Safeguarding Strategy

2016 Update
Why is Safeguarding important:

Safeguarding means protecting people’s health, wellbeing and human rights, and enabling them to live free from harm, abuse and neglect. It is the responsibility of Straight A Training to proactively promote safeguarding understanding for all of our learners and employers.

Objectives of the Safeguarding Strategy:
• To ensure that all learners feel safe and also to enable learners to voice any potential safeguarding concerns.
• To support learners to gain the knowledge to take responsibility for their own safeguarding in the future.
• To embed equality and diversity and ensure learners are knowledgeable about subjects beyond their own experience.
• To give them confidence to investigate sensitive issues and support citizenship and inclusion for all, and to recognise when others are at risk.

We are committed to supporting our clients and learners to enable:
• Their best health.
• Complete safety.
• Positive learning experience.
• Well-being and achievement.
• Meeting their needs and interests.

Strategies:

We require all our staff to understand and promote the above and to incorporate these principles into their working routines. To best support our staff, we will ensure that all staff have the necessary information, instruction and training available. This policy, and in conjunction with our Health & Safety and Equality & Diversity policies, are developed to prevent abuse of learners through their environment both immediate and the wider environment. We work together to ensure that:

• Any safeguarding concern or instance is investigated appropriately.
• The correct reporting and action is taken in regards to all safeguarding concerns
• To raise awareness of the issues surrounding safeguarding and empower our candidates to identify and act upon both inappropriate behaviours and safeguarding concerns
• Maintain and control all relevant checks including DBS checks

Safeguarding Roles and Responsibilities

Role of the Straight A Designated Persons
• To act as a source of support and expertise in regards to all aspects of safeguarding and appropriate use of external signposting
• To investigate and identify appropriate decisions and outcomes for safeguarding activities
• To have an understanding of internal procedures and disseminate these to team members
• To ensure that the safeguarding policy is updated annually, and that all staff have read and understood this policy.
• To embed robust safeguarding and child protection practices across all areas of the provision.
• To develop effective links with relevant statutory agencies. For example, Health, Police, GP’s, Local Authority (MASH, LADO)
• To ensure all safeguarding and child protection training is cascaded to other staff.re
• To maintain secure and detailed records of all safeguarding activity which are used for auditing, trend identification and monitoring

Straight A Organisational Safeguarding Responsibilities

All staff undertake enhanced DBS checks.

Upon induction and/or yearly all staff to complete online Foundation Learning courses in
1) Safeguarding,
2) Equality and Diversity.
Knowledge assessed by testing at end of course to achieve certification.
CPD developed through monthly team meeting and as learners on individual TAQA and Management qualifications. To include Data Protection and Health and Safety.

Management staff to additionally complete
3) Safeguarding and Safer Recruitment
CPD for Nominees by attending Designated Person Training – last completed March 2015, by Jayne Raftery, Lucy Edwards, Christine Wakeman. Ongoing updates from industry sources and research. Monitoring of www.gov.uk alerts and current priorities.
Additional Prevent Awareness attended by Jayne Raftery and Christine Wakeman
Employers
All employers are to be informed of the importance and requirement for safeguarding and the themes which will be discussed with their employees. New employers to be informed at initial meetings. Employers will also sign agreement to support safeguarding activities on individual Apprenticeship agreement documentation as new learners join Apprenticeship programmes.
A named nominee or more at each employer will have an observer login for OneFile and be able to view resources for all themes. They may also follow updates on the SAT website and Twitter accounts.
Learners
Induction:
All learners to receive an induction session where a standardised presentation details Safeguarding, Equality and Diversity, Health and Safety, the course requirement and support for all.
1:1 Discussion of Safeguarding – meaning and approach throughout the Apprenticeship. Themes to be discussed and the process for raising any issues. Discussion of confidentiality and Data Protection. Where to find resources and signposting to expert agencies if required. Expectations of Learners in respect of safeguarding and learning.

