Safeguarding and Child Protection Policy

1. Introduction

1.1 Every participant in AA Educates deserves a safe and enjoyable environment. AA Educates is morally and legally obligated to ensure that mentors, volunteers and partners provide high standards of care for young people.

1.2 We are committed to safeguarding children from harm and abuse by following procedures and reporting concerns to the appropriate authorities. Staff and volunteers should maintain a vigilant attitude toward potential issues.

1.3 This policy promotes best practices to ensure safety and protection for children in AA Educates care and guides staff, volunteers and third parties in addressing child protection issues. A child/young person is defined as anyone under 18 (Children’s Act 1989).

2. Policy Statement

2.1 AA Educates upholds the following principles:

• The welfare of the child is paramount.
• All children, regardless of age, culture, ability, gender, language, race, religion, or sexual identity, should have a safe and enjoyable experience in our programmes.
• We will take all reasonable steps to protect children from harm and respect their rights and feelings.
• All concerns or allegations of poor practice or abuse will be taken seriously and addressed promptly.
• All staff and volunteers will be recruited according to our Safer Recruitment policy, assessed for suitability and provided with safeguarding and child protection training.

3. Monitoring and Reviewing the Policy

3.1 Oversight and Reporting: The Designated Safeguarding Lead (DSL) or their Deputy will regularly monitor and review the implementation of safeguarding procedures, reporting progress, challengesand necessary changes to the Board.

3.2 Policy Review: This policy will be reviewed annually or in response to significant organisational or legislative changes.

4. Promoting Good Practice

4.1.1 Ethical Framework: Staff and volunteers must follow an ethical framework to ensure the best experience for children in our programmes.

4.1.2 Acting on Concerns: While identifying abuse is not the responsibility of staff or volunteers, they must recognise poor practices and act on any welfare concerns as outlined in Section 5.

4.1.3 Good vs. Poor Practice: This section defines good and poor practices.

4.2 Good Practice

4.2.1 Principles:

• Prioritise Welfare: Always put the young person’s welfare first.
• Open Environment: Avoid unobserved situations and encourage open communication.
• Confidentiality: Keep mentoring conversations confidential but report welfare concerns appropriately.
• Positive Experience: Ensure programmes are enjoyable, fair and address bullying.
• Respect and Equality: Treat all young people with respect and dignity.
• Appropriate Boundaries: Maintain a safe distance, avoid intimate relationships or sharing rooms with children.
• Physical Contact: Keep physical contact minimal, consensual and non-intrusive.
• Parental Involvement: Involve parents/carers and obtain written consent for transport and significant travel.
• Mixed-Gender Trips: Ensure mixed-gender groups have both male and female staff/volunteers on trips.
• Room Access: During residential programmes, avoid entering or inviting young people into rooms without another adult present.
• Role Modelling: Be a positive role model, avoiding smoking or drinking in front of young people.
• Feedback: Provide positive, constructive feedback rather than criticism.
• Developmental Needs: Respect developmental needs, avoid excessive competition and not push beyond limits.
• Medical Consent: Obtain written consent to administer emergency medical treatment.
• Incident Log: Record any injuries and treatments in the incident log.
• Risk Assessments: Keep risk assessments up-to-date and implement mitigations.
• Guidance Compliance: Follow current OEAP guidance for trips and residentials.

5 Online Programmes:

• Behaviour Standards: Apply the same behaviour standards online as in person.
• Supervision: Supervise online activities within the school environment.
• Secure Links: Use secure, password-protected links.
• Approved Platforms: Use only approved online platforms.
• Filtered Internet: Ensure an appropriately filtered internet connection.

6. Poor Practice

6.1 Behaviours to Avoid:

• Spending excessive time alone with young people.
• Transporting young people alone in a car, regardless of the journey length.
• Taking young people to your home where they will be alone with you.
• Sharing a room with a young person.
• Engaging in rough or sexually provocative games.
• Allowing or engaging in inappropriate touching.
• Permitting inappropriate language.
• Making sexually suggestive comments, even as a joke.
• Using emotional manipulation or reducing a young person to tears.
• Allowing allegations from a young person to go unchallenged.
• Performing personal tasks for a young person that they can do themselves.

