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Safeguarding Policy

I believe that all people have an absolute right to be free from abuse, neglect or exploitation, regardless of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation. I believe everyone has a responsibility to promote the welfare of all to keep them safe and to work in a way that protects them.

 

The purpose of this policy statement is:

  • To protect children, young people and adults who receive my services from harm.

  • To provide staff, associates and volunteers, as well as children, young people, adults and their families and carers, with the overarching principles that guide our approach to child protection.

 

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Legal framework​

This policy has been drawn up on the basis of legislation, policy and guidance in England. I refer to the following documents:

  • Equality Act (2010)

  • Prevent Duty Guidance (2015)

  • What to Do If You’re Worried a Child Is Being Abused – A Guide for Practitioners (2015)

  • Department for Education Early Years Foundation Stage, Safeguarding and Welfare Requirements (2017)

  • Working Together to Safeguard Children (2018)

  • Information Sharing Advice for Safeguarding Practitioners (2018)

  • Keeping Children Safe in Education (2019)

  • Inspecting Safeguarding in Early Years, Education and Skills Settings (2019)

 

 

Supporting documents

This policy statement should be read alongside my privacy statement, and terms and conditions, which include complaints procedures.

I recognise that:

  • The welfare of children, young people and adults is paramount in all the work I do and in all the decisions I take.

  • Working in partnership with children, young people, adults, their parents, carers and other agencies is essential in promoting their welfare.

  • Abuse can be classified as physical, sexual, emotional or neglect, and can also be a combination of these.

  • All people, regardless of age, disability, gender reassignment, race, religion or belief, sex, or sexual orientation have an equal right to protection from all types of harm or abuse.

  • Some people are additionally vulnerable because of the impact of previous experiences, their level of dependency, communication needs or other issues.

  • Extra safeguards may be needed to keep children, young people and adults who are additionally vulnerable safe from abuse.

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I will seek to keep my clients safe by:

  • Valuing, listening to and respecting them.

  • Recording and storing and using information professionally and securely, in line with data protection legislation and guidance.

  • Making sure that children, young people, adults and their families know where to go for help if they have a concern.

  • Sharing concerns and relevant information with agencies who need to know, and involving children, young people, adults, parents, families and carers appropriately.

  • Ensuring that I have effective complaints measures in place.

  • Ensuring that I provide a safe physical environment for clients and myself, by applying health and safety measures in accordance with the law and regulatory guidance.

  • Ensuring that I have read, understood and work within the safeguarding policy of schools I am visiting.

  • Staying up to date with safeguarding training.

  • Keeping up-to-date with any new information about safeguarding and child protection, updating policy accordingly to include any changes.

  • Recognising signs of abuse when working with clients.

  • When working with children in schools, complying with school safeguarding policy.

  • Storing data securely, as stated in the privacy statement.

  • Liaising with parents and/or the child’s teachers/support staff or client's trusted adult to ensure they notify us of any concerns they have about their child and any accidents, incidents, injuries or changes in circumstances which may affect the child.

  • Reporting any concerns.

  • Ensuring that parents and stakeholders are aware of the complaints procedure in my terms and conditions.

  • When working with children or a vulnerable adult at their home or on site at ADS (for example, conducting a dyslexia assessment), ensuring that the child’s parent, or an adult trusted by the child’s parent or the client, is in the next room within earshot.

  • When working online with a child or vulnerable adult, ensuring that the child’s parent, or an adult trusted by the child’s parent or the client, is within earshot.

 

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Acting on concerns

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Unless I believe that it would put a person at risk of further harm, I will discuss concerns with a child’s parent/carer if I notice:

  • Significant changes in a child’s behaviour

  • Deterioration in a child’s general wellbeing and/or appearance

  • Unexplained bruising, marks or signs of possible abuse or neglect

  • Children’s comments which give cause for concern

  • Any reasons to suspect neglect or abuse outside the setting, for example in the child’s home or while with a friend/family member

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If a child, young person or adult tells me that they or another person is being abused, I  will:

  • Show that we have heard what they are saying, and that we take their allegations seriously.

  • Encourage them to talk, without prompting them or asking them leading questions, providing supporting communication aids where needed.

  • Reassure the child that they can tell me anything that is worrying them, but that we cannot promise not to tell anybody because some things have to be passed on in order to keep them safe.

  • Reassure the child that what has happened is not his/her fault and stress that it was the right thing to tell.

  • Not criticise the alleged perpetrator.

  • Explain what actions we must take, in a way that is appropriate to the age and understanding of the child.

  • Record what we have been told, as soon as we can, using exact words where possible.

  • Make a note of the date, time, place and people who were present during the disclosure.

  • Listen to what is being said without displaying shock or disbelief.

  • When working in a school, pass the information to the Designated Safeguarding Lead (DSL), or Deputy DSL in their absence without delay. If a DSL or Deputy is not available, I would inform a senior member of staff if there is reason to believe that the child may be at risk of immediate harm. If no-one is available, I would report to the relevant bodies (see below).

  • If we have any cause for concern, and not working in a school or education setting, or DSL/Deputy DSL is not available, we will report it to the relevant bodies, following the Local Safeguarding Partner procedures. We will record the concern and all contact with Children’s Services in a safeguarding log, which will be kept locked away securely for the legally required length of time.

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Record Keeping​

In all instances of concern, I will record:

  • The person’s full name and address

  • The date and time of the record

  • Factual details of the concern, for example bruising, what the child said, who was present

  • Details of any previous concerns

  • Any action taken, such as speaking to parents.

  • Details of any explanations from the parents/carers (if I feel it is safe to discuss the matter with them).

 

It is not my responsibility to attempt to investigate the situation myself.

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Names and contact numbers of our Local Safeguarding Partners:​

  • Wiltshire Council, Children’s Services: 0300 456 0108

  • Wiltshire Constabulary: 101

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Useful contacts:​

  • NSPCC Helpline: 0808 800 5000

  • Childline: 0800 1111

  • National Youth Advocacy Service: 0808 808 1001

  • National Domestic Abuse Helpline: 0808 2000 247

 

Other references​

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Contact details:

Sarah Hickinbotham

hello@adultdyslexiaservices.co.uk

 

I am committed to reviewing this policy and good practice annually.

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Last reviewed: 29/04/25

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