Policies

Safeguarding Policy

 In line with the Education Act 2002, this policy has been put in place to protect our learners under the age of 18 and to protect the children in the care of our learners. Each learner and member of staff has a non- negotiable and absolute duty to protect the children and young person in our/their care from both intentional and unintentional harm. This duty applies to all workplace providers who train and employ persons under the age of 18. This duty is imperative. Without adequate standards and mechanisms of protection in place, we would be failing as a childcare training provider in our primary duty of care. Part of our role as a child care training provider is to reduce the risk of abuse by ensuring that those who are unsuitable are not able to work with children or vulnerable adults. RTL will operate safe recruitment procedures and ensure that appropriate checks are carried out on all new staff and programme led learners. This policy and all associated policies and procedures will be reviewed annually.  This policy is the responsibility of the RTL Directors and they will monitor its implementation and impact. 

Scope of Policy

Safeguarding means:

  • Protection from abuse and neglect
  • Promotion of health and development
  • Ensuring safety and care
  • Ensuring optimum life chances
  • Working in partnership with child protection agencies
  • Ensuring that the organisation sets clear expectations of its staff in relation to children, young people and vulnerable adults

Riverside Training Ltd (RTL) recognises that members of staff and learners have a role to play in safeguarding the welfare of young people and vulnerable adults, and preventing their abuse. This policy applies to all staff employed by RTL including temporary and hourly paid, agency staff, governors and volunteers. All have a legal responsibility to take seriously any concerns about neglect or abuse that come to their attention and to follow the procedures set out below. Riverside Training also recognises that safeguarding encompasses issues such as student health and safety, bullying, and a range of other issues, e.g. arrangements for meeting the medical needs of students with medical conditions, providing first aid, buidling security, drug and alcohol misuse. This list is not exhaustive and there may be other safeguarding issues that arise

Definitions

Abuse

Abuse is behaviour towards a person that either deliberately or unknowingly causes a person harm, or endangers their life or their human or civil rights. It can be passive, e.g. failing to take action to care for someone, or failing to raise the alert about abuse; or active, e.g. hitting, stealing or doing something that causes harm. Abuse can be a one-off or something that is repeated.

Four categories of abuse are defined in Working Together to Safeguard Children, RTL has included a fifth category - On Line Abuse

Physical Abuse - This may involve hitting, shaking, poisoning, burning or scalding or otherwise causing physical harm to a person.

Emotional Abuse - This is the persistent maltreatment of a child or person such as to cause severe and persistent adverse effect on their emotional development. This may involve conveying that they are worthless, unloved or inadequate. This may include overprotection, or preventing normal social interaction. It may involve hearing or seeing ill-treatment of another or serious bullying that causes the person to feel frightened or in

Sexual Abuse - This involves forcing or enticing a person to take part in sexual activities, including prostitution. The activities may involve penetrative or non-penetrative acts. This includes involving in the production or looking at sexual on-line images.

Neglect -This is the persistent failure to meet a person’s physical or emotional needs, likely to result in the serious impairment of health or development. It may include neglect of, or unresponsiveness to a person’s basic emotional needs. Somebody may abuse or neglect a child or person by inflicting harm, or by failing to protect from harm. Children and people may be abused at home or in an institutional or community setting, by those known to them, or more rarely, by a stranger. They may be abused by an adult or adults, or another child or children

Online Abuse - RTL recognises that all the above forms of abuse can be undertaken using digital technology particularly through Social network sites and mobile phones.

Older children may also be at risk from:

Forced Marriage: ‘Forced marriage is a form of child/domestic abuse and violence against

women’. [Multi-agency practice guidelines: Handling Cases of Forced Marriage (2009)]

Teen partner violence: a pattern of actual or threatened acts of physical, sexual, and/or emotional abuse, perpetrated by an adolescent against a current or former dating partner. Abuse may include insults, coercion, social sabotage, sexual harassment, threats and/or acts of physical or sexual abuse.

