/ could be lost.
actions (inc. any Always be ‘professionally curious’
open-ended Your professional view, context of concern or disclosure. You may know of the CYP well and
questions to clarify) their family, friends’ peers professionally or personally. You may live in the area and have local
community information, gossip from what people have said, if so, record this as it is e.g. ‘hearsay’.
 Observations of
child’s behaviour
Your professional views on what you know about the CYP e.g. Any previous concerns? How are
they doing in school? How do they get on with others, staff their peers, any comments on their
 Signs of injury or
presentation, their personal circumstances (such as health, development and whether they have
pain (if so, illustrate
any additional needs), their identity, race, religion and/or if known, their social relationships with
on body map)
their family, friend and wider networks?
 Other children or
adults involved? factual account of what you have said to CYP and agreed to do?
This is taking concerns seriously listening and talking to the CYP and being honest and open with
 Have there been them about what your role is e.g. to pass on if child presents as needing support or protection.
previous similar Apply all the rules of talking and listening to children as set out in schools handbook that
concerns? accompanies your stage one statutory training.
Recognise – Respond – Record – Report
 Any professional
views to add If you are concerned say something. This may be a little part of a puzzle that might contribute to
other information on records both at the school and on other held by other agencies.
Name and position of
You must follow child protection procedures in your school there is a process which requires you
person you are passing
to pass on to your headteacher/DSL or deputies.
this information to
Time and date form Regulators such as Ofsted scrutinise children’s records and expect data controllers to audit
completed children files and evidence that there is no time delay and the safety of children is prioritised.
Reporter’s (your) Name needs to be in full and always be signed. Contact details (if not a member of school staff,
Signature e.g. contractor)

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 Record of Concern Action form
Actions / Request for Support and rationale
For completion by DSL / DDSL Page 1 of 2
(D)DSL’s immediate SLT have very specific safeguarding roles for safeguarding including in this making sure that
response and actions there is always some available to respond to concerns raised about CYP in the school.
taken Include in this section sharing and gathering information, verification, speaking to child/ren,
parents or carers and gauging their response. This may also include undertaking a
Include: professional consultation. Has any immediate risk assessment been identified or carried out?
 Any further
information
gathering

 Speaking to the
named CYP or
others

 Has any immediate

risk assessment
been carried out,
and if so, what?

Information shared with

Parents / carers?
If not, why? The only time you would not be speaking to a parent is if you believe that this would
 Date/time place the CYP at risk. Therefore you should always work openly and honestly with parents and
cares and although at times this is difficult in the longer term the outcomes for CYP is much
 Are they aware of improved for all parties.
school’s concerns / Consider that we are responsible for safeguarding and within this required to ‘promote the
actions carried out welfare’ of CYP. This means that working at this level with CYP and their families is primarily
to support / early help and support.
safeguard CYP?
If parents are not informed prior to a Request for Support then a clear rationale for not
 Parent/carer’s informing needs to be on the Request for Support form but could also be in this section. It is
response imperative that work is done with parents/carers and not done to them, hence the importance
for open and communicative interactions with parents/carers throughout.
 Do you have
consent for this? If
not rationale for not
sharing
information?

The only reasons not to share information with parents are:

 Doing so would place the child at increased risk of significant harm through this action
 There would be an impact on a criminal investigation
 The delay in being able to get in touch with parents before making the Request for Support would
impact on the immediate safety of the child
Feedback given to child The child has trusted staff with this information, they need to be given an age and
[yes/no (why), date and developmentally appropriate explanation for what may happen or is happening next.
time]

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 Record of Concern Action form
Actions / Request for Support and rationale
For completion by DSL / DDSL Page 2 of 2
Request for Support made to Children’s Services?

1. ☐ Yes, Which agency/service:

☐ No
2. Rationale for actions and above decision:

What level of intervention is required to safeguard and promote the CYP welfare? i.e. where does this level of need sit
on the Continuum of Need document.

What other actions were considered? Why did you choose this action over the others considered?

If referring:

3. Parental consent gained?

☐ Yes
☐ No (pick one from below and attach supporting evidence)
The only reasons not to gain parental consent are when:
☐ The child would be placed at increased risk of significant harm through the action of gaining this consent
☐ There would be an impact on a criminal investigation
☐ A delay in making the Request for Support would impact on the immediate safety of the child
Feedback given to Basic outline of the plan for the child/ren, Consider ‘need to know’ and schools policy on
reporting staff member confidentiality. However, this should never get in the way of sharing important information to
staff that you have identified as a key part to monitoring and supporting a CYP.
[yes/no and date and
time]
Feedback given to other Who, what, how and your rationale for this? Consent needed for this?
staff members?