7. Handling Exceptional Situations: If unavoidable, such as transporting a young person, ensure both parent/carer and young person fully understand and consent.

8. Reporting Incidents: Report immediately if you accidentally harm a young person, if they appear distressed or misinterpret your actions, or if signs of sexual arousal are evident. Notify a colleague, make a written note, inform the DSL and notify the school and the young person's parents/carers.

9. Defining Child Abuse

9.1 Definition: Child abuse is any physical, emotional, or sexual mistreatment or neglect that causes harm or injury to a young person. It usually occurs within a relationship of trust and involves a misuse of power. Abuse can affect any child, regardless of age, gender, race, or ability.

9.2 Physical Abuse: Any action causing physical harm, such as hitting, shaking, throwing, poisoning, burning, biting, scalding, suffocating or drowning. Providing alcohol or inappropriate drugs also constitutes physical abuse. In programmes, physical abuse may occur if activities are harmful to a child’s physical development.

9.3 Sexual Abuse: Involves any form of sexual exploitation or contact, including inappropriate touching or sexual acts.

9.4 Emotional Abuse: Persistent emotional mistreatment that severely harms a child's emotional development, including belittling, rejecting, threatening, or making them feel worthless. This also includes placing unrealistic expectations on a child or constant criticism and bullying.

9.5 Neglect: Failure to provide adequate care or supervision, affecting a child's physical, emotional, or educational needs.

9.6 Perpetrators: Abuse can be committed by family members, caregivers, or individuals in the community, including during activities. Abusers may act directly or fail to prevent abuse by others.

9.7 Impact: Abuse can cause severe and long-lasting effects on a child's well-being and development, potentially extending into adulthood if not addressed.

9.8 Increased Risk Factors: Children with physical or neuro-disabilities, communication support needs, or special educational needs are at higher risk due to stereotyping, prejudice, isolation, and communication difficulties.

Examples: Emotional abuse involves persistent actions that harm a young person’s emotional development. This can include verbal abuse, such as telling a child they are worthless or only valued for meeting others’ needs.

Programmatic Emotional Abuse: In developmental programmes, emotional abuse may manifest through constant criticism, unrealistic expectations, negative feedback, and bullying. This form of abuse can also create fear or withdrawal in young people due to repeated taunting or threats.

Persistent mistreatment that severely harms a child's emotional development. Examples include

• Munchausen’s Syndrome by Proxy: When a caregiver fabricates or induces illness in a child to gain attention or sympathy.
• Emotional Abuse in Programmes: Persistent harm to emotional development through verbal abuse, unrealistic expectations, or constant criticism. In programs, it may involve negative feedback, bullying, or creating fear or withdrawal.
• Bullying: Deliberate, repeated hurtful behaviour, making it hard for the victim to defend themselves. It can be physical, verbal, emotional, or sexual. In developmental programs, bullying may occur if a parent, coach, or teacher exerts undue pressure or engages in bullying behaviour.
• Neglect: Failure to meet a child’s basic physical or psychological needs, impairing health or development. Examples include inadequate food, shelter, clothing, medical care, or emotional support. In AA Educates programs, neglect may involve failing to ensure safety or exposing a child to undue risks.

