Safeguarding and Prevent Duty Policy

Last Updated:
September 30, 2022

Universal Skills Centre Ltd is committed to safeguarding and promoting the welfare of children and young people, as well as vulnerable adults, and expects all staff, associates, visitors, clients and learners to share this commitment.

Whilst providing information, advice and guidance or delivering learning we recognise our legal duty under the Education Act 2002and the 1989 and 2004 Children Acts and that we have an important role to playin helping to promote and safeguard the welfare of Young People and Adults at risk to help protect them from abuse. This Policy has regard to the statutory guidance Working Together to Safeguard Children, 2015 and Keeping Children Safe in Education, 2020.

This Policy has been developed to bring together the key principles of Safeguarding, The Prevent Duty, Equality and Diversity and Health and Safety. It applies to all staff, including senior managers, the Board of Governors, associates, learners or anyone working for and on behalf of Universal Skills Centre Ltd.


Our Commitment

·       We promote the welfare of every learner and to keep them safe

·       We are committed to practice in a way that protects every learner

·       We believe that learners should never experience any form of abuse, discrimination, harassment or victimisation

·       Promote and implement appropriate procedures to safeguard the well-being of children, students and vulnerable adults and protect them from abuse

·       We protect learners who receive our services

·       We will protect learners from radicalisation and extremism, by responding swiftly where learners are vulnerable to these issues

·       We will provide staff and associates with regular updates and annual training on Safeguarding and Prevent using the resources provided by the Education and Training Foundation and other accredited sources

·       We will record and check the details of all visitors to all our premises

·       We recognise that ignoring abuse is not an option and all staff must report any concerns for the wellbeing of learners in accordance with this policy

·       We also commit to keeping a Safeguarding and Prevent Action plan/risk register



This policy will enable us to demonstrate our commitment to keeping young people and adults at risk with whom we work safe. We acknowledge our duty to act appropriately and immediately to any allegations, reports or suspicions of abuse. Underpinning the aim is a series of objectives which, once achieved will demonstrate the fulfilment of the stated aim of this policy.

·      Promote fundamental British values, including freedom of speech, rights to be safe and listened to, by creating an environment that encourages every learner to raise any concerns

·      Establish a safe environment in which our clients can learn and develop

·      Ensure safe recruitment in checking the suitability of staff to work with young people and/or adults at risk

·      Develop and implement procedures for identifying and reporting cases, or suspected cases, of abuse

·      Have a Designated Safeguarding Lead (DSL) and provide his/her name to all staff and learners

·      Promote good practice and work in a way that can prevent harm, abuse and coercion occurring by providing training for all staff, and raising awareness of safeguarding issues within the whole organisation

·      Ensure that any allegations of abuse or suspicions are dealt with appropriately and immediately, and that the person experiencing abuse is supported.


Relevant legislation and guidance

This policy and related procedures are driven by the following legislation and guidance:

·      The Children Act 2004

·      Working Together to Safeguard Children 2018

·      Children and Social Work Act 2017

·      Protection of Freedoms Act 2012

·      Care Act 2014

·      Counter Terrorism and Security Act 2015

·      Prevent Duty Guidance for England and Wales(2015)

·      Channel Duty Guidance: Protecting vulnerable people from being drawn into terrorism 2015

·      Multi-agency guidance on FGM (2016)

·      Modern Slavery Act (2015)

·      General Data Protection Act (2018)


Key definitions and concept

A.    Young people

Those under the age of 18, that is, up until his/her 18th birthday.

B.    Adults at risk

Anyone over 18 years of age who:

·      may have learning or physical disabilities

·      may have mental health problems

·      may be old, frail or ill

·      cannot always take care of his/herself or protect his/herself without help.

The Safeguarding Adults Board defines an Adult at Risk as:

Someone aged 18 or over, who is or maybe eligible for community care services and whose independence and well-being would be at risk if she/he did not receive appropriate health and social care support.


Safeguarding definitions and guidance

Safeguarding is the protection of children and adults at risk from abuse and neglect, promoting health and development, ensuring safety and care, and ensuring optimum life chances.