[who, rationale for doing

so, date and time]

Any further actions being taken which have not already been detailed above

Further Action Agreed

Full Name of DSL

It is imperative to provide a timeline for recognition, reporting and response to CYP needs. All
services responsible for safeguarding children are required to act in a timely way as delay
Time and date form
exposes children to further abuse and neglect.
completed
Regulators such as Ofsted scrutinise children’s records and expect data controllers to audit
children files and evidence that there is no time delay and the safety of children is prioritised.

Signature of DSL

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 6. Example of completed Record of Concern and Actions
Information Required Enter Information Here
Time & date of incident 10:50am, 3rd October 2023
Child’s full name Joe Bloggs
Child’s date of birth 1st January 2018
Child’s gender Male
Child’s class/tutor
Starfish class
group/form group
Reporter’s name and
position in the school
Mrs Mary Smith, class teacher
(if visitor also add
contact details)
JB has been fighting in class and swearing at other pupils. When he was calmer he talked
Nature of about why he was so angry, he said his ‘Mummy and Daddy’ fight and swear all the time at
concern/disclosure home. I (Mrs Smith) asked him when they last did this/ he said last night and his older sister
In factual terms include: ‘shouted back at Daddy’ and daddy then lost his temper with her and smacked her, JB said
he was scared and cried. On further prompting he said that his dad left the house and his
 Location when child mum took him and his baby sister to his granny’s. JB said his daddy is sometimes a bad
disclosed man, when asked what he meant he said the police take him away.
 Who else was
present I asked how his mummy was last night and today, he said “mummy sad and cries a lot, she
fell over last night when she drank some smelly drink with auntie Sue” – he added “mummy
 What you saw is scared of daddy” too.

 The child’s words

/actions
JB has not long been in the school he only started in September so limited knowledge of
him but he needs a lot of re assurance in class and I have had to ask mum on 2 occasions
 Your response/ to bring in his winter coat as he has shown up without one. Mum looks distant and reluctant
actions (inc. any to talk with me, there is no eye contact and she looks very pale and underweight herself.
open-ended His older brother is also on roll at the school and you think that there is an older sister at
questions to clarify) secondary school.

 Observations of JB generally gets on with other children but can be very aggressive and spiteful towards
child’s behaviour them, he also complains of being hungry a lot, I mentioned this to mum but she said they
are a big family and is very greedy. Not much is known about the family yet, I have only
 Signs of injury or seen dad once at the admission meeting, and he was very stand offish and showed little
pain (if so, illustrate
warmth towards JB. He also swore in front of JB e.g., he became impatient with JB and
on body map)
said, “for F*** sake sit still”. I found him intimidating.
 Other children or
adults involved? I am also aware from a neighbour of the family that there is a lot of shouting and arguing
and people coming and going to the flat they live in but I have not said anything until now
 Have there been as this has nothing to do with school.
previous similar
concerns?
I reassured JB and told him if ever he was upset or was worried, he can come to me or Mrs
 Any professional Baker (class teaching assistant). Currently JB is now out of class as he was not ready or
views to add able to settle down to learn so we have arranged for him to have some time out with Mrs
Baker.
Name and position of
person you are passing Jane Doe, Deputy Head and Designated Safeguarding Lead
this information to
Time and date form
11:30am, 3rd October 2023
completed
Reporter’s (your)
Signature Mary Smith

