Status: does it apply to schools?
Working Together to Safeguard Children 2026 was published on 18 March 2026 and replaces the 2023 edition (paragraph 2). It:
- applies “in its entirety” to all early education and childcare settings, schools, colleges and other education providers (paragraph 4)
- should be complied with unless exceptional circumstances arise (paragraph 6)
- is issued under section 175(4) of the Education Act 2002 for maintained schools, and paragraph 7(b) of the Independent School Standards for academies and independent schools (paragraph 7)
Schools must also have regard to Keeping children safe in education (KCSIE), which sets out how schools meet these duties and should be read alongside it (paragraphs 80 and 270).
Introduction: who it covers
The guidance applies to all children up to 18, wherever they live, including those in kinship care, adopted children and looked after children. The 2026 edition adds that practitioners should consider help and protection for unborn children where there are concerns. It defines safeguarding and child protection, which KCSIE uses too.
Chapter 1: A shared responsibility (paragraphs 10 to 37)
The principles every agency works to: a child-centred approach with a whole-family focus, working in partnership with parents, and multi-agency expectations such as mutual challenge.
For schools, the key part is information sharing (paragraphs 29 to 34). Practitioners should share early, shouldn’t assume someone else will, and don’t need consent where there is a lawful basis such as legal obligation or public task (paragraph 32). Paragraph 30 refers to Operation Encompass, the police duty to tell schools when a child may be a victim of domestic abuse.
Paragraph 34 still describes the DfE’s information sharing advice as non-statutory. Since September 2026 there is a statutory information sharing duty and new statutory guidance. See information sharing in safeguarding.
New in 2026: stronger expectations on leaders to build anti-discriminatory cultures, and more on coercive control, child sexual abuse and teenage relationship abuse.
Chapter 2: Multi-agency safeguarding arrangements (paragraphs 38 to 119)
The three safeguarding partners, the local authority, the integrated care board and the police, have a joint and equal duty to make local arrangements (paragraphs 41 and 42).
What it means for schools:
- Relevant agencies. Partners are expected to name all local schools, colleges and early years settings as relevant agencies (paragraphs 71 and 80). Once named, a school must act in line with the local arrangements (paragraph 74). KCSIE says the same (paragraph 135).
- A voice at the top. Partners should have an education representative in strategic discussions (paragraph 81).
- Audits and data. Schools, including multi-academy trusts across several areas, should respond to safeguarding audits such as section 11 or section 175 audits, provide training that meets local requirements, and share data such as attendance, exclusions and concerns about abuse (paragraph 83).
- Information requests. Safeguarding partners can require information under section 16H of the Children Act 2004, including for practice reviews, and the school must comply (paragraphs 89 and 90).
The chapter also covers independent scrutiny, funding, yearly reports and dispute resolution.
Chapter 3: Providing help, support and protection (paragraphs 120 to 256)
The longest chapter, in four sections.
- Universal services and community-based early help (paragraphs 126 to 133). Schools are part of the universal offer that spots needs early.
- Family Help (paragraphs 134 to 150). Targeted early help and section 17 child in need support are combined into one Family Help offer, with a lead practitioner who can stay with the family if the child is later assessed as a child in need (paragraph 138). See early help and Family Help.
- Safeguarding and promoting welfare (paragraphs 151 to 241). Referrals, assessments and specific harms. Children’s social care should acknowledge a referral and decide the type of response within one working day (paragraph 167) and give the referrer feedback (paragraph 165). An assessment should reach a decision on next steps within 45 working days of referral (paragraph 169). This section also covers extra-familial harm (paragraphs 216 to 223), exploitation, Prevent and disabled children. See how to make a safeguarding referral.
- Multi-agency child protection (paragraphs 242 to 256 and the flowcharts). Strategy discussions, section 47 enquiries, child protection conferences, plans and core groups. See strategy meetings and section 47 enquiries and child protection conferences.
New in 2026: more on child sexual abuse, domestic abuse, infants, honour-based abuse, online harms and group-based exploitation, and stronger expectations for section 47 work.
Chapter 4: Organisational responsibilities (paragraphs 257 to 361)
What each type of organisation must have in place. For schools:
- Allegations against people who work with children (paragraphs 260 to 266). Local authorities designate a LADO, and employers should tell the LADO within one working day of any allegation (paragraph 264). See when to contact the LADO.
- Schools, colleges and other education providers (paragraphs 268 to 270). Governing bodies, proprietors and senior leadership teams have duties, and the guidance points schools to KCSIE.
Chapter 5: Learning from serious child safeguarding incidents (paragraphs 362 to 428)
Restructured in 2026. The local authority notifies the national Child Safeguarding Practice Review Panel within 5 working days of a serious incident, the partners send a rapid review within 15 working days, and any local child safeguarding practice review should be completed within 6 months (paragraph 385). Schools are often asked for information and a chronology. See child safeguarding practice reviews.
Chapter 6: Child death reviews (paragraphs 429 to 456)
How the local authority and integrated care board review the death of every child normally resident in their area. Schools may be asked for information about a child who has died.
What to do now
- Check your child protection policy uses Family Help language and your local partnership’s current threshold document.
- Make sure your DSL knows your partnership’s published arrangements and how schools are represented.
- Keep chronologies up to date, so you can answer an information request or rapid review quickly.