10. Indicators of Abuse

10.1 General Indicators:

Even experienced individuals may find it challenging to recognise abuse. While not everyone is an expert, signs that a child may be abused include:

• Unexplained Injuries: Bruises, cuts, or burns, especially in areas not typically prone to such injuries.
• Inconsistent Explanations: Injuries with explanations that do not match the type or severity of the injury.
• Disclosure: The child describes what appears to be abusive acts involving them.
• Concerns from Others: Concerns expressed by other children or adults about the child's welfare.
• Behavioural Changes: Sudden changes such as becoming very upset, withdrawn, or displaying temper outbursts.
• Inappropriate Sexual Awareness: Knowledge or behaviour that is unusual for the child’s age.
• Sexual Behaviour: Engaging in sexually explicit behaviour.
• Distrust of Adults: Particularly those with whom the child should have a close relationship.
• Difficulty Making Friends: Trouble forming relationships with peers.
• Social Isolation: Being prevented from socializing with others.
• Eating Patterns: Changes in eating habits, such as overeating or loss of appetite.
• Weight Loss: Unexplained weight loss.
• Hygiene: Becoming increasingly dirty or unkempt.

11. Indicators of Bullying:

11.1 Signs of Bullying

11.1.1 Behavioural Changes:

• Decreased concentration
• Withdrawal or clinginess
• Depression or tearfulness
• Reluctance to participate in activities

11.2 Performance Drop:

• Unexplained decline in performance

11.3 Physical Symptoms:

• Stomach aches, headaches
• Difficulty sleeping or bedwetting

11.4 General Indicators:

• Scratching and Bruising: Unexplained injuries, especially in unusual areas
• Damaged Clothes: Frequent damage or poor condition of clothing
• Bingeing: Overeating or excessive consumption of food, alcohol, or cigarettes
• Financial Issues: Noticeable shortage of money or frequent loss of possessions

Note:The presence of these indicators does not confirm abuse. Staff should act on any concerns as outlined in Section 5, but not determine whether abuse is occurring.

12. Other Safeguarding Concerns

12.1 Female Genital Mutilation (FGM):

• Legal Duty: Teachers must report any FGM discovered on a girl under 18 to the police. AA Educates staff must report concerns to the school, ensuring the designated safeguarding lead is informed.

13. Mental Health:

• Identification: Staff should notice behaviours indicating potential mental health issues but only trained professionals should diagnose.
• Indicators of Abuse: Mental health problems may signal past abuse, neglect, or exploitation.
• Impact of Trauma: Abuse and neglect can affect mental health, behaviour, and education.
• Training: All AA Educates staff are trained in Mental Health First Aid; volunteers receive training as well.
• Action: Staff should act immediately on mental health concerns about a child.

14. Child-on-Child Abuse:

• Awareness: Recognize that children can abuse other children, both in person and online.
• Identification and Response: Understand the signs of peer-on-peer abuse and how to respond.
• Challenging Behaviour: Address inappropriate behaviour to prevent and respond to peer-on-peer abuse.

15. Preventing and Responding to Abuse:

• Cultural Awareness: Avoid downplaying abusive behaviour as “just banter” or “part of growing up.” Such attitudes can normalise abuse and create unsafe environments.

16. Child Criminal Exploitation (CCE):

• Examples: Includes forcing children into drug trafficking, working in illegal activities, shoplifting, or committing vehicle crime.
• Threats and Coercion: Exploiters may use threats of violence or debt to control children.

17. Child Sexual Exploitation (CSE):

• Definition: Involves sexual abuse through physical contact or non-contact activities, including production or viewing of sexual content.
• Occurrence: This can happen over time or as a one-off incident, sometimes without the child’s immediate knowledge.

18. Vulnerable Children:

• Risk Factors: Children with specific experiences or needs may be more vulnerable to harm and face educational disadvantages.
• Partner Schools: AA Educates requests partner schools to identify students at higher risk.

19. Children at Greater Risk

Children potentially at higher risk of harm include:

• Children needing a social worker: Those with Child in Need or Child Protection Plans
• Children requiring mental health support
• Looked after and previously looked after children
• Care leavers
• Children with special educational needs and disabilities

20. Preventing Radicalisation

20.1 Understanding Radicalisation:

• Extremism: Opposition to fundamental values like democracy, rule of law, individual liberty and mutual respect for different beliefs.
• Radicalisation: The process of supporting terrorism and extremist ideologies.

20.2 Identifying Vulnerability:

• Vulnerability to extremist ideology can be influenced by background factors, family, friends and various methods and settings, including social media.

