Purpose and Scope

This safeguarding policy outlines how it will protect Ibis College The well-being of all its trainees (especially adult learners over the age of 20) in accordance with safeguarding requirements in the UK. We are committed to meeting Ofsted’s expectations regarding  Safeguarding Culture That Defines proactively safeguarding vulnerable learners, and assist them in securing support, And manages safe recruitment and handling any allegations appropriately. The policy is based on relevant statutory guidance, including: Keeping Children Safe in Education (KCSIE) ، Working Together to Safeguard Children (where applicable), And the duty of prevention under the Counter-Terrorism and Security Act 2015, and legislation related to safeguarding vulnerable adults. It applies to all staff, trainees, contractors, and external employers/host companies involved in our training programmes. Everyone has a role to play in safeguarding, and we adopt the principle that safeguarding is: "Everyone's responsibility" “ In all aspects of our provision.

Scope:

This policy covers the protection of Adult trainees (18 years and older) including those who may be vulnerable adults. Although our trainees are adults, the  Ibis College   It is recognized that many child protection principles also apply (such as duty of care, zero tolerance for abuse, and partnership with authorities). When any trainee is under 18 years old or the service provider has concerns about a child (such as a dependent student or a work experience student), we are also committed to acting accordingly. Together to protect children Local child protection procedures. The policy addresses all forms of harm or potential harm—physical, emotional, sexual, financial abuse, neglect, bullying, self-harm, exploitation, extremism, and more—whether occurring on the service provider’s premises, in the workplace, online, or in the personal lives of the trainees.

Legislative and Policy Framework

Our approach to safeguarding aligns with current UK legislation and guidance. In particular, this policy takes into account the following:

• **Education Inspection Framework (Ofsted)** – That obliges service providers to implement effective safeguarding measures and a vigilant safeguarding culture. During inspection, we aim to demonstrate our ability to identify learners at risk, refer or support them in a timely manner, and apply safe recruitment procedures and complaints management.

• Keeping Children Safe in Education (KCSIE) – A statutory guidance issued by the Department for Education (latest edition), which, although designed for schools and colleges, provides essential principles and expectations for safeguarding practices. The KCSIE guidance emphasizes that safeguarding is everyone's responsibility and defines it broadly as protecting from abuse, preventing the deterioration of health or development, ensuring safe and effective care, and taking necessary action to enable everyone to achieve the best outcomes. We apply the relevant provisions of the KCSIE guidance (e.g., safe recruitment, handling concerns, online safety) in the context of our work as an independent training provider.

• …working together to safeguard children. (2018) – Her Majesty’s Government guidance on inter-agency working. When our safeguarding duties relate to children (directly or indirectly), we will cooperate with our local safeguarding partners as needed. We support the principle of… work together …which states that effective safeguarding requires multi-agency cooperation and the prompt referral of concerns to the appropriate authorities. We participate in multi-agency processes (such as Channel panels, Local Safeguarding Children Boards, or Adult Safeguarding Boards) as needed.

• Prevent Duty Guidance – The Counter-Terrorism and Security Act imposes year 2015 (and the updated guidance of 2021/2023) places a duty on education providers "To help prevent the risk of people becoming terrorists or supporting terrorism."  This policy embodies our Prevent duty and outlines how we protect trainees from radicalisation and its impacts. We follow\... Prevent Guidance Formally continuing education, including working with local Prevent coordinators, the police, and authorities, and referring concerns to the Channel programme where appropriate.

• Safeguarding Adults at Risk – We are committed to the Care Act 2014 and the legal guidance for care and support Regarding adults at risk, the service provider acknowledges their responsibility for safeguarding... “Adults at risk of harm” – Adults aged 18 and over who need care and/or support and who may be unable to protect themselves from abuse or neglect. We follow… The six principles of adult safeguarding (Empowerment, Prevention, Proportionality, Protection, Partnership, and Accountability) as a framework for our practices. These principles ensure that adult learners are supported to make their own decisions, that preventative action is taken against abuse, that responses involve the least intrusive appropriate intervention, that protection and support are provided, that collaboration with other agencies is maintained, and that safeguarding decisions remain accountable and transparent.

• Other relevant laws/guidance: This policy is also based on the Safeguarding Vulnerable Groups Act 2006 (in relation to vetting and barring), the Equality Act 2010 (to ensure protection from discrimination and promote inclusive values), the Data Protection Act 2018/UK GDPR (regarding the handling of personal information), and any relevant regional safeguarding protocols. We also take into account online safety guidance (e.g., Teaching online safety in schools by the Department for Education) and any specific safeguarding advice issued by the Education and Training Foundation for vocational training environments.

Roles and Responsibilities

Ensuring effective safeguarding is a shared responsibility at all levels. Below, we outline the key roles and their responsibilities to ensure accountability and clarity in our safeguarding arrangements.

Designated Protection Officer

Is appointed  Ibis College Designated Safeguarding Lead (DSL) The designated safeguarding lead (including online safety and prevention) within the institution holds the primary responsibility for child protection. This safeguarding lead is a senior staff member, vested with the necessary authority and power to carry out The responsibilities of this role This includes providing appropriate leadership support, and allocating the necessary time and resources to manage safeguarding effectively. The key responsibilities of the designated safeguarding lead include the following:

• Policy and Oversight: Overseeing the implementation of this safeguarding policy and related procedures. The Designated Safeguarding Lead (DSL) ensures that the safeguarding practices followed by the service provider comply with the latest legislation and guidance. They report to senior management/boards on safeguarding performance, including any serious incidents.

• Contact person: They are the first point of contact for any safeguarding concerns or allegations. All concerns related to learner safety, no matter how minor, must be reported to the Designated Safeguarding Officer (or their deputy) for assessment. The Designated Safeguarding Officer is available during working hours (with arrangements in place for cover or emergencies outside of working hours) to consult with staff or learners on safeguarding matters.

• Referral Management: Assessing safeguarding concern reports and making appropriate decisions regarding them. The DSL team will refer cases to external agencies immediately when necessary, for example, by contacting... Adult Safeguarding Services the local authority if the adult learner is at risk of abuse, or contacting Children’s Social Care if the concerns involve a person under the age of 18, or Referral of a case to the Prevent/Channel programme For concerns related to extremism. In emergencies or in the event of a crime, the DSL team will ensure immediate contact with the police. The DSL team maintains up-to-date knowledge of referral pathways and works in partnership with the local Adult Safeguarding Board, the Safeguarding Children Partnership, Prevent coordinators, and other relevant bodies. Relevant .

• Support and Advice: Providing guidance to all staff and learners on safeguarding matters. The Designated Safeguarding Lead (DSL) team offers advice on identifying signs of abuse or risk and can assist staff in determining whether a situation should be considered a safeguarding concern. The team also supports learners who approach them with personal safety issues, ensuring they receive appropriate help, whether internally or through external support services.

• Training and Awareness: Ensuring all staff receive appropriate safeguarding training (see the “Staff Training” section). The Health and Safety department organizes regular refresher sessions and briefings, including specific training on the duty of prevention and online safety, ensuring the organization stays up to date with emerging safeguarding issues. The Health and Safety department also conducts advanced safeguarding and prevention training, which is updated at least every two years to maintain awareness of best practices.

• Record Keeping: Maintaining secure and detailed records of all safeguarding concerns and how they are resolved. The Designated Safeguarding Lead (DSL) staff record all reports (including concerns that do not meet the threshold for external referral) in a confidential safeguarding incident system. They track the progress and outcomes of cases and ensure record-keeping complies with data protection requirements. When a learner moves to another provider or when another institution is involved, relevant information is shared securely and promptly to ensure continuity of safeguarding.

• Communication and Accountability: Communicating with senior management, and with the safeguarding governor or board member, if applicable. The Safeguarding Officer keeps leadership informed of serious or ongoing issues while maintaining confidentiality. They also liaise with external safeguarding partners, for example, by attending multi-agency meetings or special case discussions when necessary. The Safeguarding Officer coordinates responses to any allegations against staff (see… Safe Recruitment and Allegations ), and escalating unresolved concerns. Ultimately, the safeguarding lead is responsible for… The lead responsibility for safeguarding, authorized to ensure appropriate actions are taken— And it cannot be delegated. This responsibility remains with them even when certain tasks are delegated to others..

DSL Deputy: Is appointed Ibis College Two deputies for the DSL To support the DSL. The two deputies receive training to the same standards and can carry out the DSL’s duties. In the absence of the DSL , although The primary responsibility remains with the DSL. All staff are trained on how to communicate with both the DSL and any DSL deputies.

All employees and colleagues

All team members share All staff, including full-time, part-time, temporary, contract, and volunteer workers, share the responsibility of safeguarding learners. Every team member is expected to adhere to the principles of vigilant safeguarding and to act immediately when any concerns arise. The responsibilities of the team include:

• Awareness and Conduct: Staff must be familiar with this safeguarding policy and related procedures. They are required to complete the provider’s safeguarding training during their induction, as well as regular refresher courses, to be able to recognize signs of abuse, neglect, or extremism. Staff should create a safe and respectful environment for all learners and serve as positive role models through their behavior. Professional boundaries must be maintained at all times; any form of inappropriate relationships or discrimination/harassment towards any learner is strictly prohibited.

