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SAFEGUARDING CHILDREN AND VULNERABLE ADULTS PROTECTION POLICY 1 Introduction 1.1 East Surrey College is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and to ensuring that action is taken to support them if abuse is suspected. 1.2 The College expects all staff, governors, volunteers and those contracted to provide services to share this commitment. 1.3 The College has statutory duties in relation to children, young people and vulnerable adults under the Children Acts (1989 and 2004), the Education Act 2002, The Further Education (Providers of Education) (England) Regulations (2006), the Safeguarding and Vulnerable Groups Act (2006) and The Counter-Terrorism and Securities Act (2015) and it is the intention of the procedures within this Policy to ensure that the appropriate action is taken to discharge these duties 1.4 Further reference sources used in producing this Policy statement include the DfE publications: ‘Working Together to Safeguard Children’ (2010); ‘Safeguarding Children and Safer Recruitment in Education’ (2007); ‘Keeping Children Safe in Education: Statutory Guidance for Schools and Colleges (April 2014). ‘Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings’ Children, schools and families March 2009 1.5 In order to ensure a co-ordinated approach to safeguarding, child protection and vulnerable adults, the College will liaise closely with the Surrey Safeguarding Children Board. 1.6 Throughout this Policy, reference is made to “children and vulnerable adults”. The terms ‘young people’ and ‘students’ are used here in recognition that the minimum age of study at the College is 14 with most aged 16-18. The College is also required to recognise the risks to vulnerable adults and will integrate support and protection to such students within the College’s protection procedures. 1.7 The categories of abuse recognised for the purposes of child protection and protection of vulnerable adults are given in Appendix 1 in the Safeguarding Procedure. 2 Scope of Policy 2.1 There are 4 main elements to our Policy: (i)

Providing a safe environment for students through the risk assessment, teaching and pastoral support offered

(ii)

Ensuring we practise effective procedures: -

for safe recruitment, in checking the suitability of staff and volunteers to work with children and vulnerable adults;

-

for identifying and reporting cases, or suspected cases, of abuse.

(iii)

Supporting students who may have been abused or neglected or are at risk

(iv)

Ensure we work in partnership with the Prevent team and Channel Panel to meet our legal obligation to reduce the risk of vulnerable people being drawn into terrorism-related activity. 1

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2.2 This Policy applies to all staff, governors and volunteers working for East Surrey College in all locations where education and training is delivered to children and vulnerable adults. 2.3 This Policy applies also to those situations where students are in a workplace setting undertaking vocational training for work experience or studying for vocational qualifications. 2.4 This Policy includes collaborative provision and staff employed directly by contractors supplying services on behalf of the College. 3 Providing a Safe Environment 3.1 The College recognises: (i) that high self-esteem, confidence, supportive relationships and good lines of communication with a trusted adult help prevent abuse and reduce the risk of vulnerable people being drawn into terrorism-related activity. (ii)

that because of their regular contact with students, College staff are well-placed to observe the outward signs of abuse or neglect and vulnerability to influence from others.

3.2 The College will therefore: (i) establish and maintain an ethos and environment appropriate for learning where students feel secure, are encouraged to talk and are listened to; inviting regular feedback to ensure this is maintained. (ii)

ensure that students know who they can contact in the College if they are worried or in difficulty or if they suspect that someone else is suffering any form of abuse or are vulnerable to influence from others including engagement with a group, cause or ideology.

(iii)

include opportunities in the curriculum for young people and vulnerable adults to develop the skills they need to recognise and stay safe from abuse or undue influence from others and which help them to develop realistic attitudes to the responsibilities of adult life, for example with regard to child care, parenting skills and forming healthy relationships.

(iv)

inform students about other relevant sources of information, advice and support.

(v)

ensure that all staff are fully aware of their responsibilities with regard to safeguarding and Prevent strategies including the Channel process through the provision of regular CPD to keep staff up to date with developments and dangers for example, those posed by the internet.

4

Monitoring This Policy will be reviewed annually and monitored in accordance with College monitoring procedures.

