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CME Unit 6C

Section C: Learning Outcome 3 (LO 3)

Know how to respond to evidence or concerns that a child or young person has been abused, harmed, or bullied

Learning activity 4 – relating to Learning Outcome 3 (LO 3)


to complete the online NSPCC Safeguarding Training course.

Print off the certificate and show it to your programme provider.

You may find the chart below useful in helping you to complete this online module. This chart lists some (but not all) of the possible signs that a child or young person is experiencing harm, abuse or neglect.



























Children and young people may, at various points in their development, exhibit one or two of these signs, perhaps briefly or in a milder form, and this doesn’t necessarily mean they are experiencing abuse.

If you have concerns about a child or young person, you should report these in confidence to the appropriate person. As described before, this should be the Designated lead on Safeguarding in the school / organisation. You may well find that the school / organisation is already be aware of the issue. However, bear in mind that as a part-time teacher and possibly not an employee, but a freelance contractor, the sharing of sensitive confidential data by the school with you, about children and young people, means they will tell you only as much as they consider is really relevant for you to know. For example, if a child or young person is in care, or the subject of an ongoing care protection order, you would not be told about this since that information is confidential.

Schools / organisations should provide part-time visiting music educators with relevant information about the children and young people they teach. The purpose of such information is to help you to teach or work with them more effectively. In reality, this is often overlooked in busy organisations, placing part-time teachers at a disadvantage.

Learning activity 5 – relating to Learning Outcome 3 (LO 3)

Read the following two case studies. Take some time to reflect on how these case studies illustrate some of the difficulties facing part-time visiting music educators. If possible, discuss with your CME co-learners or fellow music educators. You may find it helpful to make notes about your reactions as you read.


Ms Cohen is a young clarinet teacher. She had been teaching the clarinet in several schools for three years. One September, she began teaching a girl in Year 7 called Mary. All seemed well until after half-term, when Mary appeared quieter and rather subdued. Her progress faltered and Ms Cohen tried as many approaches as possible to keep lessons and activities interesting. Mary seemed unable to concentrate well. Ms Cohen broke activities down into small manageable sections and she varied the musical material in case the problem was that Mary was just bored with what they were doing. Six months on and Mary appeared almost chaotic, with music in tatters, some pages torn out, her clothes poorly presented and her hair poorly groomed. Lessons were sometimes missed and yet, during lessons, Mary appeared to be happy to be there even though Ms Cohen noticed that Mary rarely if ever looked directly at her. Finally, in the Summer term, Ms Cohen realised she was not coping well with teaching Mary. She was beginning to feel angry with Mary and told her off a few times for her poor efforts.

Ms Cohen located the form teacher and introduced herself. As soon as she mentioned Mary, the form teacher was very sympathetic and explained that in the October half-term Mary’s mother had died unexpectedly. The form teacher had not realised that Mary was having clarinet lessons and apologised for not telling Ms Cohen. The form teacher seemed very interested in what Ms Cohen told her about Mary’s behaviour and agreed that they should speak again in a few weeks time to review Mary’s progress.

In the next lesson, Ms Cohen apologised to Mary for being angry with her and explained she had not known about Mary’s mother dying. Mary looked at her for the first time. Things briefly improved in the lessons but Mary continued to find learning the clarinet and organising herself a big challenge.


A visiting music teacher has concerns about one of the girls she is teaching and tries to find the Headteacher to talk to. The Headteacher is unavailable. The visiting teacher has to get to another school and has no spare time so she talks to the school secretary about her concerns. What is wrong with this action?

Now move on to Section D.