• Duty to Report: If a staff member has... any concern regarding the safety or welfare of any learner, they must… report it immediately. To the designated education officer (or their deputy). This includes concerns about the learner being subjected to abuse (of any kind), bullying, mental health crises, grooming, exploitation, or possible involvement in radicalisation. Staff are required to... Not They should not investigate matters themselves or promise the learner confidentiality. Instead, they must listen, reassure them, and explain that the information will be passed on to the designated education officer who can help. Even if the concern seems minor, staff should report it, as small details may form part of a bigger picture. In cases where the learner is in immediate danger or requires urgent medical care, staff must contact emergency services (999) as the first step, then inform the designated education officer as soon as possible.

• Recognition of signs Staff must be vigilant for signs of abuse or harm. These signs may include physical indicators (such as unexplained injuries and bruises), behavioral changes (such as withdrawal, anxiety, aggression, and excessive absenteeism), and signs of... Neglect (poor hygiene and malnutrition) and disclosures of... Domestic violence Or controlling relationships and indicators Financial abuse (for example, exploitation of the learner for money) or evidence of... Bullying or cyberbullying …or extremist ideologies (such as expressing extremist views, sympathies, or significant changes in speech). Staff are expected to use their training to identify such warning signs early and to secure the necessary support for learners or make timely referrals to those with the expertise to assist.

• Supporting and Guiding Learners: Staff who interact with learners (such as teachers, trainers, and mentors) should build professional relationships based on trust, so that learners feel safe to share their concerns. They should remind learners how to seek help (reinforcing guidance messages about speaking to the Digital Learning Officer or a manager at work). In daily learning activities, staff should seize opportunities to promote well-being and online safety—for example, discussing professional boundaries, stress management, and digital etiquette—in ways appropriate to the curriculum. If a learner confides in a staff member about a personal issue, the staff member should provide appropriate support while… Adherence to Reporting Procedures any safety-related issues that may arise.

• Maintaining Confidentiality (with Limits): Staff must maintain the confidentiality of safeguarding information and share it only with relevant individuals (usually the DSL or external specialists). They should not discuss concerns casually or share details with those who do not need to know. However, staff are also informed that... Data protection laws do not prevent the sharing of information when protection is needed— "The Data Protection Act does not prevent..." The Data Protection Act (DPA) and the General Data Protection Regulation (GDPR) in the United Kingdom “Sharing information for the purpose of safeguarding children” (Or vulnerable adults). Therefore, if there is any doubt, staff must prioritize safety over privacy and allow the DSL to manage the information shared subsequently.

• Follow-up and Collaboration: After reporting any concern, staff should cooperate with the DSL and external agencies in any further actions. They may be asked, for example, to provide additional information or attend strategy meetings. The organization will support staff when dealing with safeguarding cases (such as offering debriefing or consultation if needed following distressing incidents), and staff are expected to continue monitoring the learner and report any new developments.

In summary, all staff are the “eyes and ears” of safeguarding at Ibis College. Through their vigilance and adherence to procedures, they contribute to ensuring early help for learners or addressing issues before they escalate. Any failure by staff to report concerns or follow this policy will be taken seriously and may result in disciplinary action, given the importance of safeguarding.

External employers (host companies)

Ibis College collaborates with employers who host trainees at workplaces, where these companies play a crucial role in the daily safeguarding of trainees. We expect all employers and workplace supervisors to share our commitment to ensuring the safety and well-being of trainees. Employer expectations regarding safeguarding are outlined in the Employer Agreement and during the induction process. The key responsibilities of external employers include the following:

• Safe working environment: Providing a safe and healthy working environment for trainees, in compliance with health and safety legislation and basic care standards. Trainees must be protected from workplace hazards, bullying or harassment, and any form of unlawful discrimination. Employers should ensure that qualified staff supervise trainees and avoid placing them in situations involving unacceptable risks. Any behavioral issues (such as harassment by other employees) must be addressed immediately and communicated to us.

• Policy and Training: Employers should establish their own internal policies (or follow the service provider’s guidelines) regarding protection and dignity at work. They are expected to Reviewing relevant government legislation and guidelines on protection … and understanding the practical meaning of safeguarding within their organizations. We ask employers to designate a specific contact person (such as a line manager or mentor) to coordinate safeguarding procedures for the learner and to liaise with us. This person must receive basic safeguarding training or briefing provided by us to enable them to recognize and report concerns. We also expect employers to adhere to the principles of the duty of… Prevention values British ، and ensuring that their workplace culture does not tolerate extremism or fanaticism.

• Employee Conduct Verification: Employers must ensure that any of their staff working closely with trainees hold an appropriate and valid DBS check (or equivalent trusted status) and do not pose a threat. This includes following robust HR recruitment practices (such as reference checks and compliance with any legal DBS requirements). If the trainee’s role involves contact with children or vulnerable groups in the workplace, the employer must ensure that relevant staff undergo DBS checks in line with legal requirements. Even in cases where it is not legally mandatory, we advise employers to assess the character and background of employees who will be supervising young or vulnerable trainees. Employers should also make it clear to their staff that inappropriate behavior towards trainees (such as abuse of power or any form of exploitation) will not be tolerated. Employers must take immediate action and notify us if any allegations of misconduct involving a trainee arise.

• Guidance and communication: The employer must familiarize the trainee with workplace policies, including those related to... Acceptable use of information technology, the internet, and social media. And anti-bullying/harassment policies. Trainees should be made aware of the institution’s technology usage rules and the boundaries of professional behavior online. Employers must highlight potential workplace technology risks (such as email misuse or exposure to inappropriate content) and take steps to mitigate them. They should also inform the trainee about the contact person within the company to reach out to if any personal concerns arise.

• Monitoring and Support: Throughout the training period, employers should monitor the trainee’s health and progress. Regular one-on-one or mentoring sessions are encouraged, providing the trainee with an opportunity to discuss any concerns, whether work-related or personal. If the employer’s supervisor notices signs of the trainee struggling—such as sudden changes in behavior, excessive stress, or absenteeism that may indicate a problem—they should discuss the matter sensitively with the trainee and share any related concerns with us. As regulatory bodies have stated, employers and training providers are expected to... ” Close collaboration in all aspects of safeguarding “ —including the sharing of information about health and safety incidents, performance issues that may indicate safeguarding concerns, and any disciplinary actions related to the trainee.

• Reporting Mechanism: It is of utmost importance that external employers report about any concerns Report concerns regarding the trainee’s safety immediately to Mr. Youssef Sultan and Paul Higgins ( Safeguarding@kentbusinesscollege.com If the trainee admits to abuse, or if the employer witnesses or suspects that the trainee is a victim of any form of harm (inside or outside the workplace), the designated contact person appointed by the employer must report this immediately to the safeguarding officer at the training provider. Similarly, any concerns regarding the trainee’s involvement in unsafe or extremist activities, or allegations that someone in the workplace has harmed the trainee, must be escalated to the training provider. We provide all employers with the contact details of our safeguarding officer for this purpose. Employers should not attempt to investigate serious matters internally without consultation. The training provider will take the lead in addressing concerns in accordance with this policy, working collaboratively with the employer to ensure the trainee’s support and safety.

• Duty of Prevention and Values: As part of the duty of prevention, we expect employers to be aware of the fundamental British values (democracy, the rule of law, individual freedoms, mutual respect, and tolerance) and not to undermine them. Employers should promote a culture of respect and inclusion. If any extremist views or concerns about extremism are observed in the workplace (whether related to the trainee or influences on them), the employer should treat this as a safeguarding issue and involve the training provider. Demonstrating commitment to British values and principles of equality in the workplace helps protect trainees from extremist ideologies.

By setting these expectations, we ensure the protection of trainees. During off-site and on-site training The service provider will support employers by providing guidance, training resources, and regular communication regarding safeguarding. Employers will also be involved in our safeguarding reviews when appropriate, and we will request their feedback. Employers who consistently fail to meet safeguarding expectations or put trainees at risk will face escalation measures, which may include removing the trainee from that environment and notifying the relevant authorities or the Education and Skills Funding Agency (ESFA) where appropriate.

Learners (trainees)

While the primary responsibility for protection lies with employees and employers, we encourage trainees They also play a role in creating a safe environment. We empower our trainees to understand their rights and responsibilities regarding protection. Trainees are expected to: participate in orientation and protection training sessions; follow the rules of the service provider and employer (such as health and safety and IT usage policies); treat others with respect; and report any concerns about their own safety or the safety of others. We assure trainees that they should speak up—to their supervisor, DSL, or even external helplines—if they experience or witness anything that makes them feel unsafe. Protection information (posters, contacts, and online resources) is provided to support this. By fostering a culture where trainees feel confident in... "Speaking up or sharing their concerns" , we promote overall safety.

Protection procedures: identifying, reporting, and managing concerns.

The service provider should establish clear procedures to identify Safety issues, and report concerns, and management Incidents. All employees and employers must follow these procedures whenever any potential safety issue arises. We adopt a “no hesitation” approach – if anyone has any concerns, we take the necessary action.

Identifying signs of abuse or harm.

