Professional curiosity is the willingness of staff to ask questions, probe explanations, and look beyond the obvious when something just does not feel right. It is about not accepting surface-level answers, but instead considering whether a child might be at risk and whether behaviour is consistent with safeguarding expectations. Read this blog and find out how school staff can help create a culture of vigilance, support, and safety—ensuring that every child is protected and heard.
Our previous blog discussed the abuse perpetrated by Neil Foden the ex-headteacher of
Ysgol Friars School in North Wales and how his explanations of why he was alone in his office with female pupils were accepted at face value.
How the Absence of Curiosity Enabled Abuse
- Accepting weak explanations: When staff noticed Foden spending long periods alone with female pupils in his office, they accepted his justification that he was offering “counselling support.” There is often an over-reliance on children being expected to share their experiences of abuse with trusted adults – in reality, we know that children rarely disclose abuse and that sometimes they either never disclose, or it takes years for them to have the courage to do so. In the case being discussed, staff did not challenge whether this was appropriate, authorised, or safe.
- Failure to connect patterns: Multiple staff observed concerning behaviours over several years, but no one pieced them together or asked, “Why is this happening repeatedly?” Professional curiosity would have prompted staff to see these incidents as part of a wider pattern.
- Not considering the child’s perspective: Staff did not ask how pupils felt about being alone with the headteacher or whether they had consented to his involvement. A curious approach would have centred the child’s voice and questioned whether boundaries were being crossed.
- Deference to authority: Because Foden was the headteacher, staff were reluctant to probe further. Lack of curiosity meant they treated him as beyond challenge, rather than asking whether his behaviour aligned with safeguarding standards.
- Missed escalation opportunities: Instead of asking “What if this is grooming?” staff treated concerns as minor boundary issues. Without curiosity, they failed to escalate to governors, the local authority, or police.
Case Reviews and Professional Curiosity
Safeguarding reviews, both locally and nationally, often highlight one key issue: a lack of professional curiosity. In some serious cases, such as that of Daniel Pelka and Blake Fowler professionals accepted information at face value instead of probing further.
It is important that everyone takes responsibility for their own safeguarding practice and this is where supervision is crucial, because without it, opportunities for critical reflection are compromised or lacking altogether, and this in turn can affect staff ability to demonstrate curiosity.
What does professional curiosity mean for school staff?
It is about going beyond the obvious and asking the right questions to truly understand a child’s situation. In practice, this means:
- Not making assumptions about families or circumstances
- Gathering information from different sources to build a fuller picture of what life is like for a child
- Looking beneath the surface rather than accepting things at face value
- Questioning what you see and hear to check whether it makes sense
How do we show professional curiosity?
Some practical tips on how to exercise professional curiosity include:
- Looking and listening carefully
- Asking direct but sensitive questions
- Checking out information rather than relying on one version of events
- Reflecting on everything you have learned before drawing conclusions
Why does it matter?
Professional curiosity helps us:
- Understand what daily life is really like for a child
- Spot potential risks or vulnerabilities that might otherwise be missed
- Challenge colleagues, parents or carers in a supportive, professional way
- Make safeguarding decisions that are informed, balanced, and child-centred
Professional curiosity is not about being suspicious, it is about being thorough, thoughtful, and child-focused. By asking “What might really be happening here?” we give ourselves the best chance of protecting children effectively.
What Professional Curiosity Should Have Looked Like
- Asking: Why is the headteacher alone with pupils? Is this necessary? Is it safe?
- Checking: Is this practice consistent with safeguarding policy? Has parental consent been sought?
- Challenging: If the explanation does nott feel right, who else should be informed?
- Escalating: Does this need to be recorded and shared with the DSL, governors, or external agencies?
The absence of professional curiosity created a culture where inappropriate behaviour was normalised and left unchallenged. Safeguarding depends on staff being inquisitive, sceptical, and child-centred, especially when concerns involve senior leaders. Asking difficult questions is not disloyal; it is a professional duty to protect children.
Top Tips for Best Safeguarding Practice
1. Always Ask Questions
- If something does not feel right, do not ignore it. Probe explanations and seek clarity rather than accepting surface-level answers.
2. Connect the Dots
- Look for patterns in behaviour or incidents over time. Do not view concerns in isolation—consider whether repeated issues might indicate a wider problem.
3. Centre the Child’s Voice
- Prioritise how children feel and what they say. Ask for their perspective and ensure their views are heard and respected.
4. Challenge Authority When Necessary
- Safeguarding is everyone’s responsibility. Don not be afraid to question the actions of colleagues, including senior leaders, if you have concerns.
5. Escalate Concerns Promptly
- If you suspect abuse or inappropriate behaviour, escalate your concerns to the Designated Safeguarding Lead (DSL), governors, or external agencies as appropriate.
6. Avoid Assumptions
- Do not make assumptions about families, circumstances, or explanations. Gather information from multiple sources to build a complete picture.
7. Reflect and Review
- Take time to reflect on what you have learned before drawing conclusions. Use supervision and peer support to critically review safeguarding decisions.
8. Be Thorough, Not Suspicious
- Professional curiosity is about being thorough and child-focused, not about being distrustful. Ask “What might really be happening here?” to ensure children are protected.
9. Know Your Policies
- Familiarise yourself with your school’s safeguarding policies and procedures. Ensure your actions are consistent with these guidelines.
10. Record and Share
- Document concerns and actions taken. Share information with the appropriate safeguarding leads to ensure transparency and accountability.
Soola Georgiou
15 November 2025