5

Access to Policy This Policy is available on the College Intranet and Website.

6

Training and Guidance Questions about this Policy and/or Procedure, and requests for training, guidance or information on this Policy and/or Procedure, should be directed to the Director of Human Resources and Professional Development.

7

Mechanisms for Feedback Constructive comment on the continued improvement of this Policy is welcomed and should be forwarded to the Director of Human Resources and Professional Development.

8

References Attendance and Punctuality Procedure 2

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College Charter Continuing Professional Development Policy Data Protection Policy Disclosure and Barring Service Check Policy Drugs and Alcohol Policy Equality and Diversity Scheme Educational Visits and Off Site Activities Procedure and Flow Chart Health and Safety Policy Staff Disciplinary Policy and Procedure Stress Policy Student Disciplinary Policy and Procedure Student Voice Policy Student and staff Codes of Conduct – including IT Codes of Conduct Work Experience Toolkit and Flowchart The Channel Process within FE Colleges 9

Further information None

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Produced by: Associate Director, Student Support

Date: 3 November 2015

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Approved by Committee: Learning and Quality Committee

Date: 12 November 2015

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Approved by Corporation Board:

Date: 10 December 2015

13

Review by: October 2016

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Policy Code: ESC 62

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SAFEGUARDING PROCEDURE 1

Purpose To give guidance and instruction to all staff to ensure the College is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and to take action to support students if any form of abuse is suspected or if a person is identified as being vulnerable to being drawn into terrorism-related activity. The College requires all staff, governors, volunteers and those contracted to provide services to share this commitment.

2

Scope This Procedure is applicable to all students at East Surrey College; some students may be identified as being at risk at induction or enrolment; others will be identified during the course of their study and tutors will need to be alert for signs and information. 14-16 year old vulnerable students: there are strong links with schools so the College should receive notification of any students requiring particular support. The Schools Liaison Manager will notify the School Child Protection Lead as soon as possible of any safeguarding issues that may arise. 16-18 vulnerable students are identified through the application, interview and enrolment process and the Client Services team notifies the Safeguarding Officer of students at risk. Information is recorded by Client Services on the College’s MIS systems. This is a broader identification of students at risk but also notifies where ALS or extra support is required. This process covers all students, including those based in the workplace. 19 plus vulnerable students requiring support should also be flagged at application, interview or enrolment. The information is kept confidentially within the curriculum department In some instances frail and elderly students or whole classes may be flagged as containing those who are vulnerable. A vulnerable student may be a person who:  Is a Looked After Child or Young Adult  Is a care leaver  Is a young carer  Has learning difficulties or disabilities  Suffers from mental illness (e.g. dementia, personality and eating disorders)  Has general health issues  Has a physical or sensory disability  Has been involved in substance or drink misuse  Is homeless or living in poor conditions  Is poor or has negative family support  Has a criminal conviction  Is in an abusive relationship  Has social or emotional problems  Exhibits challenging behaviour  Has a language barrier including ESOL/EFL Entry Level 3 or below  Is elderly A student of any age may also be identified as vulnerable at any time during their programme of study based on behaviour. The Channel vulnerability framework of indicators which may provide psychological hooks leading to engagement with a group, cause or ideology associated with terrorism include:  Feelings of grievance and injustice  Feeling under threat  A need for identify, meaning and belonging  Susceptibility to indoctrination  A desire for political or moral change 4

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 

Being influenced or controlled by a group Family or friends’ involvement in extremism

Staff and tutors should be aware of the ESC Data Protection Policy and additional requirements for the security of ‘sensitive’ data, as defined under the Data Protection Act 1998. All written and electronic records regarding safeguarding issues should be kept securely as defined in the Data Protection Act 1998 and centrally held with the Safeguarding Officer. Flagging of information is kept purely at a general course level to share information with all tutors and to ensure appropriate support is in place. Safeguarding details should not be stored on shared drives and must be password protected. There is a termly review of Safeguarding within the College Performance Review structure as part of the Quality Assurance and Improvement cycle to ensure the effectiveness of safeguarding processes. These are chaired by the Principal and Chief Executive and the review panel includes the Deputy Principal, Curriculum and Standards and at least one governor representative, normally the Chair or Vice Chair of Governors (link governor for safeguarding). There is a termly Safeguarding Strategy Group chaired by the Principal and with membership that includes the Vice Chair of Governors (link governor for safeguarding). This Group reviews the College’s performance against legal requirements or frameworks such as the Prevent Framework, identifies trends, monitors the selection of and effectiveness of CPD in supporting young people. 3