Employees and employers receive training on the categories and signs of abuse, exploitation, or neglect, as applicable to both children and adults. Although our trainees are adults, they may still be vulnerable to various forms of harm, including:

• Physical abuse: Inflicting pain or injury, such as hitting, shaking, or improper restraint. Signs may include unexplained bruises, burns, or fractures, or the trainee showing signs of fear.

• Emotional/Psychological abuse: Acts that cause psychological pain or isolation, such as threats, humiliation, harassment, and bullying (including workplace or online bullying). Its signs include low self-esteem, anxiety, withdrawal, or sudden changes in self-confidence or mood.

• Sexual assault or harassment: Any non-consensual sexual act or attempt, sexual assault, or sexual harassment in the workplace. Indicators may include psychological trauma, unexplained behavioral changes, or the trainee reporting inappropriate comments or touching. (Even in adulthood, trainees may fall victim to grooming or coercion, including by those in positions of authority or domestic partners).

• Neglect or self-neglect: Neglect in the context of adults may include an employer’s or living environment’s failure to meet basic needs, or an individual’s neglect of their own health for various reasons. Signs include poor appearance, fatigue, untreated medical issues, or confusion. Trainees may also struggle to care for themselves if under severe stress or mental illness.

• Financial abuse: They are critically important for vulnerable adults, especially financial exploitation, fraud, or financial coercion. Signs may include unexplained financial difficulties or unusual control over the trainee’s financial resources or benefits.

• Discriminatory abuse: Harassment or unfair treatment based on race, gender, disability, or other characteristics, which can severely impact mental health.

• Domestic violence: Some trainees may be in abusive relationships at home. This may include physical, emotional, or sexual harm by a partner or family member, or coercive control. Staff should watch for signs such as repeated injuries with questionable explanations, or the trainee appearing highly controlled or anxious about pleasing someone in their personal life.

• Exploitation: This may include Modern slavery (forced labor or slavery) or Criminal exploitation Although less common, a trainee may be forced by someone outside of work to engage in illegal activities (such as involvement in crime or drug trafficking in rural areas). Signs include possessing unexplained new property or money, secretive behavior, or having concerning associates.

• Mental health concerns: The KCSIE (2023) center highlights that mental health issues may be an indicator or a result of abuse. If a trainee shows signs of severe depression, self-harm, suicidal thoughts, or eating disorders, this is treated as a safeguarding concern to ensure they receive help. Staff are trained not to make clinical diagnoses but to recognize when behavior or comments indicate that the trainee’s mental health is at risk.

• Extremism and radicalization: As part of the duty of prevention, staff and employers monitor for any signs that a trainee might be drifting toward extremist or terrorist ideology. This may manifest as expressing extreme views or sympathy for extremist causes, sudden disrespect for other religions or cultures, social isolation and strong attachment to certain (possibly extremist) sites or groups, or even explicitly stating an intent to cause harm for ideological reasons. Changes in language or clothing may accompany extremism, but these signs should be interpreted carefully and within context. (For more details, please refer to the Prevention section below).

• Online risks: These risks encompass several categories. Trainees may be exposed to cyberbullying, sexual exploitation (such as being persuaded to share inappropriate images), cyberbullying by peers, and extremist propaganda. They may also unintentionally or deliberately access inappropriate or illegal content. Staff should be alert to any changes in the trainee’s online behavior or any distress resulting from their online interactions.

Everyone should remember that abuse or harm can happen anywhere — at home, at work, among peers, or online — and adults may hesitate to disclose it due to shame or fear. Therefore, we encourage an environment of trust and vigilance.

Reporting safety concerns (Referral process)

When identifying a safeguarding issue, service staff, employers, or the trainees themselves, where appropriate, must follow The following reporting procedures:

1. Immediate safety first: If the situation is an emergency—for example, if a trainee is in immediate danger or requires urgent medical care—contact the appropriate emergency services immediately. Immediately (999 for police or ambulance). Take any immediate action possible to protect the person (this may include providing first aid, or calming a violent situation if you are trained and it is safe to do so). Then report the incident to the Designated Safeguarding Lead (DSL) as soon as possible.

2. Reporting to the designated safeguarding lead (DSL): As soon as possible, report the issue to the designated safeguarding lead (or deputy safeguarding lead). This must be done On the same working day , preferably within , preferably within From the moment the issue is noticed. During working hours, a direct conversation or phone call can be made to ensure prompt action. This should be followed by a written record (see the next step). If the designated safeguarding lead is unavailable (e.g., outside working hours), and the issue cannot be delayed, staff should contact the deputy safeguarding lead or a senior manager. The report must include all known relevant details: who is involved, what was observed or disclosed, when and where it happened, etc.

3. Record the details: The person raising the concern must complete Safeguarding incident report As soon as possible to document the concern in writing. \[Service Provider Name] provides a standardized form (or a secure electronic system) for this purpose. The report should record factual information and observations. Keep the evidence (if any) Including the date, time, people present, and exactly what the trainee said (in case of a disclosure) or what signs were observed. Distinguish clearly between facts and personal judgments. If the trainee disclosed something, use their exact quotes as much as possible. This record is crucial for any future investigation. The report should be marked confidential and submitted only to the DSL (and kept securely).

4. Preservation of evidence (if any): In cases of physical or sexual abuse, there may be evidence (such as emails, text messages, social media screenshots, or photos of injuries). The reporter should, if possible, secure any such evidence safely—for example, by saving messages or not deleting content—and hand it over to the Internet Services Office. In cases of alleged online abuse or extremism, do not immediately remove or delete digital evidence before it has been reviewed by the Internet Services Office, unless instructed by the police (to avoid unintentionally damaging the evidence).

5. Confidentiality: Except for notifying the customer service officer, and possibly the direct line manager if needed, the reporter should not discuss the matter with others. This is to protect the privacy and integrity of any subsequent investigation. They should definitely not contact the alleged offender (if any) or attempt to mediate on their own.

6. تقييم DSL: Upon receiving the report, The DSL acknowledges receipt, then assesses. Here’s the translation of your text: The information immediately. Using their training and any necessary consultations (such as reviewing guidelines or speaking with safeguarding partners), the DSL determines the next steps. This may include gathering more information (such as speaking with the reporter for clarification or confidentially reviewing records for any related previous issues). The DSL will always take concerns seriously—even if they turn out to be unfounded, it is important to respond to them appropriately.

7. External referral when needed: If the professional trainer believes that the trainee is at risk of serious harm or in need of specialized support , they will refer it to the relevant external authority. This may involve contacting:

   • Local Authority Adult Safeguarding Team: For cases of abuse or neglect involving an adult trainee who requires care and support (commonly referred to as a Section 42 safeguarding referral under the Care Act), we will work in accordance with the local Adult Safeguarding Board procedures.

   • Local Authority Children’s Social Care: If the concern involves a person under 18 years old (for example, if a trainee discloses abuse of one of their siblings or a 17-year-old trainee is identified as being at risk), the matter will be referred according to child protection procedures.

   • Police: In cases of suspected crime (such as: sexual assault, physical assault, exploitation, hate crime, extremist activity), the DSL may contact the police directly or through social services, as necessary.

   • Prevent Program / Prevent Leadership: If the concern relates to extremism, the DSL team will follow the referral procedures of the Prevent program. This usually involves contacting the regional Prevent coordinator or the local Channel panel. (As recommended, the DSL team may have already reviewed) on Prevent referral procedures in our local authority and has made contacts).

   • Medical or mental health services: If the trainee is in urgent need of medical or psychological intervention (e.g., expressing suicidal intent), DSL may facilitate immediate medical care or contact community mental health crisis teams.

   • Other support services: In cases that do not require legal intervention, DSL may suggest or help arrange consultation, guidance, or other support (e.g., referring to employee assistance programs or external charities such as domestic violence helplines).

   When making referrals, the DSL will provide the agency with all necessary information and follow up in writing (using the required referral forms). We acknowledge... Our duty is to refer immediately. Delays may expose individuals to further risks, so referrals are typically made promptly. Within 24 hours. From the initial report (and more promptly in urgent cases).

   Documentation: The DSL will maintain a record of all communications related to the referral, including the agency contacted, the date/time, and the advice or decisions provided.

8. Internal follow-up: If the educational support officer decides... Not If there is a need for an external referral (for example, if the issue can be managed internally or does not meet the criteria for external referral), the appropriate internal action will be taken. This may include providing psychological support to the trainee, addressing any minor misconduct through the HR department, or closely monitoring the situation. The reasons for not referring will be documented. In case of any doubt, the educational support officer will consult the relevant authorities, even informally.

9. Notes for the reporter: The safety officer (or their deputy) informs the reporting employee or employer of the overall outcome or next steps, as appropriate. For example, they might say, "The issue has been referred to the local protection team" or "We are handling it internally through support procedures." Typically, detailed confidential information is not shared, only enough information to reassure the reporter that the issue is being addressed. If the reporter does not receive any notification, they should follow up if they haven't heard back.

10. Ongoing case management: After the referral, support officers (and their deputies) remain involved. They will attend any strategic meetings or contribute to inter-agency plans as needed. They also ensure the trainee receives support throughout this process, such as arranging for a trusted staff member to visit or adjusting their training schedule if necessary for recovery. Support officers will continue to update the case file with any developments and outcomes (e.g., the result of a police investigation or improvement in the trainee's situation). The goal is to "help trainees reduce the risk of harm by securing the support they need," so we will ensure the necessary support is in place.