Safeguarding is an all-encompassing term used to describe many aspects of life; including, but not limited to:

·       Learner health, safety and wellbeing

·       Abuse (physical, emotional, financial, institutional, sexual, organisational, domestic)

·       Racial abuse

·       Neglect including self-neglect

·       Child sexual exploitation

·       Bullying, including cyberbullying

·       Discrimination

·       Substance Misuse

·       Trafficking and Modern Slavery

·       Mental health concerns

·       Female genital mutilation (FGM)

·       Radicalisation


Recognition of abuse

Recognising abuse is not easy, and it is not the responsibility of staff, associates or learners to decide whether abuse has taken place or if there is significant risk. We do however have a responsibility to act if we think it may be happening. Abuse, including neglect, includes forms of maltreatment of a child or vulnerable learner. Somebody may abuse a child or vulnerable learner by inflicting harm, by failing to act to prevent harm. Children and vulnerable learners may be abused in a family or in an institutional or community setting; by those known to them or, more rarely, by a stranger for example via the internet. They may also be abused by a learner or learners, or by another child or children.

Types and signs of abuse

Child or Vulnerable Learner abuse: May be physical, sexual or emotional abuse, or neglect.

Significant harm: Ill treatment or the impairment of health or  development (compared with the health or development which might be expected  of a similar child/ learner).

Physical abuse: Actual or likely physical injury to a child or  vulnerable learner, or failure to prevent injury.

Sexual abuse: Actual or likely sexual exploitation of a child  or vulnerable learner, including prostitution. Involving forcing or enticing a child or vulnerable learner to take part in sexual activities without their consent or understanding.

Emotional abuse: Emotional abuse is the persistent emotional ill treatment of a child or vulnerable learner with the intent to cause severe and persistent adverse effects on the victim’s emotional development.

Financial abuse: Financial abuse involves controlling a victim's ability to acquire, use, and maintain financial resources.

Neglect: Neglect is the persistent failure to meet a child  or vulnerable learner’s basic physical and/or psychological needs, likely to  result in the serious impairment of their health or development.

Peer on peer abuse: Peer on peer abuse is behavior by an individual  or group of individuals which can be a one-off incident or repeated over time. Peer on peer abuse is behavior that intentionally hurts another  individual or group either physically or emotionally.

Bullying and Harassment: Bullying can include a variety of behaviors from  one individual/ group to another individual/ group such as name calling, offensive language, coercion, hitting, pushing, theft or damage to  belongings, cyber, spreading harmful messages, hate crime or mate crime which  is befriending someone with the intent to exploit them in some way.

Cyber Bullying and E-Safety: The safe and responsible use of technology is sometimes presented as primarily a child or vulnerable learner protection issue. While children, young people and vulnerable learners do need support  to keep themselves safe online the risks associated with the use of  technology (e.g. internet, text or video messaging, email, chatrooms, social  media networking sites) to embarrass, humiliate, threaten, intimidate or  bully an individual in an attempt to gain power and control over them. There is also the mismanagement of personal data, risks of financial scams,  identity theft, grooming, and radicalisation.

Learning Difficulty and/or Disability: Children or learners with a learning difficulty  and/or disability may be especially vulnerable to abuse or bullying any may have difficulties in communicating this to staff.

Risk to self and/or others: This may include but is not exclusive to self- harm, suicidal tendencies or potential risk of harming others, which may or  may not include children. This may be because of an individual experiencing a  significant level of personal, emotional trauma and/or stress.

Domestic Violence: Can be physical, emotional, sexual, neglect. This  category also covers Forced Marriages and honour-based violence. Some learners may experience issues with drugs or alcohol to self-medicate or via  dependence.

Female Genital Mutilation (FGM): Female  genital mutilation in the United Kingdom is the ritual removal of some or all of the external female genitalia of women and girls living in  the UK. Victims of FGM are likely to come from a community that is known to practice FGM.

Forced Marriage: One or both spouses do not consent to the marriage or consent is extracted under duress. Duress includes both physical  and emotional pressure.

Modern slavery: Encompasses slavery, human trafficking, forced  labour and domestic servitude. Traffickers and slave masters use whatever means they have at their disposal to coerce, deceive and force individuals into a life of abuse, servitude and inhumane treatment.

Sexting: This is when someone sends or receives a sexually explicit text, image or video. This includes sending ‘nude pics’ or ‘rude pics’ or ‘nude selfies’. Pressuring someone into sending a nude picture can  happen in any relationship and to anyone, whatever their age, gender or  sexual preference.

Initiation/Hazing: Hazing is a form of initiation ceremony which is  used to induct newcomers into an organisation such as a school or sports team  etc. Hazing can also be used as initiation into a street or other ‘gang’. This can involve humiliation, embarrassment, abuse and harassment.