Supporting Students at Risk The College recognises that students or adults who are abused or witness violence may find it difficult to develop a sense of self-worth. They may feel helplessness, humiliation and some sense of blame. The College may be the only stable, secure and predictable element in the lives of any student or vulnerable adult at risk. When at College, their behaviour may be challenging and defiant or they may be withdrawn. The College will endeavour to support the student through:     

   

The content of the curriculum to encourage self-esteem and build confidence, selfmotivation and awareness of the dangers of grooming and cyberbullying. Protecting students from extremism and radicalisation. Demonstrating the College ethos and values to promote a positive, supportive and secure environment giving students a sense of being valued. Embedding College policies in relation to acceptable student behaviour and health and safety standards and expectations. Liaising with other agencies that support the student such as Social Services, Youth Support Services, Child and Adult Mental Health Service, Education Welfare Service, educational psychology service, the NHS, the Police, the Prevent Officer and others who form the multi-agency Channel panel when convened. Ensuring that when a student who is known to be on the child protection register withdraws, their social worker is informed. Informing agencies such as Social Services and Youth Support Services if a student is at risk of leaving their College course. Being open and available for student comments and complaints if they don’t feel safe. Being pro-active in preventing and responding to reports of bullying.

4 4.1

Roles and Responsibilities Safeguarding Link Governor The appointed Safeguarding Link Governor provides an oversight to governors on safeguarding. The Link Governor is required to attend appropriate training.

4.2

Senior Manager/Designated Officer The designated member of the Senior Management Team, the Deputy Principal, Curriculum and Standards has the responsibility to ensure that effective procedures are in place, that interagency working is established, that the curriculum and Student Support Services in College support a safe learning environment and to support the work of the Safeguarding Officer. 5

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4.3

Safeguarding Officer The role of the Safeguarding Officer is to:  Ensure safeguarding procedures are in place and updated as appropriate and as advised.  Act as a point of contact for staff on safeguarding issues.  Be aware of local authorities’ child protection procedures and College Policy and Procedures  Liaise with Social Services, Youth Support Services and Children’s Services in accordance with Surrey Safeguarding Children Board procedures and with the police.  Liaise with Surrey Safeguarding Adults Board.  Liaise with the Department of Business, Innovation & Skills appointed HE/FE Prevent Coordinator.  Participate in Channel Panels if called upon to do so.  Report on staff training and report on safeguarding developments.  Raise awareness to College staff on e-safety and the appropriate use of new technologies.  Maintain a log of safeguarding incidents and actions to ensure appropriate student support is in place.  Report on cross-College safeguarding practice and progress as part of the Quality and Performance Review cycle.  The Safeguarding Officer will hold annual briefing sessions with staff and is available to provide updates to staff as required, to ensure that they understand their safeguarding responsibilities and limitations.

4.4

College Managers All College Managers, Curriculum and Support Services, have a responsibility for ensuring that staff in their areas are informed of College Policies and Procedures and that their areas are managed with due regard to the College’s commitment to safeguarding, the Prevent agenda and promoting the welfare of young people and vulnerable adults. In the case of curriculum managers, this includes the delivery of curriculum and tutorial arrangements that support students. Support managers in or involved in ICT, Health and Safety, Work Experience and Work based learning are expected to be pro-active and considerate of safeguarding in all their policies, procedures and practices

4.5

Staff members All members of staff have a responsibility to be aware of the procedures to be followed in cases of suspected abuse or people at risk of being drawn into terrorism-related activity. Staff who are in regular contact with students are well-placed to notice signs of physical, sexual or emotional abuse, self-harm including through alcohol or substance abuse, neglect, behavioural change or failure to develop as expected. If a member of staff suspects a student may be at risk or hears a disclosure from a student, the Safeguarding Officer should be informed as soon as possible. Tutors are responsible for identifying students at risk and will work with the Safeguarding Officer to develop a College support plan. Where appropriate, the Channel Process will be adopted (see Appendix 4) During the application and interview process, staff are responsible for identifying students with criminal convictions and referring them to a designated member of staff in Client Services for fuller disclosures, risk assessments and support.