11. Solution and review: After resolving or closing the protection issue, the Occupational Safety Officer reviews the circumstances to determine if any lessons can be learned or if there is a need for policy changes. They also ensure the fulfillment of any obligations (such as ongoing counseling or reasonable workplace adjustments) for the benefit of the trainee. If the situation does not improve or new information arises, the Occupational Safety Officer re-assesses the case and may refer the trainee back for additional support.

During this process, the... will be taken into consideration. We take the trainee's wishes and views into consideration whenever possible. We strive, especially with adults, to obtain their consent for sharing information and involve them in decision-making. However, we may act... Without their consent in some cases (e.g., if others are at risk, or if the trainee lacks capacity, or in preventive cases where a serious crime can be prevented). In all cases, Is committed. The DSL is guided by the principles of information sharing: "Concerns about sharing information should not hinder protective measures." .

All steps taken must comply with the detailed flowcharts and guidelines attached to this policy (Appendix A: Reporting Flowchart; Appendix B: Key Contact Information for Local Agencies).

Responding to disclosures

If the trainee reveals... If the trainee reports abuse or a serious issue involving a team member or employer, the adult handling the situation should approach it carefully and in line with the training.

• Listen calmly and actively. Let the trainee speak at their own pace. Avoid interrupting or probing with too many questions (especially suggestive ones). Use open-ended questions like “Can you tell me more about that?” instead of asking “Why did you…?” or suggesting answers. This initial conversation is not an investigation, but an exercise in listening.

• Reassure the trainee: Thank them for sharing and reassure them that they were right to tell someone. Make sure to take what they say seriously. Avoid any expressions of shock or disbelief that might discourage them from continuing to share.

• No promises of confidentiality. Clarify (if you haven’t already) that you will need to share this information with drug enforcement authorities, and possibly with specialists who can provide assistance. but It will only be shared with those who absolutely need to know. Typically, you would say: "I will do my best to help you, and I will only tell those who need to help." This reduces the likelihood of intervention by other parties (such as drug enforcement or the police).

• Record what was said verbatim as much as possible. Record what was said as quickly as possible, using the trainee's own words. If the conversation is face-to-face, you can take brief notes if possible, but do not delay empathy and active listening in that moment. Afterward, complete the report form accurately.

• Immediate safety assurance: Based on what is disclosed, the trainee may need immediate protection (e.g., if they have just escaped an abuser or are injured). Ensure they are not in danger at that moment; this may require keeping them accompanied in a safe place while seeking help.

• Explain the next steps: Before the trainee leaves, kindly explain to them what will happen next (for example: “I will speak with our designated safeguarding officer, \[name], who knows how to help you. They may also want to talk with you. We might need to contact someone outside the organization who has the expertise to assist with this situation. I will stay with you if you want when we speak with them.”). This transparency helps to ease anxiety.

The staff member should follow the formal reporting procedures (reporting to the DSL, etc.) mentioned above. Staff and trainees are encouraged to understand that reporting can save lives and is done to protect themselves and others from harm.

Reporting violations (reporting concerns about the organization or employees)

Reporting Violations It is the mechanism that enables employees to express their concerns, in good faith, about misconduct or shortcomings in the organisation’s safeguarding practices, outside the usual executive management structure While we encourage a culture of openness that typically allows raising issues with managers or the HR officer, we recognize that there may be circumstances where an employee feels unable to report their concerns internally—for example, if the concern involves the behavior of a colleague or senior manager, or if they believe the reported issue has not been properly addressed.

Key Points of Our Whistleblowing Reporting Approach:

• Covered Concerns: Whistleblowing may include reporting inappropriate behavior by a staff member or volunteer towards learners (such as sexual harassment), a culture of ignoring safety issues, or leadership’s failure to properly address known problems. It also covers any suspicion of illegal or serious activities by the organization that affect learners or children.

• Internal Process: It is preferable that employees (or volunteers) raise the matter with a manager or an executive director First, unrelated to the issue. For example, if the matter concerns the DSL or there is a failure at that level, they can approach the CEO or the board member responsible for safeguarding. The service provider has a whistleblowing policy that specifies designated individuals (such as the HR manager or a trustee) whom staff can contact in complete confidentiality. These designated individuals are required to investigate whistleblowing cases and respond to them.

• External route: If a staff member feels that they cannot raise the issue internally, or if they have done so and no action has been taken, they have the right to contact external bodies directly. They can report concerns to organizations such as... Ofsted (Which has a hotline for reporting concerns related to safeguarding in education), or. NSPCC Whistleblowing Advice Line hotline (An independent helpline on). Num 0800 028 0285 For professionals seeking advice or reporting concerns about how the organization handles safeguarding. The NSPCC helpline is highlighted in KCSIE as a resource for those who feel unable to report internally. Staff can also contact the designated officer from the local authority. LADO ) in Children’s Services if the concerns involve a person in a position of trust with children under 18, or the local Adult Safeguarding Board if it relates to adult safeguarding practices.

• No retaliation: \[Name of the provider] assures all staff that they can report any concerns. Without fear of retaliation. We will not tolerate any harassment or exploitation of whistleblowers. Any attempt to retaliate against someone for their report will be treated as a serious disciplinary matter. Whistleblowers may choose to remain anonymous if they wish, although our inability to ask follow-up questions may hinder the investigation; however, all disclosures will be handled with sensitivity and confidentiality to the extent possible.

• Acting in good faith. Staff should report concerns solely in the interest of safeguarding learners, not for malicious reasons. As long as they act in good faith (even if it is later found that the concern was unfounded), they will be supported and protected. Misuse of the whistleblowing process (by knowingly making false claims) is unacceptable.

We encourage a culture of problem-solving, where most issues can be addressed through open dialogue. However, whistleblowing is an important safeguard, ensuring accountability at the highest levels. If an incident or pattern arises that indicates the institution is not taking safety measures seriously, we expect, and indeed encourage, staff to express their concerns. This helps maintain the ethical standards and legal compliance that the trainees deserve.

Online safety and digital protection

In the modern learning and working environment, it is essential... Cybersecurity. An essential part of safeguarding. Trainees may be exposed to online risks and digital technologies, whether during training (such as using our e-learning platforms) or in the workplace and their personal lives. \[Name of the provider] is committed to protecting trainees from online risks and educating them on how to use technology safely and responsibly.

Safe use of information technology systems

The provider maintains appropriate safeguarding measures on its IT systems and networks. This includes... Filtering and monitoring systems. The web, in accordance with... The Department for Education (DfE) expectations for educational environments. Harmful or extremist sites are prohibited on our network and devices, and their usage is monitored for any searches or communications that raise suspicion (while respecting privacy laws). Trainees and staff must agree to... The Acceptable Use Policy (AUP). Our own, which clearly defines acceptable and unacceptable behaviors online when using the provider's equipment or networks. For example, accessing pornography, extremist material, or pirated content is prohibited; cyberbullying or sharing illegal content is strictly forbidden. Violating the acceptable use policy may result in disciplinary actions and potential safeguarding interventions.

We also communicate with... Employers To ensure trainees are covered by appropriate IT usage policies in the workplace, employers should inform trainees about their internet/email policies and filtering systems. We inform trainees that even on the employer's systems, some monitoring may occur for security reasons. We encourage employers to... "Ensuring trainees are informed about the organization's policies regarding internet and technology use in the workplace." and "Understanding the risks that trainees may face when using technology... and working to mitigate them." This collaborative approach contributes to shaping a consistent message about digital behavior.

Education and training on online risks

The trainees' training curriculum includes coverage of topics such as: Online safety. We integrate digital safety discussions into both induction training and ongoing training. Topics include:

• Cyberbullying: How to recognize cyberbullying and seek help. We emphasize that bullying through text messages, social media, or messaging platforms is unacceptable, and we provide guidance on how to block and report abusive messages.

• Sexual messaging and online sexual exploitation. We warn trainees about the risks of sharing inappropriate images and how they can be misused. They learn that once something is shared online, it may not be retrievable. We apply guidelines in line with the UK Council for Internet Safety (UKCIS) advice on sharing nude images, emphasizing that it is illegal... Sharing explicit images of anyone under the age of 18. (Even if both parties are minors), and that non-consensual sharing is considered a form of abuse.

• Privacy and personal data. Trainees are trained on how to protect their personal information on social media and to be cautious of strangers seeking to connect online. This is linked to preventing both online harassment and fraud.

• Online extremist content. As part of the "Prevention" program, learners are informed about how extremist groups use social media or encrypted apps to spread propaganda or recruit individuals. We encourage critical thinking and provide tips on how to verify information and identify extremist narratives or conspiracy theories online.

• Phishing, fraud, and scams. As trainees may be new to the working world, we focus on the basics of cybersecurity, such as avoiding suspicious links, using strong passwords, and being cautious of online scams. Financial fraud can pose a risk to all adults, so it is an important aspect of maintaining their financial safety.

• Healthy online behavior. Managing screen time, avoiding harmful online challenges, and knowing how to seek help (e.g., using reporting features on platforms, or contacting helplines such as the UK Safer Internet Centre or CEOP to report online sexual abuse).