Gang Violence

Threat of Radicalisation (see Preventing Extremism Policy)

For vulnerable adults abuse also includes:

Physical abuse e.g. hitting, pushing, shaking, inappropriate restraint, neglect or abandonment

Sexual abuse e.g. involvement in any sexual activity against his/her will, exposure to pornography, voyeurism and exhibitionism

Emotional/psychological abuse e.g. intimidation or humiliation

Financial abuse e.g. theft or exerting improper pressure to sign over money from pensions or savings etc

Discriminatory abuse e.g. racial, sexual or religious harassment

Personal exploitation - involves denying an individual his/her rights to forcing him/her to perform tasks that are against his/her will

Institutional abuse e.g. when the routines, systems and norms of an institution compel individuals to sacrifice their own preferred style and cultural diversity to the needs of the institution

Children and Young Persons

In terms of this policy, “child, children and young people” mean those under the age of 18 as Defined by The Children Act 1989. This policy applies to students in this age group attending a further education course.

Vulnerable Adults

The broad definition of a "vulnerable adult" is taken from "No Secrets" - Section 2.3:

A vulnerable adult is a person "who is or may be in need of community care services by reason of mental or other disability, age or illness, and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation".
(See "No Secrets" - Section 2.3)

This may include a person who:

  • Is elderly or frail
  • Has a mental health difficulty
  • Has a physical disability
  • Has a learning disability
  • Has a severe physical illness

This may also include the below, where the person receives care and is unable to protect themselves:

  • Is a substance misuser
  • Is homeless
  • Is in an abusive relationship

Legal Requirements

The Education Act 2002 section 175 (2) imposes a duty on schools and further education colleges and states that:

“The governing body of a further education institution shall make arrangements for ensuring that their functions relating to the conduct of the college are exercised with a view to safeguarding and promoting the welfare of young people who are students at the college.”

There are two aspects to safeguarding and promoting the welfare of young people imposed by key guidance “Safeguarding Children in Education” produced by DfES in 2004. They are that:- 

Arrangements are in place to take all reasonable measures to ensure that risks of harm to children’s welfare are minimised.

Appropriate actions are taken to address concerns about the welfare of the child, or children, working to agreed local policies and procedures in full partnership with other local agencies.

Procedures 

General 

All RTL premises have regular risk assessments carried out and security procedures reviewed. All staff are issued with identity badges. Visitors are required to sign in and receive a visitor’s badge. They are escorted during their visit at RTL.  All doors to the floors in the building are kept shut and can be opened with a code which is held by staff and learners. CCTV is also in operation. 

Safeguarding of children and young people is promoted through the learner handbook and our website.  It is also embedded into the curriculum from induction and throughout our training programmes.  A poster is displayed in each classroom and common areas giving the contact details for the named safeguarding officers at RTL.

Placement Vetting

As a part of our duty in protecting young people we will check that each work place has the appropriate procedures in place for protecting the young person and record evidence on the health and safety check carried out each year.

RTL has a procedure in place for setting up work placements for all learners and checking the suitability of that placement. (see separate Placement Vetting Procedures)  As part of our duty to protecting our learners under 18 we will check that each work place has the appropriate procedures in place for protecting the young person and record evidence on the annual health and safety check carried out each year.

Should a concern arise that needs to be dealt with urgently then Programme Manager will organise a visit to the setting and if necessary the learner will cease attending either the placement or RTL until the matter has been resolved.

Safe Recruitment

In line with RTL Staff Recruitment Policy all staff will complete an application form and attend an interview prior to being offered a position with RTL. (Please refer to Staff Recruitment Policy and Advertising Policy)

All staff employed by Riverside Training will have an enhanced DBS undertaken. This will be applied for as soon as a position has been accepted. No person will be permitted to work alone with learners or children until a new check has been completed and 2 satisfactory references have been received.  DBS checks are renewed every 3 years. 

All staff will receive an induction and go through the company’s policies and procedures. This includes expected codes of conduct and behaviour both on RTL Premises and in childcare settings and the disciplinary procedures for breach of the codes of conduct and behaviour policies.  All staff are given a staff handbook and are shown how to complete relevant safeguarding paperwork.  All new staff are issued with a copy of the HM Government booklet ‘What to do if you are Worried a Child is Being Abused’.

All non-employed apprenticeship & traineeship learners will also have an enhanced DBS applied. Any non employed learner who does not receive a clear DBS check will not be taken onto the training programme as part of our duty to protect all children and young people they would be working with. 

