Safeguarding Policy

1. Staff response to these potential issues

• Staff and volunteers are well-informed about safeguarding concerns and can recognise signs that may indicate a learner is at risk. They understand the importance of vigilance and know who to report concerns to and how to do so effectively.

• Staff are aware that learners may not always openly express their concerns; however, they remain attentive and report any signs of potential risk. They understand the importance of reassuring learners that their concerns will be taken seriously, that they will be supported and kept safe, and that they should not feel ashamed or responsible for raising the issue.

• Staff recognise the urgency required in addressing safeguarding matters and are aware that such issues are often complex, involving factors outside the Alternative Provision (AP) setting. They approach external issues with the same level of concern as those directly related to the setting.

• Staff remain vigilant to the evolving risks learners may face, including drug use, alcohol misuse, non-attendance, the consensual or non-consensual sharing of nude images, and exploitation through county lines.

• While staff understand that only trained professionals can diagnose mental health conditions, they are well-placed to observe learners' day-to-day behavior and identify those who may be experiencing mental health challenges or are at risk of developing them.

Staff are familiar with the guidance and regulations emphasising the importance of early intervention and the need for effective assessment when identifying learners who may require additional help. They understand that multi-agency collaboration is essential and that initiating such interventions must be coordinated with the commissioner and local authority services, ensuring a lead practitioner oversees necessary actions.

1. How do we ensure that all staff and volunteers are enabled to respond as required? What is the process by which staff can raise concerns and to whom

Staff Responsibilities:

• Always prioritise the best interests of the pupil.

• Maintain a mindset of “it could happen here” regarding safeguarding concerns.

• Ensure a safe learning environment for our learners.

• Be ready to identify students who may benefit from early help.

• Understand and be familiar with the safeguarding systems and policies in place, including the training provided during induction.

• Know the role and identity of the Designated Safeguarding Lead (DSL) and Deputy DSLs.

• Complete safeguarding training during induction, with regular updates thereafter.

• Receive and acknowledge child protection and safeguarding updates (including online safety), such as through emails, at least annually, with confirmation via a signed document.

• Be aware of and understand the local early help process and your role in it.

• Understand how to make immediate referrals to Local Authorities or the police when a child is at risk of serious harm.

• Support social workers in decision-making about individual children, in collaboration with the DSL.

• Be familiar with the process to follow if a child discloses that they are being abused, exploited, or neglected.

• Maintain appropriate confidentiality when dealing with sensitive cases.

• Reassure victims that they are being taken seriously and that they will be supported and kept safe.

• Consult the DSL if uncertain about how to handle safeguarding matters.

• Stay informed about safeguarding risks that could harm pupils, including signs of behaviors linked to drug-taking, alcohol misuse, truancy, and sharing indecent images.

Reporting Safeguarding Concerns:

• Staff must report any safeguarding concerns to the DSL or Deputy DSL in line with AMBITION Sports Coaching Ltd’s reporting procedures.

• Staff will be trained on how to report concerns, and their understanding will be documented and monitored.

County Lines Awareness:

• County lines refers to criminal gangs exploiting children to transport drugs and money from urban to rural or suburban areas.

• Children involved in county lines may face exploitation, coercion, and threats of violence. Staff should recognise the warning signs and report concerns about pupils who may be involved.

• If staff suspect a pupil may be involved in county lines activity, they must immediately report their concerns to the DSL.

Violent Crime Awareness:

• Staff must report any concerns about pupils at risk of, or involved in, violent crime to the DSL.

• Key indicators of involvement in violent crime include increased absence, changes in friendships, new relationships with older individuals, academic decline, signs of self-harm, unexplained injuries, and unexplained gifts or possessions.

• Staff will be made aware of risk factors that increase vulnerability to violent crime, such as a history of offending, substance abuse, anti-social behavior, truancy, and peer influence.

Safe and Sound Communication:

• Daily “safe and sound” messages should be sent to the DSL or Deputy DSL after each session, confirming any concerns raised throughout the day.

Receiving Disclosures:

When receiving a disclosure from a pupil, staff should:

• Listen carefully and refrain from showing shock or judgment.

• Believe and accept what the child says, and take it seriously.

• Avoid blaming or making the child feel guilty (“you should have told me earlier”).

• Do not interrogate the child; let them speak freely. Use open questions only to clarify, such as “Tell me what you mean by that?”

• Take accurate notes, including the date, time, and details of what was said.

Reassuring the Child:

• Stay calm and reassure the child they have done the right thing by speaking out.

• Let the child know they are not to blame for what happened.

• Show empathy but avoid telling the child how they should feel.

• Do not promise confidentiality, but explain who will need to be informed and what the next steps will be.

Reporting and Recording:

• Make a brief, accurate, and timely record of the disclosure.

• Discuss with the DSL or Deputy DSL as soon as possible.

• The DSL will assess the situation and determine the next steps, ensuring all actions are recorded accurately, using the child’s words where possible.

• Avoid using acronyms or jargon, and regularly review the records to add any new concerns.

Staff Referrals:

• Staff should immediately report any concern about a child’s welfare to the DSL or a deputy. If the concern can be addressed later in the day, it should be documented using the safeguarding form and submitted to the DSL.

• If a pupil is in immediate danger, the relevant authorities should be contacted without delay.