Parental Impacts: The issues of parents and carers can have a  significant impact upon a child or vulnerable learner’s wellbeing. Some issues can include Substance Misuse, Mental Health and Domestic Abuse. It is  also important to note that some children and vulnerable learners also misuse  drugs or alcohol when experiencing trauma in their own lives and they may require support around both factors.

These types of abuse rarely take place in isolation and often indicate wider safeguarding concerns. Abusive behaviour can happen to learners in educational settings, and it is necessary to consider what abuse is and looks like, how it can be managed and what support and intervention can be put in place to meet the needs of the individual and what preventative strategies may be put in place to reduce further risk of harm.


Specific roles and responsibilities concerning Safeguarding

The designated safeguarding lead will:

·       Report recommendations for changes to the Company Safeguarding and Prevent Policy and Procedures taking into account legislative changes to the Management Team and Board of Governors

·       Undertake regular and appropriate training for this role

·       Make the decision to investigate and carry out investigations of any allegations or concerns about abuse

·       Address any immediate protection issues

·       Make the decision and support staff to refer to an appropriate statutory agency (Police, Local Authority, Social Services and / or Channel)

·       Liaise with Local Safeguarding Board

·       Ensure employees are trained on Safeguarding procedures

·       Source appropriate external training for Safeguarding


Key Contacts

Lead Designated Safeguarding  Officer

Mariam Hussain  


Additional Safeguarding Officer

Katy Garside



Ongoing development and raising awareness

·       Understand the assessment process for providing early help and intervention, through locally agreed common and shared assessment process (local safeguarding boards)

·       Have working knowledge of each local safeguarding board children’s & learners

·       Develop staff awareness of policies and processes

·       Keep detailed, accurate, secure written records of concerns and referrals

·       Ensure open and listening culture

·       Understand Prevent Duty, providing advice and support to staff


Management responsibilities

To ensure that:

·       There are effective safeguarding policies and procedures that are in line with the Local Safeguarding Children Board (LSCB)and Safeguarding Adults Board (SAB) procedures and that the policy is made available to learners on request

·       The organisation operates safe recruitment procedures and appropriate checks are carried out on staff and volunteers who work with Young People and Adults at Risk

·       Procedures for dealing with allegations of abuse against members of staff or associates comply with the LSCB and SAB interagency procedures

·       There are Designated Safeguarding Leads(DSLs), including a Senior Manager who takes lead responsibility for dealing with safeguarding issues

·       It monitors compliance and undertakes an annual review of the Safeguarding and Prevent Policy. It amends as soon as practicable any weaknesses in arrangements as these are brought to its attention

·       All staff are trained and aware of our Prevent Strategy

·       Ensure that this Policy is brought to the attention of all their employees

·       Ensure that the Policy and associated procedures are implemented effectively

·       Ensure that risks are assessed and that appropriate risk reduction measures are developed to all work tasks and activities

·       Set a good example and promote responsible attitudes among employees and learners.


Board of Governance responsibilities

The appointed lead from the Board of Governance is Paul Mumford of Search Consultancy Ltd.  The role of the safeguarding lead is to help ensure that safeguarding is effective and not to carry out the work of the Designated Safeguarding Lead. The role is specifically around strategic issues. This means that it is not appropriate that decisions about individual cases should be reviewed by the safeguarding governor.

Key aspects of the safeguarding governor’s role include:

·       Understand the safeguarding and Prevent Duty requirements

·       Support the work of the Designated Safeguarding Lead

·       Report back to the board of governance about how effective safeguarding is

·       Check that USC is compliant with statutory guidance

·       Check out whether there is a consistency in safeguarding

·       Ensure that there are effective systems in place to keep young people and vulnerable adults safe


All staff and associates have the responsibility to:

·       Be aware of and implement the Policy on Safeguarding and Prevent

·       Be alert to signs of abuse and extremism and take responsibility for referring concerns to Universal Skills Centre’s Safeguarding team

·       Be prepared to listen to and take seriously the concerns of learners and colleagues

·       Promote the health, safety and welfare of learners

·       Maintain records as necessary

·       Set a good example to learners by their own behaviour


Learner responsibilities:

Providing a safe atmosphere which enhances a learner’s experience is a shared responsibility which also places responsibilities on the learners themselves. Learners have a responsibility to:

·       Show respect to staff, fellow learners, property and the environment

·       Take a positive and proactive role to keep themselves and others safe

·       Follow the reasonable instructions of staff and others involved with their learning

·       Report any incidents of concern (and are encouraged to do so)

·       Co-operate with, and abide by, any arrangements put in place to support their behaviour.


