British Racing School Safeguarding Policy
- Purpose and Aims
The purpose of the British Racing School’s (BRS) Safeguarding Policy is to provide a robust and secure framework for the BRS in safeguarding and promoting the welfare of trainees who attend the BRS or in the workplace whilst on the BRS programme. The policy aims to ensure that
- All trainees are safe and protected from harm and able to achieve the Every Child Matters outcomes. (Be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being)
- Trainees and their parents/carers have confidence in the systems we have in place.
- Other elements of provision and policies are in place to enable trainees to feel safe and adopt safe practices.
- Staff, trainees, trustees, visitors, employers and parents are aware of expected behaviours and the BRS legal responsibilities to its trainees.
- Staff are trained to the appropriate level, receive regular updates and are aware of procedures for reporting concerns.
Safeguarding at the BRS is considered everyone’s responsibility and as such the school aims to provide a safe environment for every trainee, where they have the opportunity to achieve their potential. The BRS recognises the importance attached to ensuring that all trainees and staff feel safe and that they will be listened to and that appropriate action will be taken when concerns are raised. This will be done by, where necessary, working with other agencies (Appendix 1) and by providing activities and opportunities throughout out curriculum that will help equip our trainees with the knowledge, skills and ambition they need to succeed in modern Britain and to complete in the global labour market. This will include materials and learning experiences that will encourage our trainees to develop essential life skills and protective behaviours.
The BRS adopts a trainee centred approach which understands the needs and views of individual trainees.
In safeguarding and promoting the welfare and wellbeing of our trainees, the BRS will act in accordance with key statutory and non-statutory guidance:
- “Working Together to Safeguard Children” 2015
- “Keeping Children Safe in Education” 2016
- “What to do if you think a child is being abused” 2015
- “Information Sharing” 2015
- The Children Act 1989 and 2004
- The Local Authority Safeguarding Children Board Inter Agency Procedures
- The Health and Safety at Work Act 1974
- Management of Health and Safety at Work Act (amended 1994)
- The Human Rights Act 1998
- The Data Protection Act 1998
- Equalities Act 2010
- Safeguarding Vulnerable Groups Act 2006
- Protection of Freedoms Act 2012
- The Education Act 2002 and 2011
- The Counter Terrorism Act 2015
- Roles and Responsibilities
Specific responsibilities for safeguarding at BRS are as follows:
Board of Trustees:
- The Chairman of the Board is Martin Mitchell: He oversees all aspects of BRS business including Safeguarding.
- Has a duty to ensure that the BRS meets its statutory responsibilities and that the school is a safe place to train.
- The must oversee all policies and procedures relating to safeguarding.
- To ensure that there is an effective Safeguarding Policy and Code of Conduct in place and that it is available to all staff and also publicly through the BRS website or other means.
- To appoint a Trustee with specific responsibility for safeguarding (Steve Johnson)
- Consisting of 3 trustees (Lydia Hislop, Justin Wadham and Steve Johnson) the CEO (Grant Harris) and the Designated Safeguarding Lead/DSL (Lawrie Gillespie)
- To oversee and monitor all aspects of safeguarding.
- To provide support and guidance for DSLs.
- To satisfy themselves that trainees are safe in all aspects of the training they receive.
Senior Management (SMT)
- Grant Harris (CEO), Duncan Gregory (Operations Director) and Andrew Braithwaite (Finance Director).
- To develop and ensure the implementation of a robust safeguarding policy.
- To manage all aspects of safeguarding.
- To appoint a senior member of staff as the Designated Safeguarding Lead with suitable alternatives.
Designated Safeguarding Lead (DSL) and Alternatives
- Currently Lawrie Gillespie (Facilities Manager), Carol Bramhill (Recruitment Manager) and Sarah Hayde-Salter (Workplace Co-ordinator)
- To be trained to Level 3 Safeguarding.
- To ensure that the BRS complies with current legislation in relation to safeguarding.
- To help develop and implement all aspects of BRS Safeguarding Policy.
- To ensure the policy is reviewed as required, at least annually, and the procedures and implementation are updated and reviewed regularly.
- To provide advice and support to other staff on trainee welfare and child protection matters.
- To be the first point of contact for any safeguarding issues or concerns and to ensure all staff are aware of procedures for reporting concerns.
- To refer serious issues or concerns to the appropriate bodies/organisations.
- To keep detailed, accurate and secure written records of concerns and referrals.
- To liaise with local authorities and work with other agencies in line with “Working Together to Safeguard Children 2015.”
- To cover issues of safeguarding, bullying and harassment, personal/cyber safety and welfare during foundation course induction.
- To ensure that all safeguarding issues raised are effectively dealt with in accordance with procedure.
- To attend regular safeguarding team meetings.
- To attend government WRAP training- Workshop to Raise Awareness of Prevent.