• If a pupil has committed a crime, such as sexual violence, the police will be notified immediately.

• The pupil’s wishes will always be considered, and the systems will be in place for them to provide feedback or express their views.

Direct Referrals:

• Anyone can make a referral directly to social care or the police, without going through the DSL. If this happens, the DSL must be informed as soon as possible.

Monitoring Referrals:

• Staff should follow up on referrals if they do not receive feedback from the Local Authority regarding the necessary actions. If the situation does not improve, the DSL will seek reconsideration to ensure that the concerns are addressed.

Looked After Children (LAC):

• Staff will have the necessary skills, knowledge, and understanding to safeguard children who are looked after, as these children are often in care due to abuse or neglect.

• If a staff member cannot reach the DSL or Deputy DSL, they should contact a child protection agency or the police directly.

 

1. Our awareness that the learners we work with a likely to fall into the “at risk” category of children who need early help 

Our Learners are likely to fall into one or more of the following groups and as a result we will be alert to the potential need for early help: 

• Is disabled or has certain health conditions and has specific additional needs.

• Has special educational needs (whether or not they have a statutory Education, Health and Care plan)

• Has a mental health need.

• Is a young carer.

• Is showing signs of being drawn into anti-social or criminal behaviour, including gang involvement and association with organised crime groups or county lines.

• Is frequently missing/goes missing from care or from home.

• Is at risk of modern slavery, trafficking, sexual or criminal exploitation. 

• Is at risk of being radicalised or exploited.

• has a family member in prison or is affected by parental offending. 

• Is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues and domestic abuse. 

• Is misusing alcohol and other drugs themselves. 

• has returned home to their family from care.

• Is at risk of so-called ‘honour’-based abuse such as Female Genital Mutilation or Forced Marriage. 

• Is a fostered child/looked after child, or

• Is persistently absent from education, including persistent absences for part of the timetabled day.

1. The processes we have in place to ensure that we are prepared to meet the needs of individual learners

When a placement for a learner is commissioned with us we ensure that:

• We receive Referral Forms and EHCP’s from the commissioners in order to effectively plan and prepare sessions for each of our learners.

• We review all the information supplied to us by the commissioner, including any information about SEND.

• We check with the commissioner as to whether the child has a Child in Need or Child Protection Plan.

• We receive and review any risk assessments prepared by the commissioner for the child and if necessary prepare our own assessments to include risk mitigation advice to our staff.

• We ensure that risk assessment considers the list of potential issues that a child might be exposed to listed above alongside any risk issues related to the type of activities that the learner will be engaged in.

1. Who does this, how is it carried out and what happens to it

We ask for any EHCP’s and Risk Assessments to be provided to us prior to the delivery of any sessions and/or Alternative Provision Placements. We require these in order to mitigate risk and avoid triggers where possible. The DSL Team is responsible for the provision of these documents and they are kept securely on our company drive and/or safely and securely in a locked cabinet at the Registered Office. 

 

If a Risk Assessment is not available or has not been required, we must meet with the professionals and/or parent/carer/guardian to sustain the required information. The below list is not exhaustive:

 

• The individual needs.

• The individual triggers.

• Medical information.

• Risk factors around absconding, harm to themselves/others, behaviours shown etc.

• Control measures to mitigate the risks stated.

 

AMBITION Sports Coaching Ltd will then develop a Risk Assessment to ensure that mitigation is in place and that the health and safety of the learner, other individuals and the staff members have been considered and prioritised.

 

The first session a learner attends must involve (if not already been provided with or created) developing a personal profile to ensure that they feel heard and listened to. Their personal profile will be reviewed every term and will be referred to throughout the individual's time at AMBITION Sports Coaching Ltd.

1. Online Safety Aims

The DSL leads in ensuring that learners’ use of ICT is safeguarded and that they are protected from harm.  We do this by

• Ensuring that access to online content is effectively filtered and monitored.

• Blocking harmful and inappropriate content

• Monitoring learners use of IT 

• being aware of the need to monitor use in line with the Prevent Duty (KCSiE p138-147)

• being vigilant in ensuring that learners are not subject to online abuse or harassment.

• Let the commissioner know of any concern incidents arising through the use of ICT, including recommending contact with parents.

1. How do we monitor IT use, provide filtering etc and who does this?

Using IT equipment is completed in libraries, using library computers or staff ipads/laptops during sessions in cafes. All IT equipment within libraries, as well as staff ipads/laptops are filtered to prevent and protect users from accessing illegal, inappropriate and potentially harmful content online. Specific weblinks and web content are blocked and staff members monitor access and what users are doing by being present and viewing screens at the time of use.

1. What do we do to make learners aware of our policy on the safe use of ICT?

Learners are made aware at the time of referral/induction of our E Safety and Mobile Phone Usage policy and are required to sign their awareness and understanding. Learners will only have access to ipads/computers/laptops in libraries and cafes.

1. How do we monitor the use of mobile phones?

Staff members are required to monitor learners' mobile phone usage and we have a Mobile Phone Usage Policy in place to control and monitor the use of mobile phones during learners' time in the Alternative Provision.

Staff are entitled to use their mobile phone for work purposes only whilst working in the Alternative Provision during working hours.

