A designated safeguarding lead, or DSL, is the named person in your dance school who takes the lead on keeping children safe. They receive concerns from teachers and parents, know who to report to locally, keep clear records of what was raised and what was decided, and make sure everyone knows who they are.
It’s a Tuesday evening and a young assistant pulls you aside. They’ve noticed something in the changing area and aren’t sure it’s worth mentioning. Who do they tell? If the answer is “whoever’s about,” that’s the gap a DSL fills. Having one named person means worries land in the right place, quickly, every time.
Here’s what the role involves, who can do it, and how to set it up in a school of any size.
What is a DSL?
DSL stands for designated safeguarding lead. The government’s guidance for out-of-school settings says you should designate an adult, which could be yourself, to have lead responsibility for safeguarding children while they’re in your care.
That guidance is written for providers of after-school clubs, community activities and tuition, and it covers sports training and music lessons too. Dance schools sit comfortably within it. It’s non-statutory guidance written with England in mind, though its principles are useful across the UK. It says providers should appoint a DSL, and it makes clear which other parts are legal requirements.
Think of the DSL as the person everyone already knows to go to. Teachers, assistants, volunteers and parents all know their name and how to reach them.
What does a DSL do in a dance school?
The guidance gives the DSL a clear set of jobs. In plain terms, they:
- take the lead on safeguarding and child protection in your school
- receive concerns from teachers, assistants, volunteers and parents
- know the local route for referring a child to children’s social care
- record any concerns, what was done about them and why
- act as the point of contact if there’s an allegation about a member of staff or volunteer
- are a named contact that parents can approach
Let’s take the main ones in turn.
Receiving concerns
The guidance says you should act on any concerns about a child immediately. In practice, that means anyone with a worry speaks to the DSL, who will record it and consider making a referral to the local authority’s children’s social care team.
This works best when the message is simple: “If you’re worried, tell the DSL, even if you’re not sure.” Nobody should have to decide on their own whether something is serious enough. If a child has just told you something worrying, tell the DSL the same day, and never promise to keep it secret.
Knowing where to refer
Your local authority will have a route for reporting concerns, often called a multi-agency safeguarding hub. The guidance says the DSL should know the local criteria for action and the local protocol for assessment, which are usually on your council’s website. It’s also good practice to keep the contact details for the children’s social care team to hand.
If you’re concerned about a child, you can discuss it with children’s social care before deciding whether to make a referral. If a child is suffering, or is likely to suffer, immediate harm, the guidance says to make a referral and contact the police and your local authority designated officer, often shortened to LADO, at once.
Keeping records
The guidance says the DSL should record any concerns about abuse and neglect, what they have done about them, and the reasons for their decisions. Keep these notes factual and dated. Store them securely, with access limited to the DSL and any other senior person who genuinely needs them.
Handling concerns about adults
If there’s an allegation against a member of staff or volunteer, the DSL should contact the local authority designated officer. The LADO coordinates allegations made against a person who works with children and advises what to do next. The DSL should also inform the police if a crime may have been committed.
This is another good reason to have a clear lead. Worries about a colleague are the hardest ones to raise. A named person with a clear process makes it easier for everyone to speak up.
What training should a DSL have?
The guidance says a DSL should be suitably trained. It lists the things they should understand, including bullying, physical abuse, neglect, emotional abuse, child sexual abuse, child-on-child harmful sexual behaviour, online safety, substance abuse, extremism and radicalisation, what abuse and neglect look like, and how referrals into children’s social care work.
For detailed DSL duties and training, it points to Keeping children safe in education. That document is written for schools and colleges, but the guidance says it can be useful to out-of-school settings as best practice.
You don’t need to start from nothing. Our partner BDSA has a free online course, Introduction to Safeguarding in Dance (Level 1), a BDSA course powered by Teach.Dance. It’s a good grounding for the DSL and for everyone else in your school. Our guide to safeguarding training for dance teachers explains the wider picture.
