I was recently reflecting on a scenario that clearly demonstrates that safeguarding files contain vital information that doesn't always make it into the transition meeting. It reminded me that reviewing files promptly at the start of the year is as important as attending the handover itself.
During a Year 6 to Year 7 transition meeting, a pupil was discussed and a minor safeguarding concern from Year 6 was shared. Nothing during the discussion suggested significant historical concerns, and the information presented appeared relatively low level.
The pupil started secondary school and, as expected, their safeguarding file was received shortly afterwards. However, with the demands of a busy start to term, it can be easy to rely on the information shared during transition meetings and assume there is nothing more of significance within the records.
As the autumn term progressed, staff began noticing changes in the young person's presentation. There were subtle indicators that something might not be right. Attendance patterns began to change, and emotional regulation became more challenging, and small pieces of information started to emerge through conversations with staff.
It was at this point that the DSL reviewed the safeguarding file in greater detail.
Within the historical records was information showing that the family had previously been subject to a Child Protection Plan when the child was in Years 3 and 4. The concerns were no longer current and therefore had not been a key focus of the transition discussion. However, that historical context was crucial in helping the DSL understand the wider picture and assess the emerging concerns appropriately.
This is not about anyone getting the handover wrong. Transition meetings can only cover so much, and colleagues are often trying to summarise years of information into a relatively short conversation. Nor is it about expecting every piece of historical information to be discussed verbally.
Instead, it is a reminder that transition meetings and safeguarding files serve different purposes.
As receiving schools, we should ensure that safeguarding files are requested, received and reviewed promptly. The guidance is clear that child protection files should be transferred separately from the main pupil file and, where a pupil joins a new school, transferred as soon as possible, with receipt confirmed. In practice, this means DSLs should be expecting to receive and review these records within the first few days of a pupil starting.
Key Messages
Use transition meetings to understand current context and plan early support.
Don't rely solely on verbal handovers from the summer term.
Review safeguarding files promptly when they are received.
Consider historical information, even where concerns are no longer active.
Maintain professional curiosity when low-level concerns begin to accumulate.
Recognise that historic child protection involvement may provide important context for current presentation and vulnerabilities.
Share the appropriate information with the relevant members of staff
Safeguarding is often about identifying patterns rather than responding to isolated incidents. Sometimes the information that helps us connect those patterns isn't mentioned in a transition meeting because it is historical. That's why reading the safeguarding file remains such an important part of the transition process.
For many children, Year 7 is a positive fresh start. For some, understanding their story before they arrived can make all the difference in ensuring the right support is in place from the very beginning.
Use our SEND Transition Readiness Checklist to help you consider what information to look out for when reviewing safeguarding files.