1. How do we contribute to education our learners in the safe use of ICT (if appropriate to this setting)

If the use of IT equipment is required, we use library or staff laptops/ipads only which have restricted access to specific content to ensure the safe use.

Staff members are required to monitor the use of all IT equipment to ensure that only the appropriate and required content is accessed in order to complete the educational work set.

1. Our understanding of GDPR

The Data Protection Act 2018 and General Data Protection Regulations (GDPR) do not prevent the sharing of information for the purposes of keeping children safe.  We know we must not let any concerns about Data security stand in the way of child protection.

1. Child on Child abuse

We take a zero tolerance approach to child harassment and abuse.  This involves:

• Taking any report from child seriously,

• Discussing concerns with the commissioner and working proactively to solve issues in a way that avoids “demonisation”,

• Taking care not to use terms such as victim and perpetrator.

Staff understand that such abuse may not be reported but that they should be vigilant for any signs and should report it.

Staff understand that they must challenge inappropriate behaviours of this kind and not dismiss it as trivial.

• We recognise that child on child abuse may include
  bullying,

• Teenage relationship abuse,

• Physical abuse and threats including on line,

• Sexual violence or the threat of sexual violence

• Sexual harassment,

• Causing someone to engage in sexual activity without consent,

• Consensual and nonconsensual sharing of nude and semi nude images,

• Up skirting,

• Initiation/hazing type rituals.

1. Identifying Concerns

Staff Awareness of Child Abuse Categories and Early Warning Signs

Staff are fully aware of the four main categories of child abuse and the importance of vigilance in identifying early signs of need. They recognize that abuse, neglect, and safeguarding concerns are rarely isolated incidents and may not be attributable to a single cause.

Staff are also aware that learners may face risks of exploitation in situations outside their families, including:

• Sexual abuse (including harassment and exploitation)

• Domestic abuse within their own relationships

• Criminal exploitation, youth violence, and county lines activity

• Radicalisation

Additionally, staff understand the risks associated with modern technology, such as the potential for online abuse occurring both on and offline. This includes abusive messaging, the exchange of indecent images, and exposure to pornography.

Categories of Abuse:

1. Abuse:
   Abuse refers to the maltreatment of a child, whether through inflicting harm or failing to prevent harm. Children may experience abuse within families, institutions, or community settings, often perpetrated by those known to them. Abuse may also occur wholly online or through the use of technology to facilitate offline harm. Children can be abused by adults or by other children.

2. Physical Abuse:
   Physical abuse involves causing physical harm to a child, such as hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or other means. It may also occur when a parent or carer fabricates or induces illness in a child.

3. Emotional Abuse:
   Emotional abuse is the persistent emotional maltreatment of a child, causing severe and long-term harm to their emotional development. It can include:

   • Telling a child they are worthless, unloved, or inadequate.

   • Preventing the child from expressing themselves or mocking their communication.

   • Imposing inappropriate expectations that exceed their developmental capacity.

   • Restricting exploration, learning, or social interactions.

   • Exposing a child to the mistreatment of others, bullying (including cyberbullying), or making them feel frightened or in danger.

   • Exploiting or corrupting the child.

4. Emotional abuse is often present alongside other types of abuse but can occur independently.

5. Sexual Abuse:
   Sexual abuse involves forcing or coercing a child or young person to participate in sexual activities. These activities may involve physical contact (e.g., rape, oral sex, masturbation, kissing, or touching) or non-contact activities (e.g., exposing children to sexual images, grooming, encouraging inappropriate sexual behavior, or witnessing sexual acts).
   It is important to note:

   • Sexual abuse can be perpetrated by men, women, or other children.

   • Child-on-child sexual abuse is a specific safeguarding concern that staff must be aware of and address in line with relevant policies.

6. Neglect:
   Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, which can severely impair their health or development. This may occur:

   • During pregnancy, due to maternal substance abuse.

   • After birth, through the failure to provide adequate food, clothing, and shelter, protect the child from harm, ensure proper supervision, or provide access to medical care.

   • Through neglect of a child’s basic emotional needs.

Neglect may also include abandonment or the use of inadequate caregivers, leaving a child vulnerable to harm.

1. Spotting behaviours that place a learner at risk of harm

Staff are vigilant in looking out for evidence of behaviours that might be placing a learner at risk of harm.  These include:

• Patterns of poor attendance,

• Evidence of drug taking or alcohol misuse,

• Serious violence and / or criminality (county lines),

• Radicalisation,

• Consensual and non consensual sharing of sexual images.

1. Our awareness of the potential of our learners to be exposed to serious risk of harm and the signs we should look for

Staff are aware of the risks that our learners may be exposed to from

• Abuse and Neglect

• Physical Abuse

• Emotional Abuse

• Sexual Abuse

• Child Criminal Exploitation – we are vigilant in looking for signs of criminality such as shoplifting, knife crime, county lines drug issues etc and are aware that our learners may be “perpetrator victims” of exploitation. We recognise that girls face a range of risks of this kind too including a higher risk of sexual exploitation,

• Child Sexual Exploitation including abusive physical contact, online grooming, exploitative age difference relationships etc.,

• Domestic abuse including psychological, physical, sexual, financial, emotional,

• Female Genital Mutilation – where teachers have a legal duty to report any evidence of this to the police,

• Mental Health – our awareness that that issues may be a sign of underlying abuse and therefore the importance of reporting any concerns,

• Serious Violence indicated by absences, changes in relationships, decline in performance, signs of self harm, unexplained injuries, new gifts and possessions,

1. How do we ensure that staff are fully aware of the categories

Abuse and Neglect

Staff members must understand that abuse, neglect, and safeguarding concerns are rarely isolated incidents that can be neatly categorized. All team members should recognise the signs of abuse and know the correct actions to take when a pupil is identified as being at potential risk of harm.