4.6

Data Protection Manager Ensures that staff complete training on the Data Protection Act 1998 and that data is securely stored.

4.7

Students and Adults with Special Educational Needs The College recognises that statistically students and adults with learning difficulties and disabilities are particularly vulnerable to abuse or influence by others. College staff who deal with students and adults with profound and multiple disabilities, sensory impairment, physical disability and or emotional and behaviour issues will be particularly sensitive to signs of abuse. 6

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The College Support Workers’ Protocol is in place to ensure students at risk are effectively supported on College premises. The Health and Safety Manager is responsible for carrying out risk assessments and developing support plans for individuals with specific medical needs. This information is centrally stored on a protected database. Information about student support needs is shared with relevant staff on e-Tracker. 4.8

Multi-agency partnership As a College of Further Education, the College works in partnership with the safeguarding protection teams in both the locality and students’ home areas. In accordance with the Safeguarding Children Board and Safeguarding Adults Board procedures, the College is required to liaise with agencies such as the Contact Centres, Social Services and the Police where there is an immediate risk of abuse or suspected abuse. This multi-agency approach enhances the effectiveness of identifying and dealing with child abuse issues that may arise. The Counter-Terrorism and Securities Act (2015) places additional responsibilities on FE Colleges including working with multi-agencies as part of the Channel Process.

5

Receiving an allegation of abuse Staff in the College are well placed to detect when students in their care are suffering from or at risk of significant harm. This may be through observation of injuries or behaviour or through students making an allegation. It is essential that any suspicions of risk of significant harm are acted upon. See Appendix 1 Staff should not investigate concerns or allegations themselves, but should report them immediately to the Safeguarding Officer or in her absence the Senior Designated Manager: Associate Director, Student Support or the Deputy Principal, Curriculum and Standards.

5.1

If a student makes an allegation of abuse, staff should listen carefully. The following guidance to staff is given:  Be honest – do not promise absolute confidentiality. If the student is at risk of significant harm you will need to tell the Safeguarding Officer.  Allow the student to speak without interruption  Never trivialise or exaggerate the issue  Never make suggestions or lead the student in any way  Only ask enough questions to clarify your understanding, do not probe or interrogate as this may jeopardise future investigation  Reassure the student, let them know you are glad they have spoken up and that they are right to do so  Try to remain calm – remember this is not easy thing for them to do  Do not show your emotions – if you show anger, disgust or disbelief, they may stop talking. This may be because they feel they are upsetting you or they may feel your negative feelings are directed towards them  Let the student know that you are taking the matter very seriously  Make the student feel secure and safe without causing them any further anxiety

5.2

Be Aware of Students’ Warning Triggers The following questions, in addition to the vulnerability indicators given under section 2. should be considered as they may indicate issues that need referral to the Safeguarding Officer or line manager:         

Are other students, carers or staff concerned? Has the student told you they have a problem? Does the student have poor or low attendance? Is there a change in the student’s behaviour or appearance? Is the student talking about suicide – or ending it all? Do they smell of cannabis or alcohol? Is the student self-harming? Is the student eating inappropriately? Is the student exhibiting out of character behaviour? 7

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  

Has the student had the chance to identify whether they have mental health needs? Does the student have intense attachments? Has the student disclosed they have a criminal conviction?