Who can be your DSL?
The guidance says the DSL can be you. If you run a small school or teach privately, you’re the DSL by default, and that’s fine. What matters is that you’ve thought about it, you’re trained, and parents know that.
If you run a larger school, it’s worth choosing carefully. Consider:
- someone who is in the building during most classes
- someone who parents and teachers find approachable
- someone who is confident to make a call to the local authority
- someone who understands the needs of the children who attend, such as young children or teenagers
The guidance says to consider the needs and characteristics of the children when appointing your DSL. A school full of under 5s will have different worries from one training teenage competitors.
Telling parents who your DSL is
The guidance says you should give parents or carers a named individual, such as the DSL or another named member of staff, so they can raise safeguarding concerns. Your safeguarding policy should also include the DSL’s details and how to contact them.
If you’re a lone provider, the guidance says to give parents the contact details of your local authority’s children’s services or the NSPCC helpline number. The NSPCC helpline is 0808 800 5000.
Simple ways to share it:
- put the DSL’s name and contact details in your welcome pack and terms
- add it to your website and your noticeboard
- mention it in your newsletter at the start of each term
A clear contact builds trust. Parents like to know that someone has this covered. Our guide to safeguarding in dance schools covers the wider picture, and our guide for private dance lessons is useful for solo teachers.
When the DSL isn’t there
Children don’t stop having worries when your DSL is on holiday or ill. The guidance doesn’t use the word deputy, but we think it’s sensible good practice to name a second person who can step in. They should know the same referral routes and have the same training.
Write it down in your policy, tell your team, and make sure parents know who to contact if the DSL isn’t available. Think about the busy moments too: holiday intensives, competition trips and show days. Check who is the lead on those days and that everyone knows.
The guidance also says that if staff or volunteers aren’t satisfied with the course of action taken by the DSL, they should consider making their own referral to children’s social care or the LADO. It’s a useful reminder that the DSL’s job is to take concerns seriously, never to close them down.
Your DSL quick checklist
- Name your DSL, and a second person to cover absences.
- Make sure they’ve done up-to-date safeguarding training.
- Find your local authority’s referral route and save the contact details.
- Put the DSL’s name and contact details in your safeguarding policy.
- Tell parents, teachers, assistants and volunteers who your DSL is.
- Agree where concerns are recorded and who can see the records.
- Review your policy every year, and after any incident.
Our guide to DBS checks for dance teachers is a helpful next read, as safer recruitment and your DSL work hand in hand.
This is general guidance, not legal advice. If you’re unsure about your own setting, check the government’s guidance or speak to your local authority.
Frequently asked questions
Does a small dance school need a DSL?
Yes. The government’s guidance says all providers should have appointed a suitably trained DSL, whatever their size. If you’re a lone teacher, that’s you.
Can the school owner be the DSL?
Yes. The guidance says the DSL can be yourself. In a bigger school, it can help to choose someone who’s in the studio most days, which may or may not be the owner.
What if the DSL is away?
Name a second person to cover. The guidance doesn’t use the word deputy, but having one is sensible practice. Make sure they’re trained and everyone knows who they are.
Does the DSL have to investigate a concern?
No. The DSL’s role is to take the concern seriously, record it and decide whether to refer. Investigating belongs to the local authority, the police or other professionals.
Where do I record concerns?
Keep a dated, factual record in a secure place. The DSL should record the concern, what they did and why. Limit access to those who need it.
Where can I learn more?
Start with the government’s out-of-school settings guidance. For a friendly introduction, our partner BDSA has a free course, a BDSA course powered by Teach.Dance, that’s well worth doing.
Make one clear name part of your school
Naming a DSL is one of the simplest things you can do to keep children safe and show parents you take it seriously. If you’d like a place to start, Introduction to Safeguarding in Dance (Level 1) is free, and it gives your whole team a shared starting point.
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