Particular attention will be given by staff, especially the DSL (Designated Safeguarding Lead) and Deputy DSL, to the fact that children may face risks of abuse or exploitation beyond their immediate family environment. When assessing potential risks, staff will monitor for various indicators, including but not limited to:

• Unusual injuries, such as bite marks on the neck, inconsistent with the child’s age.

• Withdrawn behavior or lack of focus.

• Knowledge or behaviors inappropriate for their age, e.g., explicit language or sexual understanding.

• Fear of abandonment, depression, or low self-esteem.

Team members will also stay alert to indicators of child-on-child abuse, including bullying, gender-based violence, sexting, or sexual assaults. Procedures to prevent such abuse, as outlined in the AMBITION Sports Coaching Ltd Anti-Bullying Policy, must be followed.

Staff will be vigilant for behaviors linked to drug or alcohol use, frequent absences, and sexting, as these may signal that a pupil is in danger. They will also recognise the potential impacts of witnessing domestic violence or other abuse at home.

Understanding the warning signs is critical for identifying pupils who may need protection or support. Abuse, neglect, or exploitation may occur in various environments, including home, school, community, and online.

 

Understanding Types of Abuse and Neglect

To safeguard pupils effectively, it is essential to understand what constitutes abuse and neglect. Abuse refers to actions or inactions that harm a child or fail to protect them from harm. Harm may include non-physical mistreatment or witnessing harm to others, as seen in cases of domestic violence. Abuse can occur in families, schools, communities, or online and may be perpetrated by adults or other children.

• Physical Abuse involves actions such as hitting, shaking, burning, suffocating, or otherwise causing physical harm. It can also include situations where a parent fabricates or induces illness in a child. Indicators include unexplained injuries, pain, changes in behavior, or reluctance to participate in activities like PE.

• Emotional Abuse refers to ongoing maltreatment that damages a child’s emotional development, such as making them feel unloved, worthless, or inadequate.

• Sexual Abuse involves forcing or persuading a child to engage in sexual activities, whether physical or non-physical. This can include contact acts, such as inappropriate touching, or non-contact acts like grooming, showing explicit images, or encouraging inappropriate behaviors.

 

Female Genital Mutilation (FGM)

FGM refers to the partial or complete removal of external female genitalia or other injuries to female genital organs. This practice is considered abuse and is illegal in the UK. Staff must remain vigilant for signs that a pupil may be at risk of FGM or may have already experienced it.

Indicators of potential risk include cultural or familial links to communities where FGM is practiced, planned extended travel to these regions, or a child mentioning upcoming ceremonies or procedures. Signs that FGM may have already occurred include difficulty sitting, walking, or standing, prolonged bathroom use, depression, or reluctance to undergo medical examinations.

If FGM is suspected, staff are required to report this to the police and share concerns with the DSL. Failing to do so will result in disciplinary action. Cases involving adults or suspected risks, rather than evidence of FGM, should follow local safeguarding protocols.

 

Mental Health and Safeguarding

Mental health concerns can sometimes indicate abuse, neglect, or exploitation. Staff are not expected to diagnose mental health issues but should identify behavioral changes that may suggest a child is at risk. Concerns related to mental health and safeguarding must be escalated to the DSL or Deputy DSL, who will liaise with appropriate professionals, families, or schools to provide the necessary support.

 

Child Exploitation

• Child Criminal Exploitation (CCE): CCE involves coercing or manipulating a child into criminal activities, such as transporting drugs, working in illegal industries, or committing theft or violence. Regardless of whether they appear to consent, children involved in CCE are victims. Indicators of CCE include unexplained possessions, emotional changes, substance misuse, or absences.

• Child Sexual Exploitation (CSE): CSE occurs when a child is coerced or deceived into sexual activities in exchange for something they want or need. This may involve manipulation, violence, or threats and can happen without the child’s immediate knowledge, such as sharing explicit images. Staff must remain alert to signs of CSE, including gifts, emotional changes, STIs, or relationships with older individuals.

 

Serious Violence

Training ensures staff can identify signs that a pupil may be at risk of serious violent crime. Indicators include unexplained absences, changes in friendships, injuries, or a decline in academic performance. Risk factors like substance abuse, criminal peers, or anti-social behavior will also be monitored closely.

 

Child-on-Child Abuse

This includes physical, sexual, verbal, emotional, or financial abuse between children. Staff must challenge inappropriate behaviors, such as dismissing sexual harassment as “just banter” or “part of growing up.” Recognizing that abuse can happen offline or online, team members must follow the relevant policies to address such behaviors. Examples of child-on-child abuse include bullying, sexual harassment, sexting, or coercive control.