Allegations against staff

Universal Skills Centre recognises that whilst most staff and associates who work with children and vulnerable learners are committed to their wellbeing and care there exists a range of abuse perpetrated by workers that despite the best efforts and interventions can still take place.

An allegation may relate to a member of staff including an associate who works with children or learners who has behaved in way that has harmed a child, or may have harmed a child or vulnerable adult, or possibly committed a criminal offence against or related to a child or vulnerable adult.

·       We ensure that all learners and employers know how to complain about staff, which may include an allegation of abuse or neglect of statutory duties

·       We follow the guidance of the Local Safeguarding Board when responding to any complaint that a member of staff or volunteer has abused a learner

·       Each Manager knows that the Designated Safeguarding Lead is to be made aware immediately of any allegation or complaint against a member or staff or associate

·       We respond to any disclosure by learners or employers that abuse by a member of staff may have taken, or is taking place, by first recording the details of any such alleged incident

·       We refer any such complaint immediately to the Local Authority's Designated Officer (LADO) to investigate

·       We co-operate entirely with any investigation carried out by the local authority and police.



Universal Skills Centre strongly supports the principle of working in partnership with children, parents/ carers and learners. This means seeking clear, explicit and informed consent from the individual(s) concerned for information about them to be shared with specified other individuals or agencies where consistent with the individual(s) best interests.

It is possible, however, to identify some circumstances in which sharing confidential information without consent will normally be justified in the public interest. These are:

·       When there is evidence that the child or vulnerable adult is suffering or is at risk of suffering significant harm

·       Where there is reasonable cause to believe that a child or vulnerable adult may be suffering or at risk of significant harm

·       To prevent significant harm arising to children and young people or serious harm to learners, including through the prevention, detection and prosecution of serious crime -For this purpose, serious crime means any crime which causes or is likely to cause significant harm to a child or young person or serious harm to and learner

Disclosure records are held by the Designated Safeguarding Lead (DSL) and stored on a secure server.


Safer Recruitment

Universal Skills Centre carries out a safe recruitment process and ensures that all appropriate checks are undertaken on new staff that will work or come into contact with children and adults at risk in line with the Disclosure and Barring Service requirements.

Where Universal Skills Centre is recruiting for a role that qualifies for a DBS disclosure, the advert and further information will confirm the type of DBS disclosure required. When the most suitable candidate for the position has been identified, the offer of appointment will be made subject to a satisfactory DBS, right to work, references and qualification checks. In the instance that the outcome of a DBS check has not been received from the appropriate authority prior to engagement with learners, all visits with learners will be supervised by a person whose DBS outcome has been received and approved.

As part of our safeguarding obligations, we will re-apply for the appropriate types of DBS checks on a 3-yearly basis during employment with USC.

The Prevent Duty

Prevent is one of four strands of the government’s counter-terrorism strategy, and aims to stop people becoming terrorists or supporting terrorism. The Prevent strategy was revised in 2011. The other three strands are:

·       pursue: to stop terrorist attacks

·       protect: to strengthen our protection against terrorist attacks

·       prepare: where an attack cannot be stopped, to mitigate its impact.

An element of CONTEST, the UK Government’s counter-terrorism strategy, defined as stopping people becoming or supporting terrorists or violent extremism.

People of any age, but in particular young people in the UK, are potentially vulnerable to engagement with extremist ideologies or to targeting by extremist organisations. Learning providers and others who engage with young people, should be aware of these risks and be familiar with the support networks and processes in place to protect vulnerable individuals from becoming radicalised or drawn into terrorism.

An integral element of the Universal Skills Centre’s Safeguarding ethos is encouraging learners to respect the Fundamental British Values of:

·       Democracy

·       the rule of law

·       individual liberty

·       mutual respect

·       tolerance of those with different faiths and beliefs

Universal Skills Centre have an expectation that we will:

·       Establish or make use of an existing local multi-agency group to agree risk and co-ordinate prevent activity

·       Use the existing counter-terrorism local profiles to begin to assess the risk of individuals being drawn into terrorism

·       Engage with Prevent coordinators, Local Safeguarding Boards schools the police and others as part of the risk assessment process.

·       Ensure all staff have a good understanding of Prevent, are trained to recognise vulnerability to being drawn into terrorism and radicalisation and are aware of available programmes to deal with this issue


What is radicalisation?

Radicalisation is when someone adopts radical views, often after being influenced by someone they have met or being exposed to propaganda. Some young people going through adolescence are vulnerable to being radicalised as they deal with issues like belonging and faith.


