ices of a teacher because of serious misconduct, or might have dismissed them or ceased to use their services had they not left first, they must consider whether to refer the case to the Secretary of State (via the Teaching Regulation Agency). Details about how to make a referral to the Teaching Regulation Agency can be found on GOV.UK. Child-on-child abuse 156. All staff should recognise that children are capable of abusing other children (including online). All staff should be clear about their school or college’s policy and procedures with regard to child-on-child abuse. 157. Governing bodies and proprietors should ensure that their child protection policy includes: • procedures to minimise the risk of child-on-child abuse • the systems in place (and they should be well promoted, easily understood and easily accessible) for children to confidently report abuse, knowing their concerns will be treated seriously • how allegations of child-on-child abuse will be recorded, investigated, and dealt with • clear processes as to how victims, perpetrators and any other children affected by child-on-child abuse will be supported • a recognition that even if there are no reported cases of child-on-child abuse, such abuse may still be taking place and is simply not being reported • a statement which makes clear there should be a zero-tolerance approach to abuse, and it should never be passed off as “banter”, “just having a laugh”, 42 Section 35 of the Safeguarding Vulnerable Groups Act 2006. 43 Section 38 of the Safeguarding Vulnerable Groups Act 2006. 44 “part of growing up” or “boys being boys” as this can lead to a culture of unacceptable behaviours and an unsafe environment for children • recognition that it is more likely that girls will be victims and boys perpetrators, but