Pupils should feel confident reporting concerns and must be reassured that their voices will be heard. Staff will handle reports with sensitivity, avoiding leading questions and ensuring disclosures are escalated to the DSL immediately. Only authorized professionals, such as social care or police, will conduct investigations into suspected abuse.

1. Acting where concerns are identified 

 

Abuse and Neglect

Staff members must understand that abuse, neglect, and safeguarding concerns are rarely isolated incidents that can be neatly categorized. All team members should recognise the signs of abuse and know the correct actions to take when a pupil is identified as being at potential risk of harm.

Particular attention will be given by staff, especially the DSL (Designated Safeguarding Lead) and Deputy DSL, to the fact that children may face risks of abuse or exploitation beyond their immediate family environment. When assessing potential risks, staff will monitor for various indicators, including but not limited to:

• Unusual injuries, such as bite marks on the neck, inconsistent with the child’s age.

• Withdrawn behavior or lack of focus.

• Knowledge or behaviors inappropriate for their age, e.g., explicit language or sexual understanding.

• Fear of abandonment, depression, or low self-esteem.

Team members will also stay alert to indicators of child-on-child abuse, including bullying, gender-based violence, sexting, or sexual assaults. Procedures to prevent such abuse, as outlined in the AMBITION Sports Coaching Ltd Anti-Bullying Policy, must be followed.

Staff will be vigilant for behaviors linked to drug or alcohol use, frequent absences, and sexting, as these may signal that a pupil is in danger. They will also recognize the potential impacts of witnessing domestic violence or other abuse at home.

Understanding the warning signs is critical for identifying pupils who may need protection or support. Abuse, neglect, or exploitation may occur in various environments, including home, school, community, and online.

 

Understanding Types of Abuse and Neglect

To safeguard pupils effectively, it is essential to understand what constitutes abuse and neglect. Abuse refers to actions or inactions that harm a child or fail to protect them from harm. Harm may include non-physical mistreatment or witnessing harm to others, as seen in cases of domestic violence. Abuse can occur in families, schools, communities, or online and may be perpetrated by adults or other children.

• Physical Abuse involves actions such as hitting, shaking, burning, suffocating, or otherwise causing physical harm. It can also include situations where a parent fabricates or induces illness in a child. Indicators include unexplained injuries, pain, changes in behavior, or reluctance to participate in activities like PE.

• Emotional Abuse refers to ongoing maltreatment that damages a child’s emotional development, such as making them feel unloved, worthless, or inadequate.

• Sexual Abuse involves forcing or persuading a child to engage in sexual activities, whether physical or non-physical. This can include contact acts, such as inappropriate touching, or non-contact acts like grooming, showing explicit images, or encouraging inappropriate behaviors.

 

Female Genital Mutilation (FGM)

FGM refers to the partial or complete removal of external female genitalia or other injuries to female genital organs. This practice is considered abuse and is illegal in the UK. Staff must remain vigilant for signs that a pupil may be at risk of FGM or may have already experienced it.

Indicators of potential risk include cultural or familial links to communities where FGM is practiced, planned extended travel to these regions, or a child mentioning upcoming ceremonies or procedures. Signs that FGM may have already occurred include difficulty sitting, walking, or standing, prolonged bathroom use, depression, or reluctance to undergo medical examinations.

If FGM is suspected, staff are required to report this to the police and share concerns with the DSL. Failing to do so will result in disciplinary action. Cases involving adults or suspected risks, rather than evidence of FGM, should follow local safeguarding protocols.

 

Mental Health and Safeguarding

Mental health concerns can sometimes indicate abuse, neglect, or exploitation. Staff are not expected to diagnose mental health issues but should identify behavioral changes that may suggest a child is at risk. Concerns related to mental health and safeguarding must be escalated to the DSL or Deputy DSL, who will liaise with appropriate professionals, families, or schools to provide the necessary support.

 

Child Exploitation

Child Criminal Exploitation (CCE): CCE involves coercing or manipulating a child into criminal activities, such as transporting drugs, working in illegal industries, or committing theft or violence. Regardless of whether they appear to consent, children involved in CCE are victims. Indicators of CCE include unexplained possessions, emotional changes, substance misuse, or absences.

Child Sexual Exploitation (CSE): CSE occurs when a child is coerced or deceived into sexual activities in exchange for something they want or need. This may involve manipulation, violence, or threats and can happen without the child’s immediate knowledge, such as sharing explicit images. Staff must remain alert to signs of CSE, including gifts, emotional changes, STIs, or relationships with older individuals.

 

Serious Violence

Training ensures staff can identify signs that a pupil may be at risk of serious violent crime. Indicators include unexplained absences, changes in friendships, injuries, or a decline in academic performance. Risk factors like substance abuse, criminal peers, or anti-social behavior will also be monitored closely.

 

Child-on-Child Abuse

This includes physical, sexual, verbal, emotional, or financial abuse between children. Staff must challenge inappropriate behaviors, such as dismissing sexual harassment as “just banter” or “part of growing up.” Recognizing that abuse can happen offline or online, team members must follow the relevant policies to address such behaviors. Examples of child-on-child abuse include bullying, sexual harassment, sexting, or coercive control.

Pupils should feel confident reporting concerns and must be reassured that their voices will be heard. Staff will handle reports with sensitivity, avoiding leading questions and ensuring disclosures are escalated to the DSL immediately. Only authorized professionals, such as social care or police, will conduct investigations into suspected abuse.