Our approach is to empower trainees, not just restrict them. By understanding the reasons behind the rules and learning digital resilience skills, trainees can protect themselves in broader contexts beyond our direct oversight.

Monitoring and response

DSL service staff (as well as IT personnel) monitor any alerts from our systems indicating potential security issues—such as a trainee searching for suicide methods (which could trigger a social care check) or accessing extremist materials (activating a "Prevent" response). We handle these signals sensitively and follow up based on the level of risk: for example, DSL staff may have a private conversation with the trainee to assess if they need support, or in more serious cases, refer them to the relevant services.

In the event of an electronic incident (such as a trainee being subjected to cyberbullying by a colleague, or a trainee engaging in inappropriate online behavior), the service provider will respond in accordance with this protection policy and the disciplinary policy. Victims will be supported, and offenders will be educated or punished as appropriate. In the case of a crime (such as sharing non-consensual intimate images or online hate crimes), the police will be called.

Please provide the complete text you would like me to translate. Electronic communications Maintain professionalism between employees and interns and use approved channels (for example, using company email or official learning platforms instead of personal text messages, except in emergencies). Employees are asked not to add or follow interns on personal social media accounts. Any online lessons or support should be conducted through official, supervised systems

Through these measures, we strive to create an environment where technology is used to enhance learning and work. without compromising safety We also regularly review online safety in intern progress reviews and staff meetings, recognizing the emergence of new threats and the need for continuous vigilance.

Duty of prevention: Combating extremism and radicalization

As a provider of professional training, we take our responsibilities under... Duty to "Prevent" seriously. "Prevent" is one of the four pillars of the UK's counter-terrorism strategy, focusing on preventing people from becoming involved in terrorism. The law obliges all educational service providers... ” by helping to prevent the risk of people becoming terrorists or supporting terrorism. “ This includes protecting learners from extremist ideologies (whether violent or non-violent) that oppose fundamental British values and could lead to their radicalization.

Risk assessment and preventive action plan

 Conducts  Ibis College Prevent Risk Assessment and Action Plan According to the recommendations of the Prevent Duty Guide, this means that we have assessed the places and ways in which our trainees or staff may be at risk of extremism (such as local community influences, online risks, and specific learner vulnerabilities), and we have identified measures to mitigate these risks. This plan is reviewed annually with input from the Prevent Officer (DSL) and senior management.

The key elements include the following:

• Ensure strong IT filtering (as discussed in the Online Safety section above) to limit access to extremist materials.

• Safeguarding procedures to identify concerning behavior early (for example, through staff observations or learner self-disclosure).

• Training and awareness activities to provide everyone with knowledge about prevention.

• Promoting a culture of openness where controversial issues can be discussed safely and misinformation can be challenged.

Training and awareness for employees and learners

All staff receive training on the "Prevent" program (often through an accredited Prevent awareness workshop or an online training module). They learn about the causes of extremism, the types of extremist groups that exist (far-right, Islamic, etc.), and signs that may indicate a person is vulnerable—such as isolation, expressing extremist views, or sudden changes in peer groups. Staff are trained on how to report Prevent concerns, just as they would with any other safeguarding concerns. We emphasize that the Prevent program primarily aims to... Protection Individuals who may be exploited by extremists, not to spy on their beliefs.

Trainees are also made aware of the risks of extremism as part of their training curriculum on safeguarding British values. We encourage constructive discussions on topics such as democracy, tolerance, and how to critically evaluate news and online content. This contributes to building resilience against extremist propaganda. Trainees should be informed that they can reach out to staff if they see someone trying to pressure them into extremist activities or if they are concerned about a friend.

Promoting core British values

One of the key objectives of the "Prevent" program is to: Promoting British values. As a counterbalance to extremist ideologies. We integrate values... Democracy, the rule of law, individual liberty, mutual respect, and tolerance. In our training program. This can be achieved through:

• classroom or workshop management style (for example, encouraging respectful discussion and allowing learners to express their views).

• Specific learning activities or projects that involve understanding democratic processes, relevant workplace laws, or diversity in society.

• Inviting guest speakers or using case studies that highlight positive examples of these values in action.

• Clear codes of conduct that promote respect and have zero tolerance for prejudice.

Inspectors or auditors may ask trainees about British values; our goal is to ensure that... Trainees understand these principles and their connection to their learning and work. For example, a management trainee can link individual freedom to empowering team members, or the rule of law to adhering to industry regulations. By instilling these concepts, we create an environment that challenges... Extremist rhetoric. And support social cohesion.

Referral and intervention

If a specific issue arises, Related to the "Prevent" program. (e.g., an employee finding extremist materials in an intern's possession, or an employer reporting an intern making extremist statements), the Designated Safeguarding Lead (DSL) will assess the situation and may consult with local Prevent specialists. The DSL knows how to contact:

• Responsible. Preventing bullets. Or education within the local authority,

• Prevent Coordinator. Regional in the Ministry of Education and Higher Education, and...

• Local police Prevent team or Channel Panel.

After the initial consultation, they may be officially referred to to the Channel program officially If they are confirmed to be at risk of radicalization. The Channel program is a multi-agency approach to support individuals away from extremism. The DSL will share relevant information (observations and incident details) with the Channel Panel, which in turn will consider providing tailored support (such as a mentor, ideological intervention, mental health support, etc.).

Throughout the training period, the DSL program will ensure confidentiality and involve the minimum number of people necessary—usually only the trainee, possibly the employer if there is a risk in the workplace, Channel/Prevent staff, and any necessary family members or support persons. Participation in Channel is voluntary; we will encourage the trainee to take part if referred, explaining that it is supportive rather than punitive.

If any imminent threat is identified (for example, if a person is planning to travel to join a terrorist group or commit acts of violence), the Counter Terrorism Police or any of its officers must be contacted immediately by calling 999. The Prevent duty does not override emergency procedures when urgent action is required.

All procedures related to the Prevent program are documented in our security records (with appropriate protections in place). We also recognize the importance of balancing safeguarding with maintaining trust, as actions under the Prevent program will be carried out with great care to avoid stigmatizing or isolating the individual.

No platform for extremism

As part of our safeguarding procedures, Ibis College does not allow the use of training sessions or communications to promote extremist ideas. Any external speakers or curriculum content are screened to ensure appropriateness. If controversial topics arise, staff handle them sensitively to allow for critical discussion. Extremist propaganda materials are not permitted on-site or within our systems.

By fulfilling the duty to prevent, we ultimately aim to... protecting interns from harm exactly as we protect them from other forms of exploitation. Our efforts in this area are coordinated with our overall safeguarding procedures, in accordance with the recommendations (i.e., ” Providers should consider concerns about extremism in line with their safeguarding procedures. “  instead of dealing with them in isolation).

Protecting vulnerable adults (vulnerable adult learners)

All of our trainees are adults, and some may be classified as... Vulnerable Adults ...due to specific circumstances. A vulnerable adult learner may be at risk, for example, if they have a learning difficulty or a disability, a mental health condition, or a temporary life crisis that impairs their ability to protect themselves. The provider is committed to protecting these adults with the same rigor applied to children, while also recognizing their rights and independence as adults.

Definition and legal context

For the purposes of this policy, and in line with the Care Act 2014, is defined... a vulnerable adult as an individual aged 18 or over who... ...who may need community care services due to a mental or other disability, age, or illness; and who may be unable to care for or protect themselves from significant harm or exploitation. This can include adults with physical or learning disabilities, sensory impairments, or frail older people, or anyone who is subject to abuse or neglect and cannot easily stop it or get help.

Local authorities have a duty (commonly referred to as the duty under Section 42) to investigate suspected abuse of an adult at risk. \[Name of Service Provider] will fully cooperate with any such inquiries when one of our trainees is involved.

We also note that The Safeguarding Vulnerable Groups Act 2006. It stipulates that individuals are prohibited from working with vulnerable adults in specific contexts. Although teaching most adult learners is not a legally regulated activity (unless the adult has special care needs), we adhere to high standards in recruitment and vigilance to ensure that no unqualified person exploits any intern (see "Safe Recruitment").

Empowerment and consent

One of the most important differences in the field of adult safeguarding is the focus on... empowerment We actively involve adult interns in making decisions about their own protection whenever possible. If an intern has the capacity to make decisions (under the Mental Capacity Act 2005, most interns have capacity unless a medical condition impairs it), their wishes can only be overridden in specific circumstances (such as serious crimes or endangering others).

This means that if an adult discloses abuse but strongly refuses any action or referral, the DSL will discuss the potential consequences with them and try to persuade them by explaining the benefits of receiving help. We respect their autonomy but must also consider the wider risks. If others are at risk (for example, the alleged perpetrator is also near other vulnerable individuals) or if the abuse is severe, we may share information without consent—but we will inform the trainee of this decision unless doing so would further compromise safety. All these decisions are made in accordance with... Principles like Kaldaril or “The Six Principles” for adult safeguarding as outlined below, particularly proportionality (the response is the least intrusive and takes the person’s wishes into account) and protection ( (the duty to ensure the safety of those in need).

The six principles of adult safeguarding

We support The six key principles that underpin adult safeguarding work at the national level:

1. Empowerment: Supporting and encouraging individuals to make their own decisions and give informed consent. Outcome: Trainees feel involved in decisions about their safety. We seek their consent for referrals and support them in making decisions. ("No decision about me without me.")

