Wellbeing and personal development
Our safe school
A classroom display and pupil hand activity introduce ways to be safe, kind and respectful, identify trusted adults and show how to keep asking for help. Complete names and roles with the school safeguarding lead before displaying the sheet.
Talk to a trusted adult when something feels unsafe. The full display leaves local names for the school to check and add.
Read the complete materialRead the material
A classroom display and pupil hand activity introduce ways to be safe, kind and respectful, identify trusted adults and show how to keep asking for help. Complete names and roles with the school safeguarding lead before displaying the sheet.
Complete resource. Use the preview for diagrams and layout.
Page 1
Designated Safeguarding Lead Photo or drawing Name Role Trusted adult Photo or drawing Name Role Trusted adult Photo or drawing Name Role Trusted adult Photo or drawing Name Role You can talk to any adult in school. Safeguarding and positive behaviour display Page 1 of 2 DISPLAY AGES 5 TO 11 OUR SCHOOL Our safe school Everyone here has the right to feel safe Be safe Walk inside. Ask an adult if you are unsure. Be kind Include others. Use kind words. Be respectful Listen well. Look after our school. Trusted adults in our school Worried? Tell, tell, tell Tell a trusted adult. If nothing changes, tell another adult. Keep telling until someone helps.
Page 2
NAME CLASS DATE These people help me feel safe Need more room? Write up the finger, or ask a grown-up to help. Safeguarding and positive behaviour display Page 2 of 2 PSHE AGES 5 TO 11 FEELING SAFE My helping hand 1 Who helps me feel safe? Fill your hand Write the name of a trusted adult on each finger. Choose people at school and at home. You can add a tiny drawing too. 2 Positive behaviour It looks like... What can people see? It sounds like... What can people hear? It feels like... How do you feel inside? A worry that makes you feel unsafe should always be shared.
A teaching sequence
Recognise examples of safe, kind and respectful behaviour, identify adults in school who can help and rehearse what to do if a worry is not resolved.
Describe safe and respectful actions
Read the three behaviour statements and ask pupils for observable examples of being safe, kind and respectful.
What could someone see or hear in your example?
Confirm current trusted adults
With the safeguarding lead, identify current trusted adults and the school route for raising a concern. Make sure the display is visible and the named people are available.
Has the safeguarding lead checked names, availability and permissions?
Choose your helping-hand entries
Use the hand activity to name or draw adults at school or home whom the pupil can talk to. The pupil may leave a finger blank or ask an adult to help.
Would you like help, a drawing or a blank finger?
Talk to a trusted adult when something feels unsafe. The full display leaves local names for the school to check and add.
Read the complete materialPractise seeking help again
Discuss the “tell, tell, tell” sequence: tell a trusted adult, tell another adult if nothing changes and keep seeking help until someone listens. Then use the positive-behaviour prompts to describe what others can see or hear and how a pupil may feel, while recognising that people experience situations differently.
Who else can you tell if the first report brings no change?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Ask pupils to name a safe adult or show where they can get help. Check that every displayed role and contact route is current, understandable and consistent with school procedures. Listen without promising secrecy and follow safeguarding policy if a pupil shares a concern.
Give a little support
Offer photos, role symbols or spoken names when writing is difficult. Rehearse a short phrase such as “I need help” and show more than one route to a safe adult. Do not require pupils to write a personal worry on the display or share it in front of the class.
Take the idea further
Invite pupils to suggest observable examples of kindness or respect and to identify a second adult they could approach. Practise how to ask for help in a private, low-pressure role-play that follows school guidance.
Things to keep in mind
This is not a safeguarding policy or disclosure form. A trusted-adult list must match current school arrangements, and staff must follow local reporting procedures. A displayed name, role or photograph may reveal personal information; obtain school approval and permissions before displaying it. Do not promise confidentiality if a pupil may be at risk.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas for using this resource
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
The Curious Pencil
This two-page display for ages 5 to 11 names safe, kind and respectful behaviours, provides spaces for school trusted adults and says pupils can talk to any adult. It asks what to do if a worry is not resolved.
Bright Idea Break
The display pairs everyday examples, such as walking inside and including others, with named people who can help. The follow-up route matters: a pupil should keep seeking help if the first conversation does not resolve the worry.
Open Book Pause
Fill the name, role and photo or drawing spaces with current school contacts, and read the directions through with pupils. Check that children know how to approach more than one trusted adult.
Kind Check-In
The template is not a complete safeguarding policy or substitute for a Designated Safeguarding Lead and local procedures. Keep contacts current and respond to disclosures through the school's safeguarding process.