1. Confidentiality and Record Keeping

Staff should be aware that they should not share any information disclosed by a child other than with those who they are required to discuss it with as set out in this policy.

All learners are placed in Alternative Provision as a result of commissioning usually by a school or Partnership.  Where staff have been in receipt of a disclosure or have made a report to the DSL the information will be shared with the commissioner who will be responsible for further action, decisions about who needs to know and record keeping. The AP will act on advice from the Commissioner about any information sharing, except in emergency situations. 

 

AMBITION Sports Coaching Ltd will keep copies of any notes prepared for the commissioner in a secure file and pass these notes back to the commissioner on completion of the placement.

1. Safe Recruitment of Staff

The Director, Laura Till takes the lead in ensuring that the AP follows the guidance for safer recruitment set out in KCSiE 2023 Part Three

• Staff members on the interview panel have received safer recruitment training

• Statutory pre-employment checks and references from previous employers are an essential part of the recruitment process. We ensure we adopt the appropriate necessary procedures to carry out the checks required and where any concerns arise, we will seek advice and act in accordance with national guidance

We maintain a Single Central Record (SCR), which is reviewed regularly and updated in accordance with KCSiE 2023 Part Three paragraphs 206 to 351.

1. The role and responsibilities of the DSL

• Task

Who does it in your organisation

 

Inform staff about any safeguarding needs that the commissioner has asked you to be aware of

Laura Till

Jack Leonard Hill

Inform staff about any SEND needs that might impact on safeguarding of individual and other learners

Laura Till

Jack Leonard Hill

Link with the commissioner and any other agencies including for LA the Virtual School

Laura Till

Jack Leonard Hill

Lead on ensuring that training needs are met with regard to this policy

Laura Till

Jack Leonard Hill

Lead on ensuring that your safe use of ICT policy and procedures are in place and working effectively

Laura Till

Jack Leonard Hill

Ensures that records are kept safely and securely and record information appropriately

Laura Till

Jack Leonard Hill

Other areas related to safeguarding and child protection

Refer to other policy documents if you have them.

How we deal with allegations against members of staff

AMBITION Sports Coaching Ltd will ensure that any child protection concerns or allegations against adults working with the organization are referred to the Local Authority Designated Officer (LADO) for guidance. If a staff member or volunteer is deemed unsuitable to work with children, they will be reported to the Disclosure and Barring Service (DBS) for barring consideration following resignation, dismissal, or the termination of their services due to a substantiated allegation.

All allegations involving staff, supply staff, volunteers, and contractors will be managed in accordance with the AMBITION Sports Coaching Ltd Allegations of Abuse Against Staff Policy, which all staff must review and confirm their understanding through signed documentation.

AMBITION Sports Coaching Ltd is committed to addressing all allegations, including those involving individuals not directly employed by the organisation, by collaborating with the relevant parties. Allegations will be handled in line with the Low-Level Concerns Policy, distinguishing between allegations that meet the harm threshold and those categorised as "low-level concerns."

Allegations meeting the harm threshold include situations where staff have:

• Harmed or may have harmed a child.

• Committed or potentially committed a criminal offense against or related to a child.

• Behaved in a manner indicating they may pose a risk of harm to children.

• Acted in a way suggesting they may not be suitable to work with children.

When an allegation or concern arises regarding a staff member’s conduct toward a child, the following procedures will apply:

1. The allegation must be immediately reported to the DSL Team, who will escalate it to the LEBC and the LADO.

2. If the allegation involves the Director or a member of the DSL Team, staff must directly notify the LEBC and the LADO.

3. If the allegation falls within the guidance's scope, the DSL must notify the LADO on the same working day.

The LADO will consult with the DSL Team to determine the appropriate course of action. If the allegation is deemed to meet the guidance’s criteria, three investigative strands may be pursued:

• Child Protection

• Criminal Investigation

• Disciplinary Proceedings

For allegations constituting a potential criminal offense, the police will be informed, and a strategy meeting will be arranged. If it is determined to be a child protection issue, Children and Family Services will be notified, and a strategy meeting will be convened. Employment or capability concerns will be addressed in consultation with the Director.

Strategy meetings, organized by Children and Family Services or Local Authority Local Area Teams, will involve all relevant agencies, including the DSL Team. These meetings aim to coordinate investigation strategies and ensure that appropriate support is provided to both the child and the individual involved in the allegation.

•  

How we ensure a safe learning environment

Setting Clear Rules and Expectations

We establish clear rules, providing our learners knowledge of what behaviour is expected of them. This is discussed and agreed upon induction and learners should sign their knowledge and understanding of the ‘Learner Behaviour Policy’ and ‘Mobile Phone Policy’. 

AMBITION Sports Coaching Ltd rules are designed to be simple and easy to read, fair and reasonable and easy to access if learners would like to see these during their time with us.

All learners are treated equally and fairly and there is no favouritism, abiding by this ensures trust is developed and respect is maintained throughout the provision.

Positive Session and Staff Team Culture and Having a Voice

Our inclusive culture values and recognises the contributions of all learners. Learners are encouraged to engage openly and encourage collaboration, as well as peer support.