6 6.1

Reporting procedures Any member of staff who has knowledge of, or a suspicion that a student is or has been suffering significant harm, or is at risk of significant harm, should discuss their concern with the Safeguarding Officer or the Senior Designated Manager. There should be no delay in communication once suspicion arises. The sharing of relevant information at the earliest opportunity within an environment of strict confidentiality is essential. All information from parents, members of the public and any of an anonymous nature must be acted upon. See Appendix 2

6.2

Any member of staff concerned that a student may be at risk should record and date any observations or disclosures which indicate abuse, using the Concern Form Appendix 3. The report may be discussed with the Safeguarding Officer and others involved in the care of the student.

6.3

Whenever possible, the issue should be discussed with parents/carers except where to do so would jeopardise future enquiry or would not be conducive to the student’s welfare.

6.4

If it is agreed that the issue puts the student at risk of significant harm, it must be reported to the Contact Centre or in the case of an emergency to the Police. This referral would normally be made by the Safeguarding Officer but in their absence the referral must be made by the Senior Designated Manager: Associate Director, Student Support or Deputy Principal, Curriculum and Standards. Referrals that fall within the Channel Process will be made to the HE/FE Prevent Coordinator.

6.5

The student should be kept informed of actions taken at all stages of the procedure and maximum support offered/provided to them. Where the student is competent to give consent, their agreement to the referral should be sought. If consent is refused the referral should still be made if it is considered necessary to protect the student from significant harm.

6.6

Whenever possible, as stated under 6.3 parents/carers will be notified that an issue is going to be reported.

6.7

A written report of all discussions and action taken must be made and retained securely by the Safeguarding Officer.

6.8

Should the issue relate to a student aged 14-16, staff should refer all concerns to the Safeguarding Officer who will report any safeguarding incidents to the home school.

6.9

During their course of study, tutors may need to refer students for a wide range of issues which include personal, financial and academic reasons. It is important that all staff are aware of the support services that are available, both internally and externally to ensure that students receive support when required. The main reasons for referral are as follows; however, there is an expectation that minor instances such as low attendance or support for study are dealt with by the tutor themselves who may seek guidance from their Head of Department.  Poor attendance  Additional learning support needs  Financial difficulties  Emotional support  Lifestyle issues, such as relationships, health, housing

7 7.1

Safeguarding in Higher Education Provision: The College is a provider of Higher Education programmes and has a growing number of 8

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students studying at this level. 7.2

There is no legislation in the area of safeguarding that is directed specifically at Higher Education Institutions. However common law and in some cases some legislation place responsibility on the organisation. The Counter-Terrorism and Securities Act (2015) places specific responsibilities on both Higher Education and Further Education to reduce the risk of people being drawn into terrorism-related activity.

7.3

It is recognised that safeguarding is about managing relationships and therefore there is a need to move beyond legal compliance to a culture in which safeguarding is embedded. The HE provision is expected therefore to comply with the procedures in place for FE regarding codes of behaviour and good practice in order to ensure that all students are treated with respect and that staff are protected by those policies and procedures against allegations of abuse.

7.4

It is also recognised that in delivering HE within an FE context that all staff have access to young people and vulnerable adults and therefore the Human Resources Policy regarding safe recruitment and codes of conduct apply equally to those staff delivering HE provision.

8 8.1

Allegations against a student Allegations against a student may involve another student of the College or may involve an external party e.g. a child in a nursery placement.

8.2

Work based learning employers are made aware of the relevant College policies and procedures, but when an allegation of abuse is made by a student against an employee, investigation will take place led by the Associate Director, Student Support (ADSS).

8.3

When an allegation is made by an external party against a student the Associate Director, Student Support will liaise with the external party regarding investigating and reporting the incident.

8.4

In either case, the College Student Disciplinary Procedures may be invoked as well as reporting the case to the Social Services or Police. The outcome of the student disciplinary hearing may be exclusion from the College. That decision may not necessarily be bound by the outcome of a Police or external agency investigation.