2. Prevention: It is better to take action before harm occurs. Outcome: We proactively provide support and information to reduce the likelihood of abuse occurring. For example, by educating trainees about risks (such as financial fraud, abusive relationships) and implementing effective policies, we aim to prevent harm.

3. Proportionality: The least intrusive response that is proportionate to the identified risk. Outcome: Our actions will only be intrusive if necessary. We respond in a manner proportionate to the seriousness of the situation. For example, minor concerns may be resolved with support and monitoring, while serious abuse requires formal intervention. We also balance safety with respect for adults’ freedoms.

4. Protection: Supporting and advocating for those most in need. Outcome: We ensure that adults who need help to protect themselves receive that help. If a trainee is unable to protect themselves, we will intervene to safeguard them, for example, by involving social services or even removing them from a harmful environment (with their consent whenever possible). We advocate for our trainees’ right to safety.

5. Partnership: Local solutions through services that work with local communities. Outcome: We collaborate with external partners and share information appropriately. By partnering with employers, local authorities, the police, health services, and community organizations, we build a network of support. For example, if a trainee is experiencing a mental health issue, we may coordinate with their doctor or a supporting charity in addition to our own efforts.

6. Accountability: Accountability and transparency in safeguarding practices. Outcome: The service provider is open about their actions and decisions. Clear roles (such as the role of the DSL) ensure accountability. Decisions and their justifications are documented. If a mistake occurs, it is acknowledged and learned from. Safeguarding is everyone’s responsibility, and we foster a culture where staff feel accountable for doing the right thing.

These principles guide all interactions, from planning support for vulnerable trainees, through to information sharing and reviewing how a case was handled. They are fully aligned with our organization's values of respecting and supporting our trainees.

Responding to adult safeguarding concerns

The procedures outlined previously under the heading “Reporting a Concern” also apply to adult cases. If an adult trainee is subjected to abuse (for example, by a family member or a carer), the Social Services Department will contact... Adult Social Care Safeguarding Team ...instead of children's services. The referral will trigger a safeguarding adult enquiry. In this case, we expect the local authority to coordinate an appropriate response (which may include strategy meetings, protective measures, etc.). We will support the trainee throughout this process and ensure they receive advocacy when needed (some adults may benefit from advocacy if they have difficulty understanding or participating in the procedures).

It's also worth noting:

• If the trainee lacks... Mental capacity ...to make certain decisions regarding their safety, the decisions will be made in their best interests... Achieves his/her interest. In accordance with the Mental Capacity Act guidance, we will seek any formal power of attorney or specialist consultation to ensure their safety.

• We care. With the transformations. If the vulnerable learner is already known to Children's Social Care services (perhaps they had a social worker up to age 18), we ensure continuity by contacting adult services as needed.

• In cases of alleged abuse by a person in a position of trust (such as a member of the teaching staff or a fellow learner), even if the victim is an adult, we may need to inform other parties. For example, if the perpetrator works in care centers, their employer or the Social Services department may need to be notified. We treat these cases as extremely serious.

In short, our approach to safeguarding vulnerable adult learners is holistic and person-centered. We treat every trainee with dignity and involve them in the solutions, while fulfilling our duty to protect them from harm. All staff are aware that... Protecting vulnerable adults is just as important as protecting children. Abuse is unacceptable, regardless of a person's age. By operating within this framework, we aim to ensure that every learner (including the most vulnerable) learns and works in a safe and supportive environment.

Staff training and development

Training is considered... High-quality training for staff and all relevant stakeholders is a cornerstone of our safeguarding arrangements. It ensures...  Ibis College  ...so that everyone understands their safeguarding responsibilities and has up-to-date knowledge of risks, procedures, and best practices.

Induction training

New staff receive... ...including trainers, administrators, and volunteers, receive mandatory safeguarding training when they join the organisation. This training covers:

• An overview of this safeguarding policy and key procedures (such as reporting concerns, contacting the DSL, etc.).

• The fundamentals of child protection and adult safeguarding law and guidance, including a summary of the KCSIE and Prevent duties.

• The different types of abuse and how to identify the indicators.

• With a special focus on our context: the safeguarding of adult learners, Prevent, and the importance of professional boundaries.

• An introduction to the Designated Safeguarding Lead (DSL) and how to contact them, in addition to the DSL's deputies. An introduction to the Designated Safeguarding Lead (DSL) and how to contact them, in addition to the DSL's deputies.

• Instructions on how to read Part 1 of KCSIE. (if possible) or our condensed policy summary, in line with guidance that all education staff must, at a minimum, read and understand the core safeguarding information.

• complete any required e-learning modules (for example, a module... Prevention awareness. Online or a course. Basic protection awareness. ) During their first week.

New employees must sign that they have read and understood the safeguarding policy and Part 1 of the KCSIE guidance (or Annex A for those who don't directly work with children under 18, at the organisation's discretion). This signature is kept on file.

Ongoing training and refresher courses

All staff are subject to... for a formal safeguarding training at least once... annually This training can be delivered as an in-house workshop, online training, or during an all-staff meeting. The annual training covers any legislative updates (like changes to KCSIE for that year), emerging risks (such as online challenge trends or local issues like gang activity), and the reinforcement of core procedures. We integrate scenarios and relevant case studies to keep the training practical for vocational training.

The key aspects that are regularly reinforced include: reporting pathways (with designated contacts, along with some “test” questions to ensure everyone remembers the name and number of the Digital Single Line), Prevent and British values, online safety practices, and confidentiality boundaries. We also conduct “safeguarding checks” or discussions to keep the information fresh.

In addition to the annual update, we send... briefings on safety procedures By email or in newsletters each term, for example, to remind staff of whistleblowing procedures, or to share lessons learned from any incidents or near-misses (anonymously). Staff are required to attend these sessions or read these updates; managers will follow up on any non-compliance.

The DSL and HR track that has completed the training will seek to review any expired certificates. Ensuring training is completed is part of everyone's performance reviews.

Specialized training

• Security Assistants and Their Deputies: Security assistants and their deputies receive advanced safeguarding training from multiple agencies (usually through the local authority or an accredited body) at least every two years. They also attend training on risk prevention and briefings from the Channel panel. They participate in networking events or conferences dedicated to safeguarding assistants in further education programs to continuously improve their practices. Additionally, the safeguarding team conducts training on specific issues such as managing allegations against staff, online safety technology, mental health first aid, and more. Continuous professional development (CPD) records are maintained to demonstrate the competency of safeguarding assistants.

• Prevention: In accordance with Counter-Terrorism and Security Act 2015 All staff undergo Prevent training appropriate to their roles. Typically, this includes basic Prevent training for most employees and additional training for those working in pastoral roles. We often use the government-approved e-learning Prevent program, supplemented with discussions on local risks. This training is updated every two years or when significant updates occur. Prevent training is documented as part of our compliance handbook.

• Safe recruitment training: At least one person on each interview panel for recruiting staff or volunteers has undergone training on safe recruitment. Safe recruitment. (According to KCSIE recommendations). We have several senior staff members trained in safe recruitment principles to ensure safety procedures are followed during interviews and recruitment processes (see the Safe Recruitment section). This training is renewed every three years or after significant updates.

• First Aid and Mental Health: Although not solely a safeguarding matter, we ensure that a number of staff are trained in first aid and mental health first aid. mental health first aid or similar, so that immediate support is available for physical or mental health emergencies that may be related to safeguarding incidents (for example, a panic attack triggered by trauma).

• Training/briefings for employers: We also provide basic training or briefings on safety. For our employer partners. For example, we offer a short online training course or a briefing package on safety and prevention for workplace mentors. We strongly encourage at least one employee from each employer to complete this course (especially if they are new to apprenticeship programs). This helps ensure that our expectations from employers (as outlined earlier) are understood. We maintain records of employers who have attended our annual safety webinar or received our guidance materials.

Continuous Improvement and Culture

The topic of safeguarding is included in the agendas. Staff meetings and standardization meetings. We discuss any issues, share best practices, and keep the topic engaging. For example, an internal newsletter may highlight a "safeguarding" theme each month (one month on domestic violence, another on cyber fraud, etc.).

We encourage a culture of... Asking questions and seeking clarification. From employees. The Customer Service Office follows an "open-door" policy to address any concerns or doubts regarding procedures. New or less experienced employees receive training on handling sensitive disclosures from more experienced staff members.

Our goal is to ensure... Familiarity Our employees are not only familiar with their duties but also with their competence. in Their performance. Through intensive training and a supportive environment, we reinforce and continuously update safety-related knowledge, ensuring that we are always ready to protect our trainees.

Safe Recruitment and Staff Conduct

\[Applicant's name] understands that safety begins... before The joining of any employee or volunteer to our organization. Therefore, we apply practices... Recruitment That are safer to deter and prevent unqualified individuals from working with our trainees. We also implement clear behavioral standards to ensure that employees adhere to appropriate boundaries after appointment.

Recruitment Procedures

Our recruitment process for positions involving contact with trainees (which includes most roles in our context) includes the following safeguards, in line with KCSIE and best practices:

• Job advertisements and information: All job descriptions and advertisements highlight our commitment to safeguarding employees' rights and mention a thorough screening process (including reference checks and DBS checks). Applicants are informed that questions related to safeguarding employees' rights will be part of the selection process.