 

All learners and staff should feel a sense of togetherness and feel part of a community in which they can all share their thoughts, opinions and ask questions as appropriate within the Alternative Provision, helping to strengthen working connections within the session periods.

 

AMBITION Sports Coaching Ltd will celebrate successes and achievements of staff and learners, foster team activities and encourage positive interactions and mutual respect.

 

Facilitating Physical and Emotional Safety

AMBITION Sports Coaching Ltd ensures physical spaces used are free from hazards and/or that any hazard/risk is mitigated to the best of our ability. For example, ensuring good ventilation and lighting. 

Emotional Safety is also equally important to encourage trust, openness and learning engagement. Everyone must have respect for personal and cultural experiences and backgrounds.

We aim to create an environment and atmospheres where mistakes are seen as learning experiences and provide support to those facing any difficulties.

We do not tolerate bullying and this will be dealt with immediately and effectively.

Inclusive and Diverse Learning Opportunities

Diversity enriches learning experiences and acknowledgement and celebration of diversity helps to create a positive and inclusive learning environment that maintains respect for individual differences and own cultures and religions.

Effective Conflict Management

• We listen to all those involved.

• Encourage dialogue to resolve any misunderstandings.

• Apply and re-iterate the Alternative Provisions rules in a calm manner.

 

Supporting Individual Learner Needs

We recognise and respect the varied learning needs and support each individual through flexible teaching and coaching strategies within each session delivered.

We provide adaptability and differentiated coaching points to suit varied learning styles.

We offer additional learning resources and offer an alternative way of achieving each session outcome.

We encourage peer work and support.

Safe Digital Environment

We will provide information and support with developing learners' knowledge on using devices, including education around data privacy and online etiquette.

We will only use staff IT equipment and Library owned devices with restricted access. The use of any device must be monitored by staff members at all times during the learner's use and possession.

Continual Professional Development (CPD)

We commit to offering CPD to aid further learning and improvement. We recognise that using a variety of strategies and participating in CPD not only improves practice but also helps to create safe and supportive environments for both our staff and learners’. 

In order to provide and assist in CPD, we:

• Provide Training and Workshops

• Engage with Peer Observations

• Reflect on practise/delivery

• Provide feedback

How we ensure that any external trips and visits are safe 

A thorough risk assessment must be conducted for all off-site visits. The risk assessment should consider potential hazards related to transportation, location, activities, weather, and the health and wellbeing of participants. The risk assessment should be reviewed and updated regularly, particularly if the scope or nature of the visit changes. 

 

For all participants under 18, written consent from a parent or guardian must be obtained prior to the off-site visit. Consent forms will clearly outline the details of the visit, including the activities, risks, and emergency contact information. - For adults, consent may be implied, but participants will still be asked to confirm their attendance and understanding of the visit details. 

 

Appropriate staff-to-participant ratios will be maintained at all times (if not specified to be on a 1-1, the ratios stand at 3-4 children to 1 adult depending on the individual's needs). The minimum ratio will be determined based on the age, nature of the activity, and specific needs of the group. At least one qualified member of staff with first aid training must be present on all visits or visits must be made to locations where there is a First Aid site and First Aider present.

 

All staff must have up-to-date safeguarding training and a clear understanding of AMBITION Sports Coaching Ltd.'s policies and procedures. 

 

Travel arrangements will be planned with safety as the primary concern. If using public transport or hired vehicles, only licensed and insured providers will be used. For car travel, staff must have valid driving licences and appropriate insurance. - When possible, participants will travel in groups to ensure better supervision and security. 

 

Emergency contact information for all participants will be collected and made accessible to relevant staff members. - Staff must be familiar with the nearest emergency services and first aid procedures for the visit location. A designated staff member will be assigned to manage any emergencies, with clear escalation procedures in place. 

 

Participants and their guardians (where relevant) will be provided with clear information about the visit, including departure and return times, expected behaviour, what to bring, and any other relevant details. Staff will maintain regular communication during the visit, providing updates as necessary. 

 

Staff are required to supervise participants closely and ensure they adhere to appropriate codes of conduct. Any behaviour that poses a risk to participants' safety or wellbeing will be addressed immediately. Staff will enforce AMBITION Sports Coaching Ltd.’s behaviour policy, ensuring all participants understand the expectations of behaviour before the visit begins. 

 

Staff will monitor participants for any signs of illness, injury, or distress and take appropriate action where necessary. - A first aid kit will be carried at all times, and any injuries or incidents must be documented and reported according to the company’s incident reporting procedures. - Any special medical needs (e.g., allergies, medications) will be identified beforehand, and staff will take necessary steps to accommodate these needs during the visit. 

 

Staff will be aware of the local environment and any potential hazards related to the location of the activity (e.g., traffic, weather conditions, natural hazards). All participants will be given a clear brief on appropriate conduct during the visit, including safety protocols and location-specific risks. 

 

After each off-site visit, a debrief session will be held with all staff involved to discuss what went well, what could be improved, and any incidents that occurred. This feedback will be used to improve future visits. - Participants will have an opportunity to provide feedback on the visit, and their experiences will be taken into account when planning future activities. 

 

Any incidents, accidents, or near-misses must be documented in an incident report and reviewed by management. - The management team will evaluate the situation and determine if further action or adjustments to procedures are needed to ensure the safety of participants in the future. 