All learners are set an Online Safety exercise as part of induction. We have identified that many learners do not recognise these elements of the initial ICT assessment paper and therefore should be supported in this area.Prevent safeguarding is also set as an induction topic.
Safeguarding Reporting and Straight A Responsibilities
Learners with any concerns in regards to safeguarding issues raised or their own safety at any stage of their apprenticeship have guidance to speak to their Tutor detailed in their handbooks which is reiterated through A&G sessions and monthly discussions. They also have access to the Straight A Training safeguarding team, on 01252 821868 or at safeguarding@straighta.co.uk. Alternatively the nominated safeguarding representatives Jayne Raftery, Lucy Edwards and Christine Wakeman. Individual email and phone numbers are in the handbook and on the Team page of our website.
All records of safeguarding incidents are held in a secure, central location by the Straight A Training designated persons. If it is appropriate for another member of the Straight A Training team to have access to the records, this decision must be authorised by the lead designated person.
Tutors should be knowledgeable of general Safeguarding issues and support services available but it is not the responsibility of Tutors to address any specific issues raised by Learners. Tutors should complete a report to be reviewed by a safeguarding nominee immediately upon notification. The records should record precisely what has been alleged using the words of the complainant. If appropriate, factual observations about the observable physical and emotional state of the individual should also be recorded Instruction and timescale will then be relayed to the Tutor.
Only the designated persons can make a decision in regards to referring a complaint of allegation, having gathered and examined all relevant testimonies and allegations.

Monthly Safeguarding Themes

Resources will be made available in the OneFile resources section, by posts on the Straight A website and through Twitter.
Team meetings: The theme of the next month to be part of each monthly team meeting and all Tutors and support staff complete activities, group discussion and exercises.
Tutors will complete the monthly knowledge tests between 22nd of the month and month end in preparation for working with Learners in the following month. Test results to be assessed and feedback received from the Safeguarding nominees/team. Tutor feedback and support to learners will also be continually monitored through IQA sampling.
When working with learners, tutors will discuss the monthly theme, highlight resources and set the quiz to ascertain comprehension and enable further discussion. Results and feedback to be discussed and followed up at next learner reviews, plus captured in OneFile.
The following are our planned Safeguarding themes for 2015 and into 2016. Resources and learning materials for all of these, plus a number of additional themes are available within the resources section of your OneFile portfolio as outlined at your induction. You can also obtain paper based copies from your tutor. Please also watch out for hot topics and news articles on our website www.straighta.co.uk and through Twitter @Straight_A

February & March 2015
Cyberbullying, sexting and safety online

At the end of the month learners will be able to:
Define cyberbullying
Describe different ways in which individuals can be safe when online
Identify examples of cyberbullying and its consequences
Identify positive and appropriate actions to be taken when cyberbullying occurs

Resources:
– Worksheets
– Tutor discussion, teaching and mentoring
– OneFile & Online resources (website articles, videos)
– Where to get support and help

Assessment:
– Tutor discussion to review understanding
– OneFile Online / paper based quiz

April & May 2015 Extremism and Radicalisation

Tutor development
Understand these terms
Recognise dangers
Avoid stereotyping
Equality and diversity

June 2015 Alcohol and Drug Issues
Legal awareness
What is misuse?
Supporting informed and safe use
Sources of help

July 2015 Domestic Violence
Definitions of abuse
Types and patterns of abuse
What is abuse and how to recognise it
What to do if you suspect abuse.

August 2015 The Prevent Strategy

British Values Part 1

Understand the new Strategy published July 1st.
Discussion and exploration of the theme of British values.

September 2015 Online Safety

To be undertaken as this month’s theme and now becomes the FIRST theme for all now learners before joining the rolling programme themes.