Visits & Excursions

Any learner aged of 16 or under will require parental consent before going on trips or offsite visits. A risk assessment as to the safety and suitability of the trip will be carried out by the tutor and forwarded to the Health and Safety officer or member of the management team prior to the trip taking place. Only RTL staff will accompany learners and at a ratio of 1 to 6 learners. 

Learner Induction

All learners will attend an induction at RTL where they will be informed about the programme, health and safety, equality and diversity and understanding child protection. They will be told about their rights, safe working practices, harassment and bullying policies (Appendix 4), complaints and grievance policies and procedures. All learners will receive a learner handbook with the policies, procedures and information they need and RTL will display information and contact details around their premises to ensure learners are aware of their rights and where to seek help and support from.

Staff Training

As part of RTL’s commitment to safeguarding children, young people and vulnerable adults all staff receive awareness training and the designated persons receive safeguarding for the designated person training.  A central record of Safeguarding training is kept by the Managing Director. Riverside Training will ensure staff receive updates from the East Midlands Regional Prevent Coordinator and attend annually face to face training with the nominated person for the East Midlands Regional Prevent Officer.

Reporting

Should a concern be raised regarding abuse or suspected abuse then the following procedure should be followed in line with the LSCB procedures for dealing with allegations which can be found on line.

All allegations or concerns should be reported to the named person on an incident or safeguarding report form. The young person reporting the concern should be encouraged to report to the named person themselves and support given.  At no point should the reporter be subjected to leading questions, made to feel guilty or wrong or that they are not believed. Record exactly what is said and inform them of your next actions. 

The named person will then take the appropriate action according to the guidelines laid down by the relevant county. This will either be to monitor the situation, seek further guidance or report to the appropriate authority. Sue Bulbeck has overall responsibility for reporting concerns and storing all paperwork in a locked drawer. All information is confidential and should not be discussed with anybody other than the relevant persons unless it is necessary to protect the child/young person.

Responsibility

The following people are the appointed persons for safeguarding within RTL: 

Sue Bulbeck Director   

Overall responsibility for safeguarding within RTL 

Telephone: 01775 710945 

Email:   suzie@riversidetrainingspalding.co.uk

 

Charlotte Ketteringham, Health and Safety officer

Named person for Spalding 

Telephone: 01775 710945   

Email:   charlotte@riversidetrainingspalding.co.uk

 

RTL is responsible for ensuring the following in line with the Fit Person Criteria Review of May 1999.

  • Checks to protect vulnerable people from abusive behaviour or

          abuse of trust. 

Enhanced DBS checks will be completed for all staff and all learners      who are non-employed status and subsequently the responsibility of RTL. Staff DBS checks will be updated every 3 years. This does not include increased flexibility students although RTL will endeavour to ensure the learners are suitable to work with children

Staff responsible for learners in work placements must also have an enhanced DBS check

  • Checks to establish competence.

In addition to the enhanced DBS, at least two satisfactory references must be obtained prior to staff commencing employment. Staff are required to produce original documentation of all relevant qualifications.  All staff must prove competence by practical assessment and proof of relevant qualifications.  All assessors must hold or be working towards the A1 qualification or equivalent and all

Tutors must hold or be working towards a relevant teaching qualification

  • Checks to prevent fraud or theft

Enhanced DBS for all RTL staff and learners

  • Checks for those in special positions of trust.

Enhanced DBS and two satisfactory references 

Should a member of staff suspect or be informed that a young person is/ or may be being abused they must inform the RTL child protection officer or the managing director who will then follow the local authority reporting procedures. All written evidence and correspondence must be stored in a locked drawer in the manager’s office. Young people should be encouraged to report the abuse themselves, and support given as needed. All trainees will be given an induction at the start of their training which will outline what abuse is.  Where a member of staff is accused of abuse this must be reported to the Managing Director or senior member of staff when the managing director is not available or is suspected. They will record the allegation, investigate and report it in line with the local authority procedures. Action will be taken in line with RTL disciplinary procedures during the investigation to ensure the welfare of the young person.