Why does radicalisation occur?

It happens because those of a radical bent often seek to convert more people to their cause or way of thinking. They do this in order to use them to either spread their hateful message or even carry out harmful acts against those who don’t share their views.


What is extremism?

The UK Government defines extremism as vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. Extremism also includes calls for death of members of the armed forces.

Extremist groups have attempted to radicalise vulnerable children and young people to hold extreme views including views justifying political, religious, sexist or racist violence, or to steer them into a rigid and narrow ideology that is intolerant of diversity and leaves them vulnerable to future radicalisation.

Prevent is about safeguarding our learners to keep them both safe and within the law. The Prevent Duty is not about preventing learners from having political and religious views and concerns but about supporting them to use those concerns or act on them in non-extremist ways.



Channel is a multi-agency approach to provide support to individuals who are at risk of being drawn into terrorist related activity. It is led by the regional Police Counter-Terrorism Unit, and it aims to:

·       Establish an effective multi-agency referral and intervention process to identify vulnerable individuals

·       Safeguard individuals who might be vulnerable to being radicalised, so that they are no tat risk of being drawn into terrorist-related activity

·       Provide early intervention to protect and divert people away from the risks they face and reduce vulnerability.

The Channel programme focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. It provides a mechanism for schools to make referrals if they are concerned that an individual might be vulnerable to radicalisation. An individual’s participation in the programme is entirely voluntary at all stages.

Training Providers like USC have a duty to cooperate with the Channel programme in the carrying out of its functions, and with the Police in providing information about an individual who is referred to Channel (Section 38, Counter Terrorism and Security Act 2015).Further guidance about duties relating to the risk of radicalisation is available in the Prevent Duty Guidance for FE.


Indicators of vulnerability to radicalisation and extremism

Identity  Crisis: The learner  is distanced from their cultural / religious heritage and experiences  discomfort about their place in society.

Personal  Crisis: The learner may be experiencing family tensions; a sense of isolation; low self-esteem;  they may have dissociated from their existing friendship group and become  involved with a new and different group of friends; they may be searching for  answers to questions about identity, faith and belonging.

Personal  Circumstances: Migration; local community tensions; and events affecting the learner / apprentice  country or region of origin may contribute to a sense of grievance that is  triggered by personal experience of racism or discrimination or aspects of  Government policy

Unmet Aspirations: The learner may have perceptions of injustice; a feeling of failure; rejection of civic life

Experiences of Criminality: Which may  include involvement with criminal groups, imprisonment, and poor resettlement  / reintegration

Special Educational Need: The learner may experience difficulties with social interaction, empathy with others,  understanding the consequences of their actions and awareness of the  motivations of others

However, this list is not exhaustive, nor does it mean that all students people experiencing the above are at risk of radicalisation for the purposes of violent extremism.

More critical risk factors could include:

·      Being in contact with extremist recruiters

·      Accessing violent extremist websites, especially those with a social networking element

·      Possessing or accessing violent extremist literature

·      Using extremist narratives and a global ideology to explain personal disadvantage

·      Justifying the use of violence to solve societal issues

·      Joining or seeking to join extremist organisations

·      Significant changes to appearance and /or behaviour

As part of wider safeguarding responsibilities Universal Skills Centre staff will be alert to:

·      Disclosures by learners of their exposure to the extremist actions, views or materials of others outside of centre, such as in their homes or community groups, especially where students have not actively sought these out

·      Graffiti symbols, writing or artwork promoting extremist messages or images

·      Learners accessing extremist material online, including through social networking sites. All sites are monitored and screened through web filtering

·      Parental reports of changes in behaviour, friendship or actions and requests for assistance

·      Local Authority services, and police reports of issues affecting learners

·      Learners voicing opinions drawn from extremist ideologies and narratives

·      Use of extremist or ‘hate’ terms to exclude others or incite violence

·      Intolerance of difference, whether secular or religious or, in line with our equalities policy, views based on, but not exclusive to, gender, disability, homophobia, race, colour or culture

·      Attempts to impose extremist views or practices on others Anti-Western or Anti-British views

Risk reduction

The General Manager and the Safeguarding Leads will assess the level of risk within the centre and put actions in place to reduce that risk. Risk assessment may include consideration of the centres curriculum, safety policy, visiting speakers, use of other training centre and premises by external agencies, anti-bullying policy and other issues specific to the centre profile.

The centre will screen staff, visitors and volunteers to ensure that they will not deliver messages of extremism or radicalisation.