Tutors to set as a standardised Action Plan template as an initial activity on OneFile for all new learners.
Learners to use additional resources at www.getsafeonline.org
Tutors use OneFile template to set activity: Introductory Action Plan

October 2015 Mental Health
What is mental health
Removing the stigma
Who is affected
Sources of help

Resources:
– Worksheets
– Tutor discussion, teaching and mentoring
– OneFile & Online resources (website articles, videos)
– Where to get support and help

Assessment:
– Tutor discussion to review understanding
– OneFile Online / paper based quiz

November 2015 Forced Marriage
Understand and recognise the reasons and potential for forced marriage
Understand sources of support
Understand legal implications
Sources of help

Tutors undertaken full Virtual College online course.

December 2015 Healthy Living
Diet and exercise
Food choices
Further information sources

January 2015 FGM
Tutors taking the Virtual College on-line course so that they are comfortable with the material.
Topic to be discussed with learners and resources highlighted. No specific quiz.

January/February 2016 VAWG
Including gender based violence and FGM

Resources:
– Worksheets
– Tutor discussion, teaching and mentoring
– OneFile & Online resources (website articles, videos)
– Where to get support and help

Assessment:
– Tutor discussion to review understanding
– OneFile Online / paper based quiz

March 2015 Gangs and Youth Violence
What is a gang.
Who is affected
Sources of help

April 2016 The Prevent Strategy

British Values Part 2
Resources using citizenship materials and questions from historical to current affairs including the EU referendum.

May 2016 Sexual Health
Keeping safe and awareness of the warning signs of problems.
Linking to gangs and coercive spousal behaviour.
Sources of help

June 2016 Learner Survey
Measurement of the impact of Safeguarding and feedback from learners

July 2016 The Prevent Strategy and British Values 3. Radicalisation and Extremism updated.

Update to existing materials related to current events and after assimilating learner feedback.

August 2016 Personal Financial Safety and Pitfalls
Linking to safety online, spam requests, payday loans, credit scores.
Sources of help

September 2016 Alcohol and Drug Awareness
(V2)
Legal awareness
What is misuse?
Supporting informed and safe use
Sources of help

October 2016 Prevent Updates

November 2016 Domestic Violence (V2)
Definitions of abuse
Types and patterns of abuse
What is abuse and how to recognise it
What to do if you suspect abuse.

December 2016 Mental Health (V2)
What is mental health
Removing the stigma
Who is affected
Sources of help

Evaluation
All safeguarding records are reviewed on an ongoing to basis to identify potential themes and areas of concerns which will then be addressed immediately.

We have evaluated the records from the past year, and recurrent themes for learners will be revisited and expanded upon. The question bank now has over a years worth of topics and we will add to the resources and update as appropriate.

Tutors have repeatedly reported at one to one reviews that they now feel confident and comfortable to discuss these topics with learners.

We have also conducted a substantial learner survey in June 2016 where we have received a great response across all cohorts. Thank you to all of our learners who participated. We will take the information provide and use it to inform our themes and teaching.

Tutor Sarah:
I think it is great to have a different topic every month. It gives the learner ongoing knowledge in areas not always directly relative to their role. It raises their awareness in these subjects and encourages them to be able to identify certain behavioural changes they might not have been aware of previously. It also gives me knowledge too and raises my own awareness of these topics.

Tutor Asta:
I feel more confident delivering and discussing safeguarding topics each month, especially as we have to complete the quizzes first before delivering. The resources are very useful and help me prepare for the quizzes and any questions asked by the learner.

Learner Feedback:

I liked completing the safeguarding topics and certainly they made me aware about other issues that I did not think of. Before, I thought that safeguarding was for elderly and vulnerable people but now I learned that everyone can become vulnerable and exposed to safeguarding issues. – A Learner working Hospitality in Central London.

I have enjoyed our monthly safeguarding activity very much. I have learned many new and interesting facts. I can also say that now I am more aware of the threats out there and the magnitude of certain risks. Through the safeguarding activities I also learned the signs that show a person is in trouble or about to endanger themselves – and also where can I turn for help and whom I can call or contact. – A Manager in a Care setting.

It has made me generally more aware of the subject. I wouldn’t really have thought much about radicalisation before, neither would I have looked for behavioural traits, but I find myself much more aware at work whilst speaking to residents. – A Learner working in Customer Service.

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