ADVERTORIAL


Data Protection in Schools: Reducing the


Burden While Protecting Children By Shane Williams, Chief Executive, Global Policing


D


ata protection in schools is often seen as complex, time- consuming, and an additional pressure on already stretched leadership teams. However, when approached correctly, it should be recognised for what it truly is: a key part of safeguarding and protecting children.


My journey into data protection was not planned.


I served as a Chief Inspector with Greater Manchester Police for 20 years before leaving in 2015 to establish Global Policing. The organisation was created to help guide children — particularly those facing trauma and behavioural challenges — towards making positive life choices. That mission was shaped by my own early life experiences and remains at the heart of everything we do.


Data protection became part of our work when a small group of headteachers approached me following the introduction of new legislation. They recognised that data protection required a strong understanding of law, process, and risk, but more importantly, they wanted someone to take ownership of it.


At first, I questioned whether this work aligned with our core purpose. It quickly became clear that it did. Data protection is fundamentally about safeguarding — ensuring that sensitive information about children and families is handled securely, appropriately, and lawfully. In that sense, it is directly linked to protecting those in our care.


What began as support for a handful of schools has grown significantly. “We would never use any other


service. We’ve been with Global Policing Data Protection since the start, and each year we are happier with the service.


All the staff are friendly and nothing is ever too much trouble they will always help, no matter what.”


Business Manager, School September 2026


Today, we work with over 600 schools across the country. One consistent message we hear is that schools are still carrying too much of the burden themselves.


Many data protection services operate on an advisory model — offering guidance through helplines or written responses, while leaving the school to carry out the work. In practice, this often means staff must interpret advice, manage difficult communications, and complete complex tasks such as redaction and subject access requests.


This approach can create risk, inconsistency, and unnecessary pressure.


From our experience, schools benefit most from a model that removes this burden rather than redistributes it. Effective support should include:


• Managing communications with requestors, including complex or sensitive cases


• Handling subject access requests in full, from receipt through to disclosure • Carrying out all redactions on behalf of the school • Providing clear, decisive direction grounded in legal compliance and safeguarding principles


Subject access requests, in particular, are becoming an increasing challenge. Their volume and complexity continue to grow, and they often involve sensitive circumstances or heightened emotions. Without the right support, they can place significant strain on school resources.


Over the coming months, I will be sharing practical articles focused on helping schools manage these challenges. The aim is to provide clear, actionable guidance to:


• Reduce workload • Improve compliance • Strengthen safeguarding through effective data protection practices


Schools should not feel that data protection is taking them away from their core role. With the right approach and support, it should enable them to focus on what matters most — educating and caring for children.


If you have experiences or challenges in this area, I welcome the opportunity to hear from you. Contact me at u shane@globalpolicing.co.uk


www.education-today.co.uk 13


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48