A copy of Universal Skills Centre’s Prevent Risk Assessment is available on request.



Universal Skills Centre has adopted the approach of ‘Notice, Check, Share’ where there are concerns that an individual may be vulnerable:

Notice: recognise any changes in behaviour or appearance similar to those outlined above.

Check: speak with someone you trust like a tutor/manager or Safeguarding Team and see what they recommend but trust your instinct if you are still concerned. It might on occasions be useful to speak to the person concerned who may be willing to provide useful context and detail to assist understanding.

Share: speak to one of the named Designated Safeguarding Officers to report your concerns. 

Our training centre, like all others, is required to identify a Prevent Single Point of Contact (SPOC) who will be the lead within the organisation for safeguarding in relation to protecting individuals from radicalisation and involvement in terrorism.

The SPOC at Universal Skills Centre is Mariam Hussain 0770 9671871.

Staff at USC will be alert to the fact that whilst Extremism and Radicalisation is broadly a safeguarding issue, there may be some instances where a learner may be at direct risk of harm or neglect. Therefore, all individuals working in Universal Skills Centre (including visiting staff, associates, contractors and learners)are required to report instances where they believe a learner may be at risk of harm or neglect or if they have concerns that a student may be at risk of radicalisation or involvement in terrorism.


It is important that staff and associates working with USC do not pass any information to other parties or try to investigate the concern themselves.

If you require an immediate response call your DSO immediately, it is noted that the DSO or supporting DSO may not be available out of normal working hours, so in circumstances where the individual is in immediate danger report the incident to the police on 999. The DSO will endeavor to make initial contact with regards to the concerns within 24 hours. The DSO will assess if the individual is at risk of significant harm and decide upon the next course of action, this can range from offering signposting to support agencies, to referral to the police and local safeguarding authorities. This may also involve passing information to the Disclosure and Barring Services.

Please refer to the Safeguarding Reporting Process in Annex 1.



A good working relationship between staff and learners depends to a large extent on the establishment of trust. However, guarantees of absolute confidentiality should not be given. If a learner /staff member discloses to a member of staff, it is important that the boundaries of confidentiality and the need to pass on that information are explained. It is often easier to explain to that you have a responsibility to pass on information on certain matters than to get into a situation where you break a confidence.


Training and educating the workforce

All learner facing employees and associates are required to completion of an online course specifically for Safeguarding Young Vulnerable People. The training received is continually reviewed to ensure most appropriate and up to date training is given. Aligning with the mandatory duty surrounding the Governments Counter Terrorism and Security Act 2015 all staff undertake Prevent training aligning with their role within USC. Periodic updates surrounding key safeguarding concepts are communicated regularly through a range of meetings including:

·      Board of Governance and director meetings

·      Senior management team meetings

·      Supervisor meetings

·      General team meetings

·      Employee reviews and one to ones


Monitoring IT usage

Universal Skills Centre has an external IT company that monitor usage, IT247 monitor the IT usage through web filtering, this is a security technology that monitors web activity and prevents users from accessing any website with malicious content or sites that are deemed to be inappropriate. This is in line with the Safeguarding Children Policy.

If a user requests a web source the filter will scan the site before granting access. If the website is considered safe, the web filter will allow access, but if the scan reveals any malicious or suspicious site, the web filter will block access.

An annual review will take place between IT247 and USC to ensure the safety of all Staff and learners is maintained.


Policy Evaluation

The effectiveness of this policy and associated procedures are evaluated by:

·      Learner voice feedback received from surveys and, where applicable, focus groups and forums

·      Quarterly review of safeguarding effectiveness with the designated safeguarding governor and Designated Safeguarding Lead

·      Self-assessment and external review

·       Staff responses to training and employing appropriate strategies.

Review of this policy

All policies will be subject to a review either as a consequence of the changing landscape, against which the policy was originally drafted, or in keeping with good governance. This policy will be reviewed annually.

Annex 1

Safeguarding Reporting Process

- Inform the Designated Safeguarding Officer (DSO) of an issue/concern on the same working day.


- DSO  considers the report/issue/concern and investigates appropriately. Investigations into issues/concerns are acted upon immediately, sensitively and with strict confidence however, it may be appropriate in some circumstances to inform external bodies dependent on the severity of the issue/concern.    

- DSO will decide on the most appropriate course of action

- Address through disciplinary procedures and/or supervision and/or training 

- DSO seeks advice from Local Safeguarding Board and/or police

- Decisions and actions recorded appropriately    

- Advice, signposting actions and outcomes are recorded appropriately     

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