RESPOND Safeguarding Framework

Take the concern seriously; you do not need to prove abuse. Attend to immediate safety, listen calmly, and report promptly to the DSL or deputy using your school's safeguarding procedure. Do not investigate or delay an urgent verbal report while completing paperwork. Record what was seen or said, the child's words where relevant, when it happened, who was informed and what action followed. Call 999 if a child is in immediate danger.

Give the child time and listen without shock, disbelief or blame. Thank them for telling you and avoid leading, repeated or investigative questions. Do not promise secrecy or an outcome. Explain that you must share relevant information with the people responsible for their safety, then notify the DSL or deputy promptly and make an accurate, secure record. Follow your school's policy and NSPCC guidance on responding to abuse.

TED means Tell, Explain, Describe. These are optional open prompts for limited clarification, such as “Can you tell me what you mean?” They are not a script or an invitation to investigate. Ask only what is necessary, never suggest an answer, and do not delay reporting. Adapt your communication to the child's age, language and additional needs.

Use your school's deputy and escalation arrangements; the DSL's absence must not delay necessary protective action or an appropriate referral to children's social care or police. Concerns about adults working with children may require a different route, such as the headteacher or chair. Follow the school's allegations and low-level-concerns procedures and share information only with those who need to know.

No — RESPOND is cyclical, not linear. In real situations, you might jump between steps, revisit earlier ones, or skip steps entirely depending on the context. For example, you might Recognise, then Pause, then go back to Engage. The framework is a guide, not a rigid checklist. See the RESPOND Helix →

Both. RESPOND guides your individual response in the moment — what you see, say, and do. But safeguarding is always collective. Once you Notify, the DSL and wider team take over. You're not expected to complete every step alone.

You don't need to recall every step perfectly. The most important things are: notice something (Recognise), listen without leading (Engage), tell the DSL (Notify), and write it down (Document). If you do those four, you've done your job well.

The reporting system is for Document (and sometimes Notify). Engage is what you do in the moment — listening, asking open questions, being present. Recording on the reporting system comes after, when you're recording what happened. Don't worry about logging while a child is talking to you.

Often, yes — and that's exactly right. Your role is typically Recognise → Engage → Support → Notify → Document. The DSL then leads on assessment and referral. But RESPOND helps you handle those crucial first moments well, which can make all the difference to a child.

Yes, though you'll adapt it. With younger children, Recognise relies more on behavioural observation than verbal disclosure. Engage might mean play-based interaction rather than direct questioning. The principles remain the same — notice, listen, support, share, record.

That's normal. In urgent situations: ensure safety first, then get help (Notify). You can work through the other steps afterwards. RESPOND is designed to build confidence through practice — the more you use it, the more natural it becomes.

RESPOND adds crucial steps that the 4 Rs miss: Support (being a calm presence), Pause (thinking before acting), and Offer (explaining next steps to the child). These steps are where staff often feel most uncertain — and where trauma-informed practice matters most.