• Application stage: We use application forms that require a complete employment history (to identify any gaps) and specifically ask about the candidate's suitability to work with vulnerable groups. We also ask them to disclose any criminal records not covered by the DBS process.

• meetings: At least one member of the interview panel must... Have training in safe recruitment. Interviews include specific questions designed to assess the candidate's values and understanding of protection issues (e.g., "Tell us about a situation where you had to deal with a protection or confidentiality issue" or scenario-based questions to evaluate their response to suspected abuse). Any gaps in employment or vague answers are explored during the interview. Candidates are asked if they have anything to disclose in light of the need to protect trainees.

• References: We obtain at least two professional references for the preferred candidate, one of which should be from their most recent employer. We specifically ask the reviewers about... The suitability of the candidate to work with vulnerable young people or adults. And about any concerns or disciplinary issues related to protection. We do not rely solely on open references "to whom it may concern"; our reference requests include customized questions. References are verified (for example, we may contact the main company phone number to verify the person who signed the reference). Any vague or negative comments are followed up.

• DBS Checks: All employees (and long-term contractors or volunteers) who will have regular contact with interns are subject to an enhanced Disclosure and Barring Service (DBS) check. before Completion of recruitment. As our interns are adults, this may not legally fall under "regulated activities with children" unless some of them are under 18; however, we choose to conduct enhanced DBS checks on staff to ensure there is no known history that could pose a risk. If any interns are or become under 18, or if staff engage in regulated activity with children, we will also check the children's barred list. For staff in roles that may involve caring for adults with additional needs, a DBS check with the adult's barred list is considered if necessary. The job offer is conditional upon satisfactory DBS clearance. If the check reveals previous convictions or information, the HR department and the DSL will assess the relevance and risks before proceeding; a risk assessment may be conducted for disclosed offenses that do not automatically disqualify employment.

• Right to Work and Identity: We verify the identity of each candidate through original documents (passport, etc.) and ensure they have the right to work in the UK. We also obtain original copies of the required qualifications.

• Additional checks: For jobs with managerial responsibilities, we check for guidance under Section 128 (for those barred from management in education, which applies to independent training providers in certain cases). In the event of hiring someone from abroad or who has lived abroad, we request overseas police checks or certificates of good conduct where possible. We also conduct an online search (via social media/the internet) for selected candidates, in accordance with KCSIE 2023 recommendations, to check for any concerning information that the training provider should be aware of. 

• Appointment and Probation: A new employee is not confirmed in their position until all checks are returned satisfactorily. The details of the checks (DBS disclosure number, date, and person who reviewed it) are recorded in our recruitment checks register, which is saved and reviewed regularly. New employees undergo close supervision during the initial induction and probationary period. In case of any concerns related to behavior during that period, we take immediate action. centralized unified a recruitment check, which is saved and reviewed regularly. New employees undergo close supervision during the initial induction and probationary period. In case of any concerns related to behavior during that period, we take immediate action.

Our safe recruitment process aims to " Management of Safe Recruitment and Allegations Related to Adults Who May Pose a Risk to Learners ", as expected by the Office for Standards in Education (Ofsted). By implementing these safeguards proactively, we reduce the likelihood of hiring someone who could harm learners. Nevertheless, we remain vigilant because vetting processes are not foolproof, and ongoing supervision and training are essential.

Employee Code of Conduct

The provider has A clear staff code of conduct. (or Professional Boundaries Policy). All staff must read and sign it. This code outlines the expected standards of conduct when dealing with trainees, including:

• Maintain appropriate physical and social boundaries (for example, avoid being alone with a trainee in isolated areas when possible, and do not exchange personal contact information or befriend them on social media).

• All sexual or romantic relationships with trainees are prohibited (even if they are over 18, as this is considered an abuse of a position of trust and is strictly forbidden).

• Do not show favoritism or give individual learners gifts that could be misinterpreted.

• Use appropriate language—no swearing, insulting remarks, or overly personal comments.

• Zero tolerance for any form of discrimination or oppressive behavior.

• Avoid physical contact (it should generally be avoided unless necessary and appropriate, such as in first aid or training contexts with permission).

• It's necessary to report any boundary violation or even if you're in an uncomfortable situation (to be transparent).

• Confidentiality rules for handling learner information.

This code of conduct was established to prevent harassment or mistreatment. It aligns with guidance like the “Safe Working Practices” from the Safe Employment Association. Violations of the code are taken seriously and may result in disciplinary action or a referral to the relevant authorities, depending on their severity.

Management of Allegations Against Staff or Other Individuals in Positions of Trust

Despite our safeguarding measures, there may be cases where a trainee or colleague alleges that a member of staff (or a contractor or even an employer’s employee) has behaved in a way that has harmed or posed a risk to the trainee. We have a specific procedure for handling such... Allegations Against Staff , in line with Chapter 4 of KCSIE:

• Any allegation or concern about a member of staff or a person in a position of trust who has:

  • Behaved in a way that has harmed or may have harmed a child or a vulnerable adult;

  • perhaps committed a criminal offense against or related to a child or a vulnerable adult; or

  • Behaving toward a child or a vulnerable adult in a way that suggests they may pose a risk to their future.

  Must be reported immediately to Head of Organisation (CEO) ...or their delegate. (If the allegation concerns the CEO, it's escalated to the Chairman of the Board). The DSL can facilitate this reporting, but senior management will manage the case to ensure impartiality.

• We'll act quickly. The accused may be suspended from their job. ...the accused person from work (a neutral action) while the investigation is underway, to avoid any potential immediate risk to learners. We'll consult with the local authority's designated officer... LADO If the allegation is about harm or potential harm to a person under 18 years of age, the LADO provides guidance on how to handle such cases. For adults, we might consult with the local authority's adult safeguarding team for advice on how to handle the case, if applicable.

• A decision will be made on whether the matter is about:

  • Internal Investigation (If the issue is about misconduct and doesn't warrant an external referral),

  • Police Investigations (In the case of a criminal allegation—we don't investigate these crimes ourselves, but we will gather the initial facts and then hand them over to the police.)

  • Strategic Meeting with Social Services (for child victims) or with the Adult Safeguarding Board (for adult victims) to plan the next steps.

• We will ensure that the person who made the allegation, or the subject of it, is supported at all times. The trainee or employee who raised the allegation will be protected from any retaliation or negative reaction. The employee who is the subject of the allegation will be treated with fairness and complete confidentiality, with a specific point of contact assigned to them (and they can also seek union or legal support).

• If an allegation is substantiated and the person is dismissed or resigns, the provider will comply with their legal duty to refer... the matter to the Disclosure and Barring Service (DBS) to consider preventing him from working with children and/or vulnerable adults, as appropriate. We will also inform any professional regulatory body, if one exists. Similarly, we will inform the Education and Skills Funding Agency (ESFA)/Office for Standards in Education, Children's Services and Skills (Ofsted) if the situation meets the criteria for serious incidents.

• If an allegation is found to be false or malicious, the provider will consider appropriate action against the person who made it (if it was a deliberate act to harm someone's reputation), while ensuring support for the team member’s reputation. (They may need help with reintegration and clearing their name).

Allegations against one of the employer's staff (a non-employee at the trainee's workplace) in collaboration with the employer. We will ensure that the relevant authorities are informed when necessary, and we may inform the employer of a training suspension or other actions. Training may be temporarily suspended or the trainee may be transferred if necessary for their safety.

Through meticulous and safe recruitment and strict codes of conduct, we aim to reduce the likelihood of such allegations occurring. However, should they occur, these procedures ensure they are handled consistently and fairly, while achieving the ultimate goal of... Protection of the intern/victim. and ensuring their safety.

Data Protection, Record Keeping, and Confidentiality

Safeguarding information is processed in accordance with... for data protection laws (The Data Protection Act 2018 and the UK General Data Protection Regulation). We balance maintaining complete privacy with the need to protect individuals from harm. We adhere to the principle of... Information Sharing When Needed to ensure safeguarding.

Main points of our approach:

• Secure Record Keeping: All safeguarding records (complaint forms, referral memos, meeting minutes, and reports) are securely stored, separate from academic records. If they are paper-based, they are kept in a locked cabinet, accessible only to the DSL and a limited number of authorized staff. If they are electronic, we use a secure case management system or encrypted files, with access restricted to the safeguarding team. Records are kept in accordance with our retention schedule (typically until the intern is at least in their mid-twenties, or for a longer period in serious cases according to legal advice).

• Confidentiality: We ensure the confidentiality of information related to safeguarding cases. within the safeguarding team. We remind staff not to share details with colleagues or others who are not directly involved. Even among those concerned, we may use anonymized information in discussions where possible. For example, a teacher might be told: “Pay attention to and support [Learner A], he is going through some difficulties,” without being given specific safeguarding details, unless he has a critical need to know in order to help.