20.3 The Prevent Duty:

• Schools and colleges must prevent individuals from being drawn into terrorism.

20.4 Staff Responsibilities:

• Staff should be alert to behavioural changes or comments indicating potential radicalisation. Concerns must be reported to the school’s designated safeguarding lead (DSL) and the AA Educates DSL.

21. Use of Photographic/Filming Equipment

21.1 Vigilance:

• Be cautious of misuse of photographic or filming equipment. Report concerns to the AA Educates DSL.

21.2 Storage and Consent:

• Photographs should not be stored on personal devices. Obtain consent from young people and their parents/carers before taking photos or videos.

22. Responding to Suspicions and Allegations

22.1 Reporting Responsibilities:

• It is not the responsibility of AA Educates staff to determine if abuse has occurred but to act on any concerns by contacting appropriate authorities for further investigation.

23. Receiving Evidence:

• Abuse may be observed, suspected, reported by others, or disclosed by the young person.

24. Responding to Disclosures:

• Stay calm and reassure the child they are not to blame.
• Listen carefully and minimise questioning to avoid leading the child.
• Inform the child that you must report what they have said to help stop the abuse.
• Ensure the child’s safety; call for medical help if needed.
• Record all information and report to the DSL. Volunteers may report to their Programme Manager first if appropriate.

25. Alternative Reporting Procedures

If the DSL, deputy or Programme Manager are unavailable, do not delay action. Speak to a senior leadership team member or seek advice from local children’s social care. Ensure any actions taken are reported to the DSL or deputy as soon as possible.

26. Seeking Advice

If unsure, contact local council Children’s Services or the NSPCC Helpline at 0808 800 5000 (24 hours) or email help@nspcc.org.uk for guidance.

27. Support for the Young Person

Childline offers confidential support and advice. Children can call 0800 1111 for free or contact Childline online.

28. Recording Information

28.1 Documentation:

• Record details promptly and accurately. Include only facts, not opinions.

28.2 Information to Include:

• Child’s name, age and date of birth.
• Child’s home address and phone number.
• Identity of the person reporting (if different from the informant).
• Details of the allegation, including dates, times and relevant information.
• Description of any visible injuries or changes in behaviour.
• Witnesses to the incidents.
• Child’s account of the events and injuries.
• Contact with parents and their response.
• Any additional consultations or advice sought.

28.3 Record-Keeping

All records will comply with AA Educates' Data Protection Policy.

29. Reporting the Concern

29.1 Designated Safeguarding Lead (DSL) Information:
Before starting a programme, ensure you have the contact details of the school's DSL.

29.2 Reporting Requirements:
All suspicions and allegations must be reported promptly. Recognise that strong emotions or loyalty to colleagues should not impede your responsibility to act.

29.3 Immediate Action:
Discuss concerns about a child's welfare with the person in charge immediately and verify that appropriate action is taken.

29.4 Overcoming Barriers:
Do not let fears about sharing information hinder the safeguarding and welfare of children.

29.5 Alternative Reporting:
If the DSL, Deputy DSL, Programme Manager (for volunteers), or school safeguarding lead is unavailable, seek advice from the NSPCC helpline, local children’s services duty officer, or the police. Contact details are available in the local directory.

29.6 Types of Investigation:
Complaints against employees or volunteers may lead to:

• Criminal Investigation: Involves the police.
• Child Protection Investigation: Involves social services and possibly the police.
• Disciplinary or Misconduct Investigation: Managed by AA Educates.

29.7 Reporting Responsibility:
AA Educates staff are not child protection experts and should not determine if abuse has occurred. All concerns must be shared with professional agencies responsible for child protection.

29.8 Social Services' Role:
Under The Children Act 1989, Children Social Services must investigate all child protection referrals, involving talking to the child, family, and gathering information with the police.

