Case Notes

How to Document Safeguarding Concerns in Social Work UK

January 2025•12 min read

Why Documentation Matters

Documenting safeguarding concerns is one of the most critical aspects of social work practice. Well-recorded concerns can protect children and vulnerable adults, support legal proceedings, and provide evidence of professional decision-making. Poor documentation can have serious consequences - missed patterns, failed prosecutions, and children left at risk.

This guide covers how to document safeguarding concerns effectively, including recording disclosures, observations, and professional concerns.

Important: This guidance is for documentation purposes. If you have immediate concerns about a child or adult at risk, follow your organisation's safeguarding procedures and make a referral to the appropriate services without delay.

Key Principles

  • Record immediately: Document as soon as possible while details are fresh
  • Be factual: Distinguish clearly between facts and professional opinion
  • Use exact words: Record what was said, not your interpretation
  • Include context: Describe circumstances and your observations
  • Be specific: Avoid vague terms - describe exactly what you saw or heard
  • Note dates and times: Precise timing can be crucial
  • Sign and date: Make clear who recorded and when

Recording Disclosures

When a child or adult discloses abuse or harm, accurate recording is essential. Remember:

  • Write down exactly what was said, using quotation marks
  • Include the questions you asked (using open questions only)
  • Note the context - where, when, what was happening before
  • Describe the person's demeanour and emotional state
  • Record any names, places, or times mentioned
  • Don't include your interpretation at this stage - record what happened

Disclosure Recording Template

DISCLOSURE RECORD CONFIDENTIAL - SAFEGUARDING Date of disclosure: [DD/MM/YYYY] Time: [HH:MM] Location: [Where the disclosure was made] PERSON MAKING DISCLOSURE Name: [Full name] DOB: [DD/MM/YYYY] Address: [If known] Relationship to alleged perpetrator: [If disclosed] CONTEXT [Describe the circumstances in which the disclosure was made. What were you doing? What prompted the disclosure?] THE DISCLOSURE [Record exactly what was said, using the person's own words in quotation marks. Include any questions you asked.] Example format: [Child/adult] said: "..." I asked: "..." [Child/adult] responded: "..." PERSONS/PLACES MENTIONED [List any names, relationships, or locations mentioned during the disclosure] DEMEANOUR AND PRESENTATION [Describe how the person appeared during and after the disclosure - tone of voice, body language, emotional state] PHYSICAL OBSERVATIONS [Note any visible injuries or concerning physical signs observed. Describe location, size, colour where applicable. DO NOT ask the person to undress or examine them.] ACTION TAKEN [What did you do immediately following the disclosure? Who did you inform?] Recorded by: [Full name, role] Date/time of record: [DD/MM/YYYY HH:MM] Signature: _______________

Example: Recording a Child's Disclosure

DISCLOSURE RECORD CONFIDENTIAL - SAFEGUARDING Date of disclosure: 15/01/2025 Time: 14:35 Location: Family home (living room) during scheduled home visit PERSON MAKING DISCLOSURE Name: Sophie Williams DOB: 12/05/2017 (aged 7) Address: 42 Oak Lane, Westbury Relationship to alleged perpetrator: Stepdaughter CONTEXT I was completing a scheduled CIN visit. Mother had gone to the kitchen to make tea. Sophie was drawing at the table. She appeared quieter than usual. I asked her about her drawing and she said it was her bedroom. I noticed she had drawn a figure in the corner and asked who it was. THE DISCLOSURE Sophie said: "That's Paul. He comes in my room at night." I asked: "Can you tell me more about that?" Sophie said: "He sits on my bed. I don't like it. He does tickling but it's not nice tickling." I asked: "What happens when he does the tickling?" Sophie said: "He puts his hand under my pyjamas. It makes me feel weird. He says it's our special game and I'm not allowed to tell mummy." I said: "Thank you for telling me Sophie, that was really brave." Sophie said: "Am I in trouble?" I said: "No, you're not in trouble at all. You did the right thing telling me." Sophie then asked if she could keep drawing and did not say anything further on this subject. PERSONS/PLACES MENTIONED - "Paul" - this is Paul Jenkins, mother's partner, resident in the family home - Sophie's bedroom at family home DEMEANOUR AND PRESENTATION Sophie was subdued throughout the visit. When talking about "Paul" she looked at her lap and spoke quietly. She did not cry but appeared anxious. When I reassured her, she looked relieved and returned to her drawing. She smiled when I told her she wasn't in trouble. PHYSICAL OBSERVATIONS No visible injuries observed. Sophie was wearing a long-sleeved top and trousers. ACTION TAKEN 1. Reassured Sophie she had done the right thing and was not in trouble 2. Did not ask mother to return to room - maintained normal end to visit 3. Returned to office immediately 4. Verbally reported to Team Manager at 15:10 5. Strategy discussion requested - confirmed for 16:00 today 6. Police notified by Team Manager Recorded by: Emma Clarke, Social Worker Date/time of record: 15/01/2025 15:25 Signature: E. Clarke