• Consent and Information Sharing: Wherever possible, we seek their consent before sharing their sensitive personal information with third parties. However, we make it clear that if we believe they or someone else is at significant risk, or if the law requires it, we may share information without consent. And in accordance with government guidance, we... The UK Data Protection Act (DPA) and the General Data Protection Regulation (GDPR) do not prevent the sharing of information for the purposes of safeguarding children. The same applies to safeguarding adults. In practice, this means that if a trainee refuses consent for a referral, but the DSL believes there is a higher interest (such as public protection, vital interests, etc.), we are legally permitted to share that information. We document the justification for the decision in such cases (with reference to... “The Seven Golden Rules of Information Sharing” (from UK government guidance).

• Working with multiple agencies: When sharing information with other agencies (such as social services, the Channel Panel, the police, etc.), we ensure its security. We use secure email or phone calls with known professionals. We only share information relevant to the case at hand, without any unnecessary details. We also expect these agencies to handle the data appropriately. We may enter into information-sharing agreements for ongoing collaboration if necessary.

• Trainee access to records: Under data protection law, interns have the right to request access to their personal data. However, safeguarding records may be exempt from full disclosure if doing so would endanger them or any other person, or if they contain information from third parties. If an intern (or a parent/guardian in the case of a younger intern) makes a request for access to safeguarding files, the Designated Safeguarding Lead (DSL) will seek legal advice and may provide an edited summary if necessary, instead of providing full case notes. This is done to protect the individuals mentioned and ensure that any investigations are not adversely affected.

• Data Breaches: We have protocols in place in the event that any sensitive data is disclosed or accidentally lost (for example, by sending an email to the wrong address). The Data Protection Officer is notified of the breach, and if it meets the minimum threshold, the Information Commissioner's Office (ICO) is informed. We will do our utmost to limit any damage, such as recalling the email and informing the affected person of the breach when necessary.

• Confidential Reporting: We maintain the confidentiality of whistleblowers. If an employee reports a concern about a colleague, we handle it discreetly. The accused will not be told the identity of the whistleblower in the initial stage (and perhaps never, especially if it is a protected disclosure), unless it is legally required in disciplinary proceedings. Similarly, if an intern reports abuse, we determine who needs to know their identity on a need-to-know basis. The accused will only be provided with the details of the allegation as necessary for the investigation, and certainly will not be told who said what unless required by the procedure.

• Retention period: Typically, if a trainee leaves our program, we retain the safeguarding records for at least a reasonable period of time to allow for any investigation or inquiry. This period is often... for several years after their departure, in line with recommended retention periods (for children's records up to age 25, and often a similar period for adult records). This is retained in case past allegations emerge, or as a reference should the individual return to learning and new issues arise.

• Transfer of Records: If a trainee transfers to another training provider or educational institution and we have ongoing safeguarding concerns, the DSL will securely and confidentially transfer the relevant safeguarding records to the new institution's DSL, ensuring continuity of care (with the trainee's knowledge, ideally).

Our ultimate goal is to handle personal information ethically and legally while... Uncompromised Safeguarding And as KCSIE indicates, Concerns about sharing information should not be a barrier to protecting children [or adults]. All staff are trained on this balance, and our privacy notices indicate that data may be shared for safeguarding reasons.

Integrating Safeguarding into the Curriculum and Organization

At [Provider's Name], safeguarding is not a standalone duty, but an integral part of Our Educational and Organizational Culture We embed safeguarding, including Prevent and online safety, throughout the trainee experience and into our company's ethos.

Training and Learning Curriculum

• Induction for Trainees: At the start of their training, every trainee participates in an induction session on safeguarding and prevention. They learn what safeguarding means, the types of issues they may face, and most importantly, how to get help. how to get help We introduce them to the DSL team (or at least provide them with names and contact information) and explain the reporting channels, including the option to speak with any staff member for support. We also provide an easy-to-use guide on safeguarding. During induction, we cover the basics of online safety and prevention, perhaps through interactive activities or videos, to engage them from day one in thinking about these topics. We focus on key messages like, “Your well-being is our priority,” and, “It’s okay to talk.” Trainees also receive information on external support resources, such as helplines for mental health, domestic violence, or student support services in further education.

• Educational Sessions / Off-the-Job Training: Throughout the training period, opportunities are planned to revisit safeguarding topics. For example, many training programs include sessions on "Personal Development" or educational sessions. In these sessions, we include content on topics such as:

  • Health and Well-being: stress management, mental health awareness, and where to seek help (thereby reducing stigma and encouraging self-care).

  • Healthy Relationships: Understanding consent and respect in relationships, addressing sexual harassment (which is also relevant in workplaces), and how to spot unhealthy or controlling behaviors.

  • Substance Abuse: Education on the risks of drugs and alcohol, which are linked to personal safety.

  • Prevent and British Values: Interactive discussions or projects on the meaning of British values in practice and how to respectfully challenge extremist ideas. We may also conduct case studies or seminars on current events in a safe and supervised environment.

  • Digital Footprint: Building on online safety, we guide trainees on maintaining a professional digital presence (which is also important for their careers) and avoiding negative online consequences.

  • Equality and Diversity: Promoting understanding of different backgrounds, cultures, and perspectives, and encouraging empathy and inclusion. This is linked to safeguarding by helping to combat bullying and discrimination.

  These sessions are often tailored to the context of Professional Training in Business and Management For example, we discuss ethical leadership (which instills respect and the law) or how diversity in teams is a source of strength. By making safeguarding relevant to their academic and work contexts, trainees see it as an integral part of their professional development, not as something separate.

• Workplace Visits and Reviews: The training team (tutors/assessors) who visit trainees at their workplace or conduct progress reviews make a point of reviewing their social and personal welfare. They may ask questions like, “Do you feel safe and supported at work and during your training? Do you have any concerns, inside or outside of work, that you would like to discuss?” This is done privately with the trainee during every review. Staff are asked to discuss topics such as workload (to ensure they are not overworked or stressed), inclusion (how their colleagues treat them), and life outside of work, if the trainee is willing to share. Notes from these discussions are recorded, and any issues that require follow-up are passed on to the DSL when needed. By asking questions systematically, we provide multiple opportunities for trainees to disclose their concerns.

• Trainee's Voice: We actively seek feedback from trainees on our safeguarding procedures. This can be done through surveys (which ask if they feel safe, if they know who to contact for help, etc.), trainee representative meetings, or suggestion boxes. We analyze this feedback to improve our methods. For example, if some trainees express uncertainty about how to report an issue, we'll update this information in classrooms and on posters.

• Enrichment Activities: We may participate in national campaigns such as Adults Safeguarding Week ، and Mental Health Awareness Week ، and Safer Internet Day , and other issues through specific activities or communication campaigns to reinforce key messages. We sometimes host external speakers—for example, a member of the local police's prevention team to talk about radicalization, or a speaker from a charity about domestic violence. These sessions broaden understanding and show trainees the support network that extends beyond our organization.

Organizational Culture and Environment

• Posters and Reminders: In our training centers and on the trainees' Virtual Learning Environment (VLE), we prominently display safeguarding information. This includes photos and names of DSL staff and key personnel ("Here to Help" posters), helpline numbers (e.g., Samaritans, the National Domestic Abuse Helpline), and short phrases that encourage a safe and respectful environment. We may also provide an online link or a dedicated safeguarding board where trainees can report any concerns or find resources.

• Safeguarding in Policies: Safeguarding considerations are integrated into other policies, such as Code of Conduct Policy (which includes bullying and harassment), and the Attendance Policy (which considers that absenteeism from sessions may be a sign of issues that require follow-up), and the Health and Safety Policy (which ensures physical safety in all locations). Our disciplinary procedures for learners take into account whether misconduct indicates a need for safeguarding. For example, if a learner is aggressive, are they actually exhibiting abusive behavior as a result of abuse they have experienced elsewhere?

• Employer Engagement: We also integrate the concept of safeguarding into how we interact with employers. For example, in employer newsletters or review meetings, we include a standing agenda item on trainee welfare and remind them of their responsibilities in this area. We commend work partners who show great support for their trainees' well-being and hold them up as role models.

• Continuous Improvement: Safeguarding is an integral part of our self-assessment and quality improvement plans. We monitor the effectiveness of safeguarding instruction and understanding. During teaching sessions, we also monitor how British values and safeguarding practices are promoted appropriately. We keep records of any incidents or near-misses and review them for patterns. For example, if numerous online safety issues emerge, we adjust our training programs or IT controls.

• Support and Guidance Services: We maintain a directory of local and national support services for various issues, such as mental health clinics, sexual health resources, and citizens' advice services (for financial or legal matters). Trainees are provided with this information so they can self-refer or seek assistance that goes beyond what we offer. Our support officers and staff also help trainees connect with these services when needed and sometimes even accompany them to initial appointments for moral support when appropriate.

• Safe Environment: If we have physical training facilities, we ensure their safety. This includes sufficient security at the entrance, visitor ID cards, visitor supervision, and a culture of politely engaging with any unfamiliar person on site. Trainees must feel safe when attending workshops or meetings. We also adhere to Prevent guidelines to manage risks associated with any external speakers or materials on site, ensuring that no extremist content is permitted.

By integrating safeguarding in all these ways, we strive to create a comprehensive safety net around our trainees. Safeguarding is not a standalone lesson; it is a thread that runs through the entire training journey—from initial assessment to final evaluation. This not only helps trainees stay safe during their program but also equips them with the knowledge and values needed to protect themselves and others throughout their lives and careers.