Annexe 1

National Legislation and Policy Frameworks 

Children Act (1989)

Emphasises the importance of putting the child first whilst cooperating and sharing parental responsibilities.

Key aspects

 Welfare of the child is paramount

 Delay is not in the child’s best interests and to be avoided

 Children’s wishes to be taken seriously

Promotes:

Principles of working together and in partnership

Skills enhanced by multi agency learning

Protection of Children Act (1999)

No Secrets (2000)

Guidance to local agencies who have responsibility to take action when a vulnerable adult is believed to be suffering abuse

Promotes: Development of local inter-agency policy,procedures and joint protocols

Sexual Offences Act (2003) Sets out a new legal framework to protect children from sexual abuse, covers internet pornography, grooming & exploitation. Puts restrictions on convicted sex offenders.

Promotes:

Internet Safety 

Children Act (2004)

Emphasises reform within children services

Key aspects

 New role of children commissioner for England

 Duty of local authorities to promote

 Cooperation between agencies

 Establish Local Safeguarding Children’s Boards

 Develop local arrangements to safeguard and promote the welfare of children

 Develop index/data base to hold basic info on children and families

 Establishment of new post of Director of Children’s Services

Promotes: Culture of co-operation and working together between agencies and organisations Development of common knowledge, skills and competences within the children’s workforce Developing a single C & YP plan

 Education Act (2002)

 Emphasises duty to make arrangements for the safeguarding and promoting of the welfare of children

 Ensures training and pastoral support

Promotes:

Policies and procedures to safeguard children

Work in partnership with other agencies

Identifies designated staff to coordinate and manage child safeguarding practice

Training and development

 

Working Together to Safeguard Children: a guide to interagency

working….(2010)

Contains statutory and non statutory guidance. National frameworks for policies and procedures

Outlines the responsibilities of Local Children’s Safeguarding Boards

Promotes:

Safeguarding training must be consistent with

common core

Individual agencies are responsible for ensuring staff competence &

confidence to fulfil their safeguarding responsibilities

Safeguarding Children and Safer Recruitment (2006)

Combines three documents

 Safeguarding children in education 2004

 Safer Recruitment 2005

 Dealing with Allegations 2005

Sets timescales for:

Regular initial and refresher training on safeguarding training

Training for designated and lead professionals

Every Child Matters: Change for children (2004)

Focuses on a shared programme of national change to provide services “around the needs of children & young people”

Promotes: Integrated services

Achieving better outcomes:

 Be healthy

 Stay safe

 Enjoy and achieve

 Make a positive contribution

 Achieve economic wellbeing

 

Complaints and Appeals Policy

Appeals procedure:

(All candidates are to be advised of this procedure at the start of their programme).

Stage 1:

Candidate requests informal discussion with his/her assessor to discuss the basis of dissatisfaction. If the candidate feels on the basis of this discussion that he/she wishes to pursue a formal appeal against an assessment decision, the training co-ordinator will inform the candidate of the procedure to be adopted.

Stage 2:

The candidate submits a formal written request for re-assessment to the internal moderator for the programme. This should indicate clearly the candidate’s reason for making the request. 

Stage 3:

The internal moderator will review the evidence presented by the candidate to determine whether to recommend that the assessment by another training co-ordinator should take place. The internal moderator will notify the candidate of the decision within 5 working days of receiving the written request. The candidate may, at this stage decide whether or not to proceed with the re-assessment. If the candidate opts for re-assessment, a fee may be payable. The sector or department manager should be informed at this stage.

Stage 4:

In arranging for the candidate’s work to be re-assessed, the internal moderator will arrange for this to be undertaken “blind” by another assessor who will not be aware of the previous assessor’s decision or the specific points which have given rise to the re-assessment.

Stage 5:

The internal moderator will review the second assessment decision within 6 working days of the decision being made, and if in agreement with the second training co-ordinator, will confirm the result to the candidate. If the internal moderator is not in agreement with the second training co-ordinators decision, the evidence and comments from both training co-ordinators’ and the internal moderator shall be passed to the centre advisor for a decision.

Candidates will be kept informed at each stage of the progress of their appeal.

The information contained in the handbook is correct at the time of printing, but may be subject to alteration as procedures and policies are monitored and reviewed regularly.