Strategic Safeguarding Award

During May 2026, Prince Henry’s High School was awarded the Enhanced Strategic Safeguarding Quality Mark.

The safeguarding work carried out by Mrs Thorner, Designated Safeguarding Lead (DSL), the Safeguarding Team and wider school staff has been deservedly recognised by the Strategic Safeguarding Quality Mark organisation.

The feedback from the school audit visit included the following comments.

“Prince Henry’s High School has securely achieved the Enhanced Strategic Safeguarding Quality Mark, demonstrating that safeguarding is far more than a statutory obligation; it is the core business and vital thread that underpins the school’s entire provision. This is rooted in a clearly articulated and embedded vision that “Every Child Matters,” ensuring safeguarding is consistently reflected in daily practice and leadership communication.”

“Safeguarding [is] firmly embedded at the core of its vision and practice. Strong strategic leadership, highly effective relational provision, and a deep commitment to pupil wellbeing ensure that vulnerable learners feel safe, valued, and able to thrive.”

“A key strength is the shared accountability across the senior leadership team, with the Senior Deputy Headteacher/Strategic DSL overseeing a highly integrated system that brings together attendance, behaviour, and emotional wellbeing. The DSL leads operational safeguarding, is developing a stronger strategic remit, and demonstrates deep understanding through the consistent delivery of high-quality safeguarding provision.”

“The school distinguishes itself through a relentless focus on bespoke provision for its most vulnerable learners. On-site provisions create a genuine “family within school” ethos, where emotionally available adults deliver specialised, trauma-informed support for pupils, including Social, Emotional and Mental Health (SEMH) needs which in another setting limit might access to a traditional mainstream provision, not at Prince Henry’s.  There is a sustained commitment to investing in child-centred, context-specific provision, enabling all pupils to flourish. This approach has demonstrably improved outcomes, particularly in re-engaging those previously at risk of persistent absence, with provision continuing to evolve strategically.”

“A strong culture of wellbeing ensures pupils are supported to belong and thrive, extending beyond academic outcomes to prioritise the whole child. Pupils articulated a clear sense of mattering to adults, the school, and their peers, and were able to reflect on how this could be strengthened for others. Senior leaders reinforce this culture through visible recognition of pupils’ attitudes and engagement, fostering an environment where children feel respected, listened to, and empowered.”

“There is also an exceptional emphasis on safeguarding capacity. PHHS maintains a wide team of DSL-trained staff, ensuring expertise is distributed across all year groups and departments. Professional development is embedded as an ongoing “daily conversation,” supported by concise “7-minute briefings” that keep staff attuned to contextual risks and reflective practice. This is underpinned by a robust, multi-layered data system, where intelligence from multiple sources is systematically analysed to identify emerging concerns and drive timely intervention.”