29.9 Reporting Abuse by Staff or Volunteers:
Report any suspicion that a child has been abused by an employee or volunteer to the DSL, who will:

• Refer the matter to the Chief Executive.
• Notify the relevant children’s services department.
• Contact the child’s parent/carer as soon as advised.

30. Reporting the Concern (continued)

30.1 Handling of Suspicions Against Staff or Volunteers:

• Report any suspicion or allegation involving staff or volunteers to the appropriate manager.
• The manager will refer the matter to children services and ensure that the Chief Executive is notified.
• The Chief Executive will handle media inquiries and implement any necessary disciplinary actions.

30.2 Delayed Allegations:

• Allegations made after some time should follow the same reporting procedures to children services.
• This is crucial as other children might be at risk from the alleged abuser.
• Individuals with previous convictions related to child abuse are automatically barred from working with children.

30.3 Record Keeping and Reporting:

• All safeguarding concerns reported to the DSL will be documented in a secure and confidential safeguarding log.
• Significant issues must be promptly reported to the Lead DSL.
• A summary of all safeguarding reports will be a standing item at Board meetings.

31. Concerns Outside the Immediate Environment

31.1 Reporting Concerns:

• Report concerns about individuals outside the immediate environment (e.g., a parent or carer) to the DSL, line manager, or Chief Executive.

31.2 Action When Key Personnel Are Unavailable:

• If the DSL or Chief Executive is unavailable, report the concern to local children’s social services or the police immediately.
• Children social services and the Chief Executive will decide on informing the parents/carers.

31.3 Notification to Trustee Board:

• The Chief Executive should report the incident to the AA Educates Board.
• The Board must determine if the involved individual has a role in the organisation and take appropriate action.

32. Confidentiality

32.1 Maintaining Confidentiality:

• Confidentiality should be maintained for all parties involved.
• Information should be shared only on a ‘need to know’ basis, including:
  • The DSL and Deputy DSL
  • The Chief Executive
  • The child’s parents or guardians
  • The individual making the allegation
  • Children Services/Police
  • The Board
  • The alleged abuser (and their parents if the abuser is a child)

32.2 Guidance on Approaching the Alleged Abuser:

• Seek advice from children services on how to approach the alleged abuser.

32.3 Secure Storage of Information:

• All information related to safeguarding concerns should be stored securely.
• Access should be limited to designated individuals in compliance with data protection laws.

33. Internal Inquiries and Suspension

33.1 Immediate Suspension:

• The Chief Executive Officer (CEO) will decide whether to temporarily suspend any individual accused of abuse while awaiting the outcome of police and social services inquiries.

33.2 Advisory Board Assessment:

• The AA Educates Board will review each case to determine if and how the individual can be reinstated.
• Decisions will be based on available information and may be challenging, particularly if evidence is insufficient for police action.
• The Board must decide on the balance of probabilities whether the allegation is likely true, always prioritising the child’s welfare.

34. Whistleblowing

34.1 Reporting Concerns Externally:

• If staff or volunteers feel unable to raise concerns internally or believe their concerns are not being addressed, they can use external whistleblowing channels.
• NSPCC Helpline: 0800 028 0285 (8:00 AM to 8:00 PM, Monday to Friday)
• Email: help@nspcc.org.uk

35. Safer Recruitment

35.1 Commitment to Safe Recruitment:

• AA Educates is dedicated to implementing robust safer recruitment practices to prevent unsuitable individuals from working with children.
• This applies to all roles, including paid staff, volunteers and interns, whether full-time or part-time.

35.2 Recruitment Practices:

• Identifying Unsuitable Applicants: Ensuring the identification and rejection of candidates who are unsuitable to work with children and young people.
• Responding to Concerns During Recruitment: Addressing concerns about an applicant’s suitability throughout the recruitment process.
• Ongoing Suitability Monitoring: Monitoring and responding to concerns about employees, volunteers, and interns once they are in their roles.
• Induction and Training: Providing all new staff, volunteers and interns with an induction that includes child protection training to ensure they understand safeguarding protocols and practices.