Recording Observations

Sometimes concerns arise from what you observe rather than what someone tells you. When recording observations:

  • Describe exactly what you saw: Not "the house was dirty" but "there were unwashed dishes piled in the sink, food debris on the kitchen floor, and the bin was overflowing"
  • Be specific about injuries: Location, size, shape, colour. Use a body map if appropriate
  • Note context: Time of day, who was present, what was happening
  • Include what was said: Any explanations given for concerning observations
  • Record the person's response: How did they react when concerns were noted?

The "Could it be?" test: When recording observations, ask yourself what an independent reader would conclude. Record enough detail that someone else could form their own view without relying on your interpretation.

Recording Professional Concerns

When you have concerns based on cumulative information, patterns, or professional judgement:

SAFEGUARDING CONCERN RECORD Date: [DD/MM/YYYY] Subject: [Name, DOB] Case Reference: [Reference] NATURE OF CONCERN [Summarise what you are worried about] EVIDENCE BASE [List the specific observations, information, or events that have led to this concern. Be factual and reference dates/sources] 1. [Date] - [Specific observation/event] 2. [Date] - [Specific observation/event] 3. [Date] - [Information received from...] PATTERN OR CUMULATIVE CONCERN [If applicable, explain the pattern you have identified or why the cumulative information is concerning] CHILD/ADULT'S VIEWS [What has the person said about their situation? Include direct quotes] FAMILY'S RESPONSE [How have parents/carers/family responded to concerns being raised?] PROFESSIONAL ANALYSIS [Your professional view on the level of risk and what it means for the child/adult] ACTION REQUIRED [What needs to happen as a result of this concern?] Recorded by: [Name, role] Date: [DD/MM/YYYY]

Recording Injuries

When documenting physical injuries or marks:

  • Use a body map: Mark the location accurately
  • Describe precisely: Size (use measurements or comparisons), shape, colour
  • Note the stage: Fresh, healing, scarred
  • Record the explanation: What account was given for how the injury occurred?
  • Note consistency: Is the explanation consistent with the injury?
  • Include who provided the explanation: Was it the child, parent, or someone else?

Never: Ask a child or adult to undress, conduct a physical examination, or take photographs of intimate areas. If medical examination is needed, this should be arranged through appropriate channels.

Documentation in Strategy Discussions

When participating in strategy discussions, ensure you record:

  • Who was present and their roles
  • Information shared by each agency
  • Analysis and discussion points
  • Decisions made (especially regarding S47 enquiries)
  • Rationale for decisions
  • Actions agreed with owners and timescales
  • Any disagreements and how they were resolved

Common Documentation Mistakes

  • Delayed recording: Recording hours or days later leads to lost detail
  • Paraphrasing disclosures: Use exact words, not summaries
  • Missing context: Failing to describe circumstances
  • Vague descriptions: "The child seemed upset" vs specific observable behaviours
  • Opinion as fact: "The parent was lying" vs "The parent's account differed from..."
  • Missing actions: Not recording what you did with the information
  • Incomplete records: Missing dates, times, or signatures

Legal Considerations

Remember that safeguarding records may be:

  • Used in court proceedings: Criminal prosecutions, care proceedings, family court
  • Subject to disclosure: Shared with police, legal teams, other agencies
  • Reviewed in SCRs: Serious Case Reviews examine the quality of recording
  • Accessed by the subject: Under data protection legislation

Write every safeguarding record as if it will be read in court - because it might be.

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Conclusion

Documenting safeguarding concerns is a core professional responsibility. By recording immediately, using exact words, describing specifically what you observed, and distinguishing fact from opinion, you create records that protect vulnerable people and support effective safeguarding responses.

Good documentation isn't just about protecting yourself professionally - it's about ensuring that the information needed to keep children and adults safe is available to those who need it, now and in the future.