What does "it could happen here" mean in safeguarding?

Where the phrase comes from

Keeping children safe in education (KCSIE) 2026 says: “Staff working with children are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff should always act in the best interests of the child” (paragraph 57).

It comes back twice in Part five, on child-on-child sexual violence and sexual harassment. There, KCSIE says the attitude is “especially important” (paragraph 529), and that sexual harassment and violence “can happen anywhere” (paragraph 571).

Ofsted’s inspection toolkit, in use from 7 September 2026, uses the same words. It looks at whether schools are “vigilant, maintaining an attitude of ‘it could happen here’”.

What it means in practice

The opposite of “it could happen here” is reassurance: we’re a good school, our families are supportive, I’ve known that colleague for years.

KCSIE builds the attitude out of several duties:

• No one sees the whole picture. “No single practitioner can have a full picture of a child’s needs and circumstances” (paragraph 3). A small worry matters because it may be the missing piece.
• No reports doesn’t mean no problem. “Even if there are no reports in their schools or colleges it does not mean it is not happening” (paragraph 33).
• Don’t explain behaviour away. Calling sexual harassment “just banter” or “boys being boys” can lead to “a culture that normalises abuse”, where children stop reporting (paragraph 34).
• Children may not tell. They may not feel ready, may not know how, or may not see what is happening as harmful. That shouldn’t stop staff using professional curiosity and speaking to the DSL (paragraph 16).
• It applies to adults too. KCSIE asks schools for an “open and transparent culture” where all concerns about adults, including supply staff, volunteers and contractors, are dealt with promptly (paragraph 507).

What a strong culture looks like

There is no checklist for culture, but there are signs you can look for.

Staff

• Every adult knows who the DSL and deputies are, and how to log a concern, including supply staff and volunteers.
• Staff raise small things, such as a comment, a change in mood or a missing coat, without waiting to be sure.
• Staff challenge each other when something feels wrong, and report concerns about colleagues, including low-level ones.
• Staff who raise concerns get feedback, so they know it was worth it.

KCSIE asks leaders to create “the right culture and environment so that staff feel comfortable to discuss matters” that could affect children’s safety (paragraph 424). It also says staff should be able to help shape safeguarding arrangements and the child protection policy (paragraph 155).

Pupils

• Pupils can name a trusted adult and know more than one way to raise a worry.
• They are taught how to stay safe, including online, and when to ask for help.
• When they report something, they are taken seriously and never made to feel they are causing a problem (paragraph 15).
• Their views shape the response. Leaders should take account of the child’s wishes and feelings when deciding what to do (paragraph 120). Annex B asks the DSL to encourage “a culture of listening to children”.

Leaders and governors

• Safeguarding is part of every policy and decision, not a separate file (paragraph 119).
• Leaders check that what the policy says happens in practice, by sampling records, asking staff and asking pupils.
• They learn from cases, including near misses, and change things as a result.
• They are open to challenge from governors, staff and partner agencies.
• Vigilance carries on after recruitment. KCSIE says “safer recruitment is not just about carrying out the right DBS checks” (paragraph 422).

What Ofsted looks for

Ofsted’s 2026 toolkit has a section on “establishing an open and positive safeguarding culture”. Inspectors look at whether leaders:

• build a culture where staff, pupils and parents feel comfortable raising concerns and confident that action will be taken
• know that policies are understood, applied and making a difference to pupils
• make sure pupils know who to go to for support
• work with outside agencies to get pupils the help they need

For safeguarding to be judged “met”, the toolkit expects “an open culture in which safeguarding is everyone’s responsibility”, pupils who “are kept safe and feel safe”, and leaders who are “receptive to challenge and are reflective about their own practices”. For how inspectors gather this evidence, see our guide to Ofsted report cards and safeguarding.

Testing your own culture

A few questions leaders and governors can ask:

1. If a new member of supply staff had a worry at 3pm on a Friday, would they know what to do?
2. How many concerns came from support staff, lunchtime staff or pupils themselves this year? A low number may mean people don’t feel able to report.
3. When did a member of staff last raise a concern about a colleague? What happened next?
4. Can pupils in every year group name an adult they would talk to?
5. What did the school change after its last serious case or near miss?