Safeguarding at Baytree School

Everyone who comes into contact with children and their families has a role to play. In order to fulfil this responsibility, all professionals should make sure their approach is child-centred. This means that that they should consider, at all times, what is in the best interests of the child.


Keeping Children Safe in Education – 2021


Baytree School provides a safe and nurturing environment where all learners feel respected and valued. We maintain an attitude of ‘it could happen here’, where safeguarding is concerned and promote a culture of openness where learners and adults are able to talk and are listened to.


There is a strong ethos of safeguarding at Baytree School which enables our learners to feel safe and trust the adults supporting them.


At Baytree School we recognise the vulnerability of learners with SEND and we work in close partnership with families and multi-professionals to provide care and support the voice of the learner is at the centre of all thinking.


At all times, we prioritise safeguarding ensuring staff are well trained to recognise potential risks and indicators related to a wide range of safeguarding issues. All staff and adults working with our learners understand the policies and procedures in place at Baytree School to enable this to happen.


Baytree School is a values-based learning community focused on building provision around the needs of each child and their family. We are a happy community and offer our families support to enable all our learners to enjoy learning and thrive.

Designated Safeguarding Staff


Designated Safeguarding Lead Aline Kay – Deputy Headteacher

Deputy Designated Safeguarding Lead Ed Bowen-Roberts – Headteacher

Deputy Designated Safeguarding Lead – Kirsty Tudor – Health Lead

Single Central Register Maintained By Aline Kay

Safeguarding Governor Kirsty Andres

E-Safety Governor Kirsty Andres


E-Safety is essentially safeguarding children and young people in the digital world. It is about learning to understand and use technologies in a positive way, and about supporting children and young people to develop safe online behaviours (both in and out of school).

E-Safety encompasses not only internet technologies, but also other means of electronic communications, such as mobile phones, games consoles and wireless gadgets. There has been an increasing convergence of technologies over recent years, for example, MP3 players and electronic readers that can access the internet, and mobile phones and hand held devices that can take photos, play games, access the internet and play music.

  • Pupils will be taught to question information before accepting it as true.
  • The school will ensure that use of Internet derived materials by staff and pupils complies with copyright law.
  • Pupils will be made aware that the writer of an E-mail or the author of a Web page may not be the person claimed.
  • Pupils will be encouraged to tell a teacher immediately if they encounter any material that makes them feel uncomfortable.

This school has a duty to provide students with quality Internet access as part of their learning experience. The Internet is part of the statutory curriculum and an entitlement for pupils as part of their learning experience. It is used in this school to raise educational standards, promote pupil achievement and as a necessary tool for staff to support their professional work. The Internet also enhances the school’s management information and business administration systems.

However, in common with other media such as magazines, books and videos, some material available via the Internet is unsuitable for pupils. The school will take all reasonable precautions to ensure that users access only appropriate material. However, due to the international scale and linked nature of Internet content, it is not possible to guarantee that unsuitable material will never appear on a school computer. Neither the school nor North Somerset Council can accept liability for the material accessed, or any consequences of Internet access.

Baytree School E-safety Meeting Minutes – 17.11.20


All admissions to Baytree are determined by the Local Authority (LA) following consultation with the school. The Governing Body is responsible for ensuring, to the best of their endeavours, that the provision specified in the Statement of Special Educational Needs (SEN) or Education Healthcare Plan (EHCP) is made available for the pupils placed at the school, from within their delegated budget.
In exceptional circumstances the LA allocates additional resources for specifically identified needs.


  1. The names of pupils are put forward by the LA.
  2. The LA sends copies of the Statement of SEN or Education and Healthcare Plan (EHCP) accompanying Appendices (supporting reports) to the school.
  3. The Headteacher discusses the needs and provision with the School Leadership Team.
  4. On behalf of the Governing Body Headteacher makes a decision as to whether the acceptance of the pupil is appropriate.
  5. In the case of dispute the full Governing Body is consulted.

The following criteria are used:

(i)    Severe Learning Difficulties and/or Profound and Multiple Learning Difficulties is specified as the main need in Part 2 of the Statement of SEN or in the ECHP(ii)    Individual needs reflected in the Statement/ECHP can be met through provision/professional expertise/resources currently available.

(iii)   Where there are exceptional circumstances an additional allocation of resources, e.g. for staffing, specialised furniture or equipment, is made available from the LA.

(iv)   The needs of the pupil concerned are compatible with the interests of other pupils already in the school.

Special Educational Needs Team

Vulnerable Learners’ Service, Town Hall, Weston-super-Mare, BS23 1UJ.

Telephone: 01934 888294

The Special Educational Needs Team have information on the North Somerset Council website.

Equality Feedback

We are committed to seeking and acting on feedback from staff, pupils, parents and other stakeholders. We would like you to help us to be aware of you views on what is happening and how things could be even better.


Do you feel our curriculum (including visits out of school and special events in school) fairly represent the different ethnicities, disabilities, sexualities and genders, within our community?

Yes: 27                  No: 0                     No Response: 3


Please tell us how you consider this could be even better:

  • Not sure
  • They are good in covering these aspects


Do you believe all pupils regardless of ethnicity/disability/sexuality/gender have the same wide access to school activities including out of school visits?

Yes: 28                  No: 0                     No Response: 2


Please tell us how you consider this could be even better:

  • Return to swimming and horseback riding
  • My child hasn’t long been at school and with Covid has been unable to go on visits so I am unable to comment
  • They are already very good


In the first instance we ask that parents/carers raise any concerns with their child’s teacher.

complaints concern matters including the curriculum, religious education, the school’s provision of information the procedures provide for complaints to be directed initially to the Headteacher for an attempt to resolve them informally. If this fails, there is then a formal appeals procedure for parents/carers to follow.