9

Allegations against East Surrey College Staff Should an allegation be made against a member of College staff, an investigation will take place led by the Director of Human Resources and Professional Development in line with DfE guidance. The College Disciplinary Procedures for staff may be invoked as well as reporting the case to the appropriate authorities. If an allegation is made against a Senior Post Holder, the Director of Human Resources and Professional Development will liaise with the Chair of Governors. If an allegation is made about a member of agency staff, the Director of Human Resources and Professional Development will liaise with the third party to undertake the investigation. College responsibilities  All staff are DBS checked; and dependant on the role, some staff will be subject to enhanced DBS checks; with audited DBS compliance with our subcontracted partners  All staff will undertake online safeguarding training, health and safety training and data protection training and receive update training. They will also receive training on the Channel Process within FE and responsibilities imposed on colleges under the CounterTerrorism and Securities Act (2015).  Staff must ensure they do not put themselves at risk by initiating or having contact with students through mobile phones, social networking sites or any other inappropriate involvement.  All visitors should be escorted and, in all instances, have signed in at the College Reception and be wearing identification. Anyone wandering on campus unaccompanied should be politely taken to Reception and the Head of Facilities should be contacted.

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

Staff must follow the guidelines issued by the Director of Communications regarding children on College premises. Guest speakers of political parties, or religious affiliations require Directorate approval prior to confirmation of invitations.

10 10.1

Records All records of observations, discussions and actions taken in relation to students will be kept securely by the Safeguarding Officer, in consultation with the Data Manager, for as long as necessary.

10.2

Where necessary, safeguarding records relating to current College students will be requested from the student’s previous school if a safeguarding issue arises.

10.3

Records may also need to be shared with external agencies including Social Services or the Police. When sharing information, a formal enquiry should be made to the Head of MIS (Data Manager) giving clear reasons what information is required and for what purpose (in accordance with Section 29(3) of the Data Protection Act).

10.4

All records relating to allegations against staff will be kept securely by the Director of Human Resources and Professional Development including records of investigations into allegations found to be without substance. A record that an allegation was made, a summary of the allegation and its investigation and the outcome of the investigation will be kept.

10.5

All records referring to criminal convictions and Further Support forms will be held centrally.

11

Confidentiality Confidentiality and trust should be maintained as far as possible, but staff must act on the basis that the safety of the student is the overriding concern. The degree of confidentiality will be governed by the need to protect the student. The student must be informed at the earliest possible stage of the disclosure that the information will be passed on. Discussions of the case must only be with the appropriate staff and any discussion must be private. The College complies with the requirements of the Data Protection Act 1998, which allows for disclosure of personal data where this is necessary to protect the vital interests of the students.

12

Access to Policy This Procedure is available on the College Intranet and Website or from the Human Resources Department.

13

Mechanisms for Feedback Constructive comment on the continued improvement of these procedures is welcomed and should be forwarded to the Director of Human Resources and Professional Development.

14

Training and Guidance Questions about this Policy and/or Procedure, and requests for training, guidance or information on this Policy and/or Procedure, should be directed to the HR Team.

15

References Attendance and Punctuality Procedure College Charter Continuing Professional Development Policy Data Protection Policy Disclosure and Barring Service Check Policy Drugs and Alcohol Policy Educational Visits and Off Site Activities Procedure and Flow Chart Equality and Diversity Scheme Health and Safety Policy Staff Recruitment Procedure Safeguarding Children and Vulnerable Adults Protection Policy Staff Disciplinary Policy and Procedure 10

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Stress Policy Student Disciplinary Policy and Procedure Student Voice Policy Student and staff Codes of Conduct – including IT Codes of Conduct Work Experience Toolkit and Flowchart The Channel Process within FE Colleges

16

Further information Hayley Dalton Safeguarding Officer [email protected] Telephone extension - 8324

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Produced by: Associate Director, Student Support

Date: 3 November 2015

18

Approved by Committee: Learning and Quality Committee

Date: 12 November 2015

19

Approved by Corporation Board:

Date: 10 December 2015

20

Review by: October 2016

21

Policy Code: ESC 62

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Appendix 1 The following categories of abuse are recognised for the purposes of the child protection register and have been augmented to cover vulnerable adults. Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child or vulnerable adult. Sexual abuse involves forcing or enticing a child or young person or vulnerable adult to take part in sexual activities, whether or not the child or vulnerable adult is aware of what is happening. The activities may involve physical contact, including penetrative or non-penetrative acts. They may include involving children or vulnerable adults in looking at, or in the production of, pornographic material, or encouraging children or vulnerable adults to behave in sexually inappropriate ways Emotional abuse is the persistent emotional ill-treatment of a child or vulnerable adult causing severe and persistent adverse effects on the child's or vulnerable adults emotional development, often by making them feel they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person, age or developmentally inappropriate expectations being imposed on children, causing children frequently to feel frightened, or the exploitation or corruption of children or vulnerable adults. Neglect is the persistent failure to meet a child's or vulnerable adults basic physical and/or psychological needs, likely to result in serious impairment of the child's or vulnerable adult’s health or development, such as failing to provide adequate food, shelter and clothing, or neglect of, or unresponsiveness to a child's or vulnerable adult’s basic emotional needs.

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Appendix 2

SAFEGUARDING: What to do if you are worried a young person is being abused or at risk

   

You have concerns about a young person’s life?

Make a written record or send a confidential e-mail to the Safeguarding Officer

Something you have been told by the young person Something you have been told by someone else Something you have observed in their appearance Something you have observed in their behaviour

 The young person’s name, address and date of birth  The date and time of the observation or the disclosure  An objective record of the observation or disclosure  The exact words spoken by the young person  The name of the person to whom concern was reported, with the time and date  The names of any other persons present at the time

You discuss your concerns with the Safeguarding Officer as soon as possible and, at the very latest, by the end of the working day

 Contact Hayley Dalton (Safeguarding Officer) in the first instance  If not available then contact Gwen Hurrion (Associate Director for Student Support)  If not available then contact the Deputy Principal by phone, email or through the Directorate

Safeguarding Officer makes a decision and takes appropriate action, recording notes in safeguarding files

 The Safeguarding Officer will make this decision within 2 hours, and then will review this decision with the Associate Director for Student Support and the Deputy Principal who will take appropriate action within 24 hours.

Disclosure happened whilst in college

Safeguarding team agrees action

Disclosure happened in other context

Safeguarding Officer contacts appropriate agency where appropriate

Safeguarding Team follows up and monitors

Appropriate agency team 13 may contact young person’s parents or carers

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Appendix 3 Concern Form for Safeguarding Students and Vulnerable Adults

Name of Staff Member reporting concern:

Date:

Time:

Student Name:

DOB:

ID No:

Programme of study:

Details of concern, please describe the issue fully including dates, names, reported allegations, observations of behaviour, injuries etc.

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ACTION TAKEN:

PRINT NAME:

FOR COMPLETION BY SAFEGUARDING OFFICER

SIGN:

DATE:

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Appendix 4

The Channel Process within FE Colleges Cause for concern identified

Concern reported to safeguarding lead

Not appropriate No evidence of radicalisation or extremism

Safeguarding lead gathers more information

Immediate Risk Safeguarding lead contacts emergency services

Discussion with local Prevent police/local authority officer

Referrer informed of decision and person referred to other existing safeguarding panels for support    

MAPPA Gangs Unit Triage MASH Serious Case Review Panel

Referral may later be made back to Channel if deemed necessary

NOT APPROPRIATE FOR CHANNEL

NOT APPROPRIATE FOR CHANNEL

CHANNEL INTERVENTION NOT REQUIRED

Screening Process Police Channel Coordinator gathers information to determine whether there is a specific risk of radicalisation, and that the referral is not malicious

Checking Process Police check if referral is already part of live investigation

Preliminary Assessment The Local Authority Prevent lead and Police Channel Coordinator consult with colleagues to decide whether the referral meets the threshold for Channel

Multi-Agency Channel Panel Meeting Panel discusses and assesses the risk, identifies support needs and determines whether specialist Channel support is necessary

Monitoring The Channel Panel monitors the progress with the provider and other safeguarding professionals

Channel Support Package Tailored support commissioned from approved Channel intervention provider, selected as being appropriate for the person

16 Person exits the Channel process

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