 

Participants will be safely returned to their designated pick-up points or homes, with appropriate checks to ensure that all participants are accounted for. 

 

 Ensure compliance with this policy and oversee the planning and execution of off-site visits. - Conduct risk assessments and ensure adequate staffing and resources are in place. - Liaise with parents/guardians and ensure all consent forms are collected. 

 

Coaches and Staff must supervise and support participants, ensure their safety and wellbeing during the visit and follow all health and safety procedures, report incidents, and adhere to AMBITION Sports Coaching Ltd.’s code of conduct. 

 

Any Parents/Guardians (for under-18s) must complete an informed consent for their child to attend off-site visits. They must communicate any relevant medical or special needs information. 

 

Appendix 1 

 

AP Child Protection & Safeguarding Flow Chart

‘What to do if you are worried a child is being abused, at risk of harm or neglect’

Actions where there are concerns about a child’s welfare in and outside of school

Be alert to signs of abuse, question unusual behaviour or changes to presentation

Where a child discloses abuse, neglect, sexual violence, sexual harassment, online harm

• Listen to what they say, keep calm, reassure they are right to tell, and you will take action to help keep them safe.  

• Inform them you need to share the information and what you are going to do next

• Do not promise confidentiality, you will need to share/ report the information to appropriate services.

• DO NOT DELAY, take any immediate necessary action to protect the child and ensure the Designated Safeguarding Lead is informed or member of SLT in the DSL’s absence.  

              Discuss concerns with the Designated/Named Safeguarding Lead 

• The DSL will consider further actions. Usually this will be in discussion with the DSL at the commissioning body but in emergency could include consultation with First Response (if a new concern).  

• Concerns and discussion, decisions and reasons for decision should be recorded in writing and a ‘confidential concerns’ or a ‘child protection’ file should be opened, stored in line with the school child protection policy.

• At all stages the child’s circumstances should be kept under review and re-refer if concerned to ensure the child’s circumstances improve – the child’s best interests must come first.

Still have concerns - Refer to First Response (MARF)

Have child/families’ personal details to hand and be clear about concern/allegations. Complete referral form

      Safeguarding concern     

      Resolved /no longer held

Support has been agreed, record decisions and any follow up needed.  actions.

First Response 0116 305 0005

Where safe consider Early Help Service          

 

If the child is at immediate risk dial 101 and ask for assistance 

Record all decisions and actions, working to agreed outcomes and within timescales.  Escalate any emerging threats/concerns by adopting Leicestershire and Rutland Safeguarding Children Partnership procedures.  https://llrscb.proceduresonline.com/index.htm 

NSPCC Whistle blowing 

Tel: 0800 028 0285

 

Police Tel:101

Safeguarding concern     

Resolved /no longer held

Support has been agreed, record decisions and any follow up needed.  actions.

 

Contacts: For any allegations/concerns regarding an adult who works with (in either paid/voluntarily) employment with children contact the LA Designated Officer (LADO) CFS-LADO@leics.gov.uk   Allegations Line: 0116 305 4141 Monday-Thursday, 8.30am - 5.00 pm and Friday, 8.30am - 4.30pm Outside of office hours, contact the First Response Children's Duty Team: 0116 305 0005

LA Safeguarding and Compliance Lead Charlotte.Davis@leics.gov.uk   0116 305 6314

            This flow chart is a brief guide - Please refer to our School Child Protection Policy.

Appendix 2

 

Case Record/Chronology CONFIDENTIAL

 

Sheet Number:

 

Complete for all incidents of concern including where a ‘logging the concern’ sheet has not been completed.  If one has been completed, then add a note to this chronology to cross reference (significant information may also be added).

 

Name: 

 

DOB:

Form:

Date

Information/Details of concerns or contact

Print Name and Signature

 

 

 

Appendix 3

Logging a concern about a child’s safety and welfare

Part 1 (for use by any staff)

Pupil’s Name:

Date of Birth:                                     FORM:

Date and Time of Incident:

Date and Time (of writing):

Name:

Print                                                                                   Signature

Job Title:

Note the reason(s) for recording the incident.

 

Record the following factually: Who?  What (if recording a verbal disclosure by a child use their words)?  Where?  When (date and time of incident)?  Any witnesses?

 

Professional opinion where relevant (how and why might this have happened?)

 

Note actions, including names of anyone to whom your information was passed.

 

Any other relevant information (distinguish between fact and opinion).

 

 

Check to make sure your report is clear to someone else reading it.

 

Please give this form to your Senior Designated Safeguarding Lead

Part 2 (for use by the Senior Designated Safeguarding Lead (DSL)

Time and date information received by DSL, and from whom.

 

Any advice sought by DSL (date, time, name, role, organisation, and advice given).

 

Action taken (referral to First Response (MARF completed)/children’s social care/monitoring advice given to appropriate staff/EHAF etc.  with reasons.

 

Note time, date, names, who information shared with and when etc.

 

Parent’s informed Y/N

and reasons.

 

Outcome

Record names of individuals/agencies who have given information regarding outcome of any referral (if made).

 

Where can additional information regarding child/incident be found (e.g.  Pupil file, serious incident book)?

 

Should a concern/ confidential file be commenced if there is not already one?  Why?

 

Signed 

 

Printed Name