Safeguarding Supervision On The Sofa: Your DSLs Safe Space
This blog is based on Judicium’s Safeguarding Supervision On The Sofa: Your DSLs Safe Space ‘Sofa Session’ from the 25th June 2025, with our resident experts Helen King and Sarah Cook. In this session we took a backseat and unfolded what a Safeguarding Supervision session can look like, tackled common questions and gained a better insight to how school's are approaching Supervision.
What is Supervision and why does it matter?
Safeguarding supervision is not about oversight in the traditional sense. It’s a reflective, supportive space where DSLs can explore the emotional, practical, and strategic aspects of their role. Being a Designated Safeguarding Lead or deputy is a high-pressure role, and having the responsibility for protecting pupils, guiding staff, and managing sensitive situations, all whilst meeting compliance standards can be extremely overwhelming.
“Supervision offers time and space to think deeply about safeguarding practice,” explains Sarah Cook, Senior Safeguarding Consultant at Judicium. “It helps DSLs step back from reactive decision-making and reflect on the bigger picture.”
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Supervision Session Unpacked
During the session, Sarah and Head of Safeguarding Helen King led a live role-play to demonstrate what supervision actually looks like. The case, though fictional, reflected very real dilemmas DSLs face—concerns around neglect, deteriorating attendance, and emotionally charged conversations with parents.
The case involved an 11-year-old pupil whose wellbeing had become a growing concern over several months.
The indicators included:
A noticeable decline in attendance, progressing into persistent absence.
Concerns around hygiene, including body odour and poor oral care, leading to social difficulties in class.
An unsuccessful and emotionally charged parent meeting, where attempts to collaborate with the family were met with hostility.
Complicating the situation were earlier observations from staff suggesting the child was becoming socially isolated and emotionally impacted—factors that may be contributing to her reluctance to attend school. A home visit added further concern when the environment appeared unkempt and no one responded, despite the door being ajar.
The challenge for the DSL? Balancing professional instincts that "something isn’t right" with the difficulty of meeting the formal threshold for external safeguarding intervention.
This scenario—though fictional—reflects the day-to-day realities many safeguarding leads face: uncertainty, emotional strain, and the need to act with both empathy and accountability.
"“Sometimes the reassurance that you’re on the right track is just as important as finding the next step.”
Supervision in this context offered the DSL the space to:
Reflect on the emotional impact of recent events.
Clarify the next best steps for the pupil.
Explore how to re-engage the family.
Reconnect with internal support and safeguarding procedures.
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Although Supervision is not a statutory requirement, is it essential in supporting your DSL and safeguarding staff. Schools and MATs often don't know where is best to start and receive the right support.
Judicium's Approach
Our safeguarding supervision packages are designed to be:
Regular and flexible: Typically it is recommended to have a session once per half term, to build trust and consistency.
Structured: Each session is guided by a clear supervision agreement.
Actionable: Sessions result in practical, child-centred action plans.
Supportive: Balancing professional growth with emotional wellbeing.
Supervision isn’t counselling—it’s a professional development tool designed to improve outcomes for children through more confident, reflective practice..
Common Questions
+ Is supervision only available to Designated Safeguarding Leads (DSLs)?
No. While DSLs are often prioritised due to the nature of their role, supervision can be beneficial to anyone with safeguarding responsibilities, including deputies, pastoral leads, and others who support safeguarding work.
+ How frequently should safeguarding supervision sessions take place?
There’s no one-size-fits-all answer, but half-termly or termly sessions are typically seen as a minimum for DSLs and those in similar roles. Frequency should reflect the intensity and complexity of safeguarding activity in the school. More regular sessions may be needed during periods of heightened concern or significant caseloads.
+ My DSL often brings up personal or emotional concerns during supervision. Is this appropriate?
Yes, within reason. Safeguarding work can have a significant emotional impact, and supervision is a space to reflect on how this affects practice. Emotional processing, when linked to professional responsibilities, is part of maintaining well-being and effective decision-making.
+ With limited funding, how can we still offer meaningful supervision?
While external supervision may carry a cost, it is recognised to offer significant value. Group supervision can offer a cost-effective solution. The key is regular protected time and a structured approach.
+ What are the benefits of group supervision?
Group supervision promotes shared learning, breaks down isolation, and offers a broader perspective on complex cases. It can help staff feel supported, reduce stress, and improve consistency in decision-making across the team. It also builds a culture of openness and trust.
+ Can school leaders facilitate supervision themselves?
Yes—provided they are trained and can offer a structured, non-judgmental space. However, it is crucial to maintain clear boundaries between line management and supervision roles to avoid conflicts of interest and to ensure the space remains supportive rather than evaluative, and this can be challenging to achieve when supervision is delivered in-house.
+ Is safeguarding supervision a statutory requirement?
Supervision is not currently a statutory requirement in most school settings, but it is considered best practice—particularly for DSLs. It is referenced in statutory guidance for social workers and in early years settings, and increasing recognition is being given to its value in schools.
+What rights do DSLs have around accessing supervision?
While there’s no formal legal entitlement, DSLs have a right to expect that their emotional well-being and safeguarding workload are taken seriously. Schools should ensure that DSLs are supported, especially given the weight of responsibility and risk associated with their role.
+ How do we ensure supervision remains confidential and professional?
Supervision should take place in a private setting with agreed boundaries around confidentiality. Supervisors should keep brief records and ensure that discussions are focused on professional reflection and not gossip or criticism. Clear agreements and documentation help protect all parties.
+How do we measure the impact of safeguarding supervision?
While difficult to quantify, indicators include improved staff confidence, reduced burnout, stronger safeguarding decisions, and increased consistency in responses.
How Judicium Education can help...
If this raises questions for your setting, you’re not alone. Our full Judicium Safeguarding Supervision service includes annual audits, unlimited advice, free training and a space for your DSL to feel confident and supported.
If you require any support in any of these steps or would like to talk to someone surrounding some support for your school, please do not hesitate to call us on 0345 548 7000 or email enquiries@Judicium.com
Additional Information
To view all upcoming Safeguarding courses, dates and links click HERE.
To view all upcoming HR courses, dates and links click HERE.
Safeguarding eLearning Courses
Judicium Education’s Safeguarding Service is intended to assist schools in meeting the statutory requirements and guidance for schools and colleges on safeguarding children and safer recruitment. For more information, please visit here.
You can follow us on Twitter: @JudiciumSG @JudiciumEDU
If you’d like to review Judicium’s forthcoming sofa sessions please click here
© This content is the exclusive property of Judicium Education. The works are intended to provide an overview of the sofa session you attend and/or to be a learning aid to assist you and your school. However, any redistribution or reproduction of part or all of the contents in any form is prohibited. You may not, except with our express written permission, distribute or exploit the content. Failure to follow this guidance may result in Judicium either preventing you with access to our sessions and/or follow up content.
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