What If the Signs We Miss Are the Stories Children Remember?

Learning from the Foden review and choosing curiosity over fear.

The recently published Extended Child Practice Review, Our Bravery Brought Justice, into the actions of Neil Foden and the multi-agency response is a stark reminder of why safeguarding can never rely on policies, trust, hierarchy, or reputation alone. Across the review, clear patterns emerged: concerns were raised but not seen collectively; unusual behaviours were noticed but not challenged; professional boundaries were repeatedly breached but explained away. Ultimately, there was an absence of professional curiosity, psychological safety, and shared accountability, which allowed warning signs to go unrecognised and unacted upon.

The report highlights how reputation and authority can silence challenge, how power imbalances can mask grooming behaviours, and how adults can be conditioned to overlook their instincts when working within a culture that avoids conflict, prioritises harmony, or assumes the best rather than investigating the unknown. It makes clear that systems alone do not protect children — people do, and only when those people are confident, equipped, supported, and unafraid to ask uncomfortable questions. The review calls for more than procedural change; it calls for cultural and behavioural change across schools, local authorities and safeguarding partnerships. It emphasises the need for transparent governance, consistent information sharing, robust low-level concern reporting, strengthened supervision, emotional safety for staff, and above all, the embedding of professional curiosity as daily practice rather than a training topic.

This is where 'OakWell Education' stands firmly aligned to the learning and recommendations. We work with schools, trusts and organisations not just to review safeguarding documents but to strengthen the climate in which safeguarding decisions are made. Our work focuses on building a culture where professional curiosity is habitual, where subtle signs are recognised and joined together, where staff feel safe to challenge seniority, and where leaders model reflective, accountable practice. Through our professional curiosity and recognising signs training, safeguarding culture and climate audits, student voice insight work, leadership supervision, and review of reporting pathways, we help schools move from compliance to cultural safeguarding ; the space where every adult feels confident to say, "I'm not sure, but something feels wrong, and I need to talk about it."

The Foden review teaches us that the cost of silence is immeasurable. It should never be assumed that a respected professional is beyond safeguarding scrutiny, nor should staff fear being wrong more than they fear the consequences of not raising a concern. 'OakWell Education' exists to make sure that staff are empowered, not intimidated; curious, not complacent; informed, not isolated; and professionally brave, not passively compliant. We work alongside schools, not above them, helping translate lessons from reviews like this into everyday language, relationships and routines, so that missed opportunities become recognised patterns, soft signs are shared early, and children's voices and lived experiences guide our safeguarding practice.

The recommendations from the Foden report ask us to reflect, not react — to change deeply, not just amend policies. 'OakWell Education' is committed to being part of that change. Through partnership, honest conversation and relational expertise, we can help ensure that the lessons of this review are not simply acknowledged but embodied. The ongoing challenge for every organisation is not to prove that safeguarding failures cannot happen there, but to create a culture where they are far less likely to be allowed to, unnoticed or unchallenged.

If we truly absorb the findings, we transform them into action. If we embed professional curiosity, we create safer systems. If we empower staff, we protect children, and if we work together, we honour those whose bravery made this learning possible.