A Hull Collaborative Academy Trust school.

Safeguarding children

Safeguarding and promoting the welfare of children is everyone’s responsibility.
Everyone who comes into contact with children and their families and carers has a role to play in safeguarding children.

Any person employed to work with children in our school is expected to be cleared by a Disclosure and Barring Service check (DBS)

The Safeguarding Lead is: Mrs A. Gasparelli
The Deputy Safeguarding lead is: Mr S. Mills
The Deputy Safeguarding lead is: Mrs N. Chironda

Meet our Safeguarding Team

  • Mrs A. Gasparell
    Safeguarding Lead

  • Mr S. Mills
    Deputy Safeguarding Lead

  • Mrs N. Chironda
    Deputy Safeguarding Lead

Information for Parents/Carers:

Further information:

What to do if you have a concern about a child attending Dorchester Primary School:

If your concern is urgent and there is an immediate risk of harm, then contact the police via 999.

If your concern is less urgent but you are worried about the welfare of the child then contact Children’s Social Care, Access and assessment team on 01482 448879 (Weekdays 8.30AM-5PM) Immediate Help Team on 01482 300304 (After 5PM and weekends)

If you have concerns about a child at Dorchester Primary School, which you believe the school need to be aware of, contact the school and speak with the Safeguarding Lead.

If the school is closed due to school holidays, then email Suzanne Wilson, Strategic Safeguarding Lead for HCAT: swilson@hcat.org.uk. Ms Wilson will make contact with a key member of staff from the school on your behalf.

Operation Encompass

Operation Encompass is a police and education early information sharing partnership enabling schools to offer immediate support for children and young people experiencing domestic abuse. Information is shared by the police with a school’s trained Key Adult (DSL) prior to the start of the next school day after officers have attended a domestic abuse incident thus enabling appropriate support to be given, dependent upon the needs and wishes of the child.

Children experiencing domestic abuse are negatively impacted by this exposure; domestic abuse has been identified as an Adverse Childhood Experience and can lead to emotional, physical and psychological harm. Operation Encompass aims to mitigate this harm by enabling immediate support, making a child’s day better and giving them a better tomorrow.

Operation Encompass believes that children are victims of domestic abuse in their own right and should be acknowledged as such.

“Democratically elected roles, such as house captains and school councillors, enable pupils to contribute purposefully to school life.”

Ofsted

“Knowledgeable and highly trained leaders ensure that pupils get the support they need to achieve.”

Ofsted

“Leaders provide ‘chatterpacks’ to parents so that they have the age-appropriate resources they need to support their child’s
reading.”

Ofsted

“Leaders use assessment well to ensure that the books pupils read match the sounds they already know.”

Ofsted

“One pupil told inspectors that ‘teachers are really caring, we know if we ask for help, we will get it’.”

Ofsted

“Leaders’ subject monitoring has led to a consistent and successful approach to the teaching of phonics across the early years and key stage 1.”

Ofsted

“Children are
taught to read as soon as they start in the early years.”

Ofsted

“In the early years, mathematics is a high priority. Daily ‘carpet time’ is used to teach children
mathematical concepts”

Ofsted

“The mathematics curriculum is clearly sequenced. Teachers provide opportunities for pupils to continually revisit and review previous learning.”

Ofsted

“Strong, cross-curricular links with subjects, such as science, give pupils the opportunity to apply their skills and
knowledge when making products.”

Ofsted

“In other curriculum
areas, such as design technology (DT), the curriculum is improving rapidly.”

Ofsted

“In the short term, leaders have placed a greater focus on subjects such as
English and mathematics.”

Ofsted

“In subjects such as history, teachers use assessment skilfully to find out what pupils know before they start to teach a new unit of work.”

Ofsted

“Leaders have established ‘hive’ provision for pupils who need it. These well-resourced, intimate settings provide the intense support that a significant minority of pupils need.”

Ofsted

“Leaders have created an ambitious curriculum that sets out clearly what pupils should
learn and when.”

Ofsted

“Leaders ensure there is a focus on developing pupils’ mathematical vocabulary.”

Ofsted

“Pupils feel that they are being listened to and that their views help leaders to improve the school.”

Ofsted

“Teachers provide lots of opportunities for pupils to rehearse and say the sounds they are learning aloud, which helps them to remember them.”

Ofsted

“As soon as children start school, leaders check their speech and language needs so that extra help can be provided, where it is required.”

Ofsted

“The help that leaders provide for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.”

Ofsted

“Leaders ensure that opportunities for pupils to apply their mathematical understanding are provided in the activities pupils
complete.”

Ofsted

“Pupils spoke with enthusiasm about the school garden they are developing and of their plans for the fruit and vegetables they will grow.”

Ofsted

“Leaders have ensured that pupils have plenty of opportunities
to design, make and evaluate projects using different materials.”

Ofsted

“Pupils now use mathematical vocabulary with accuracy.”

Ofsted

“Pupils are clear about the school rules.”

Ofsted

“Leaders have continued to prioritise the teaching of phonics and reading.”

Ofsted

“Leaders have rightly reorganised their curriculum to make up for learning that has been
lost during the COVID-19”

Ofsted

“School council representatives attend School Stakeholder Group (SSG) meetings to share their views.”

Ofsted