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 Record of Concern Action form
Actions / Request for Support and rationale
For completion by DSL / DDSL Page 1 of 2
(D)DSL’s immediate DSL aware that the family are new to the area, they have moved from another part of the county
response and actions but the reason for this is not apparent at this stage, there is very little information on JB records.
taken Later in the day child made a further disclosure to FSW of domestic abuse that he had witnessed.
I did not speak to JB as class teacher and FSW information sufficient to seek advice from
Include: Children’s Services, JB only 5 and there is a baby in the family, both could be at risk of harm.
 Any further
information Called the CPSLO consultation service to seek advice I was advise, was advised to make a
safeguarding Request for Support based on the information above and the fact that there was
gathering
history on Children’s Services records indicating that there has been previous concerns raised
about ongoing domestic abuse. In JB’s Child Protection file there was also a previous Request for
 Speaking to the Support from pre-school a year ago suggesting that mum misuses alcohol and that JB had
named CYP or presented at school with an unexplained bruise to his neck.
others
At that time Children’s Services carried out a Child and Family Assessment and then the case was
 Has any immediate closed shortly after as it was established the injury to JB neck was caused by his older sibling
risk assessment when they had a play fight. At the same time mum left dad and went to live with her mother and
been carried out, took 3 children and the baby, as the risk was reduced and mum willing to engage Children’s
and if so, what? Services recommendation was for the case to be stepped down to a Families First Assessment to
continue support and actions identified in the assessment. The lead professional was to be health.

CPSLO advised that records indicated that this FFA never got off the ground as mum backtracked
and did not engage, her view was the children and herself were in a safe place as she was living
with her mother and had a lot of family support from her sister also. The relationship with the
children’s father had broken down and she had a non-molestation order on him.

Mother also signposted to Herts Sunflower for support and advice. CPSLO advised that it stated
on the last assessment by Children’s Services that if mum resumes her relationship with the
children’s father and there are further concerns a Request for Support is to be made to Children’s
Services.

School have identified that there is a need for a risk assessment to address any potential danger
that father may present to JB and the other children in school community. The risk assessment is
that father not permitted on school grounds as he is an unassessed risk, if he refuses to comply with
this and shows up at the school for the two sibling’s police will be called.

Information shared with Initially today we had not been able to speak to mum we do not have her mobile number and
Parents / carers? she is not answering the home phone as she is at her mother’s.

 Date/time Given the information at present, no call to dad as the situation is an unassessed risk.

 Are they aware of 03/10/2023, met with mother at school and discussed the concerns and discussed that school
school’s concerns / would like to make a Request for Support to Hertfordshire Children’s Services.
actions carried out
to support / Mum said that she’d been at her mother’s because she wanted a couple of hours break from
safeguard CYP? being in the house with dad. Mum was initially upset and reluctant for the school to make a
Request for Support. Through conversation we explained what involvement from Children’s
 Parent/carer’s Services may look like, which reassured mum.
response
Mother gave consent to share information with key staff and advised that Children’s Services
 Do you have may want to speak to her older child’s secondary school as part of welfare checks.
consent for this? If
not rationale for not
sharing The only reasons not to share information with parents are:
information?  Doing so would place the child at increased risk of significant harm through this action
 There would be an impact on a criminal investigation
 The delay in being able to get in touch with parents before making the Request for Support would
impact on the immediate safety of the child
Feedback given to child JB has been reassured that he has done the right thing by talking to staff and that adults will
[yes/no (why), date and help to make sure that he, mummy and his siblings are safe.
time]

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 Record of Concern Action form
Actions / Request for Support and rationale
For completion by DSL / DDSL Page 2 of 2
Request for Support made to Children’s Services?

4. ☒ Yes, Which agency/service: Hertfordshire Children’s Services

☐ No
5. Rationale for actions and above decision:
Rationale for decision to make Request for Support is due to previous Request for Support made finding that risk was
significantly reduced when parents ended their relationship as father was not in the family home, however this dynamic
has changed with JB disclosing a recent incident of physical chastisement/abuse towards sibling. There are also
concerns over mother’s alcohol use as well as the previously advised FFA not taking place as offered.

If referring:

6. Parental consent gained?

☒ Yes
☐ No (pick one from below and attach supporting evidence)
The only reasons not to gain parental consent are when:
☐ The child would be placed at increased risk of significant harm through the action of gaining this consent
☐ There would be an impact on a criminal investigation
☐ A delay in making the Request for Support would impact on the immediate safety of the child
Feedback given to 03/10/2023 - Mrs Smith has been advised of the above actions and Request for Support.
reporting staff member

[yes/no and date and

time]

Feedback given to other 04/10/2023 - All staff to be advised that JB’s father is currently not to be on the school site and
staff members? that they should inform a member of the leadership team if he comes to the school.

[who, rationale for doing

so, date and time]
Risk assessment regarding father being allowed on-site will be reviewed at least termly for
the remainder of the academic year.
Further Action Agreed

Full Name of DSL Jane Doe

Time and date form

15:45, 3rd October 2023
completed

Signature of DSL Jane Doe

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