nversation that suggests a child has been harmed or a child’s own behaviour might indicate that something is wrong. As per Part one of this guidance, if staff have any concerns about a child’s welfare, they should act on them immediately rather than wait to be told. 472. The initial response by a school or college to a report from a child is incredibly important. How the school or college responds to a report can encourage or undermine the confidence of future victims of sexual violence and sexual harassment to report or come forward. 473. It is essential that all victims are reassured that they are being taken seriously, regardless of how long it has taken them to come forward, and that they will be supported and kept safe. Abuse that occurs online or outside of the school or college should not be downplayed and should be treated equally seriously. A victim should never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report. It is important to explain that the law is in place to protect children and young people rather than criminalise them, and this should be explained in such a way that avoids alarming or distressing them. 474. As per Part one of this guidance, all staff should be trained to manage a report. Local policies (and training) will dictate exactly how reports should be managed. However, effective safeguarding practice includes: • if possible, managing reports with two members of staff present, (preferably one of 120 them being the designated safeguarding lead or a deputy) • careful management and handling of reports that include an online element. Including being aware of searching screening and confiscation advice (for schools) and UKC