- To cover Safeguarding Policy and Code of Conduct during new staff induction and ensure that all staff have access to and understand the BRS safeguarding policy and Code of Conduct.
- To arrange training for both new staff and current staff.
- To provide safeguarding report for all trustees meetings. These reports may also feature in the BRS Quality Improvement Plan (QIP).
- To liaise with SMT and keep them informed of issues especially ongoing enquiries under Section 47 of the Children Act 1989 (Local Authority investigations) and/or police investigations.
- To complete a Safeguarding report/summary annually which will feed into the BRS Self-Assessment Report (SAR). If Self-Assessment highlights any areas for improvement, these will be included in an action plan which will be monitored by the Named Trustee for Safeguarding to ensure improvements are implemented.
- Trained to Level 1 Safeguarding as a minimum.
- To attend refresher training on a regular basis.
- To familiarise themselves with Good Practice Guidelines/ Code of Conduct and procedures for reporting concerns.
- Staff are required to be familiar with “Keeping Children Safe in Education! 2015 (Part one) and to sign register to say they have read it.
Workplace Instructors Specific
- To cover safeguarding during enrolment of new apprentices in the workplace.
- To monitor safeguarding in the workplace through regular contact with apprentices and use of the Safeguarding/Training Reviews on Onefile.
- To liaise with employers and safeguarding team when issues arise.
- Giving Prominence to Safeguarding
It is important that Safeguarding is given prominence that anyone attending the BRS and parents and/or carers are aware of how we deliver this. This is done in a number of ways:
- Publicly by publishing this policy on the BRS website.
- Trainee handbook contains a section on Safeguarding.
- Induction of new courses and staff, covered by DSL.
- Staff Handbook contains a copy of Safeguarding Policy which all staff are required to have read and signed to confirm they have read this.
- Mid-course questionnaire contains specific questions on Safeguarding.
- Trainee Partnership meetings, Safeguarding covered as an agenda item.
- End of Course Questionnaire contains specific questions on safeguarding and referred to curing the end of the course interview with CEO.
- Workplace instructors must ensure that all trainees are aware of what action to take in the case of a safeguarding issue.
- BRS E-Portfolio system contains Safeguarding review which must be carried out for each trainee entering the workplace within 10 days of starting. Random selections are reviewed at regular DSL meetings.
- Recognising Concerns, Signs and Indicators of Abuse
Safeguarding is not just about protecting trainees from deliberate harm. For the BRS it includes such things as a trainee safety, bullying, racist abuse and harassment, cyber safety amongst others.
Witnessing of abuse is never easy and can have a damaging effect on those who witness it as well as the victim subjected to the actual abuse.
Abuse can take place anywhere, in any family, institution or community, by telephone or on the internet. It is important not to take the stance of:
“IT WOULDN’T HAPPEN HERE”
Abuse can be difficult to recognise as trainee may behave differently or seem unhappy for a multitude of reasons, as they move through stages of their development or possible changes to family circumstances. However it is important to know the types of abuse and their indicators.
“Abuse is a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or another child of children.”
Children include everyone under the age of 18 but the BRS has a Duty of Care to all trainees regardless of age.
Types of Abuse
Emotional abuse is a persistent emotional maltreatment of a person such as to cause severe and persistent adverse effects on the person’s emotional development. It may involve conveying to the person that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may feature age or developmentally appropriate expectations being imposed on a person. These may include interactions that are beyond the person’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the person participating in normal social interaction. It may involve serious bullying causing individuals frequently to feel frightened or in danger, or the exploitation or corruption of young people of vulnerable adults. Some level of emotional abuse is involved in all types of maltreatment, though it may occur alone.
- Development delay.
- Abnormal attachment to parent/carer.
- Low self-esteem.
- Lack of confidence.
- Inappropriate emotional response.
Sexual abuse involves forcing a young person or vulnerable adult or enticing a young person/ vulnerable adult to take part in sexual activities, including prostitution, whether or not the persona is aware of what is happening. The activities may involve physical contact, including penetrative (e.g. rape or oral sex) or non-penetrative acts (e.g. masturbation, kissing, rubbing and touching outside the clothing). They may include non-contact activities, such as involving young people/vulnerable adults in looking at, or in the production of pornographic materials or watching sexual activities, encouraging young people/vulnerable adults to behave in sexually inappropriate ways or grooming a child in preparation for abuse (Including via the internet). Sexual abuse is not solely perpetrated by males; women can also commit acts of sexual abuse as can other children. While the media often promote “stranger danger”, between 80 and 90% of cases involve a known adult. The internet has increased risk of non-contact sexual abuse and trainees must be alert of these dangers when online.
- Self-harming, including eating disorders.
- Drawings of sexually explicit behaviours.
- Inappropriate sexualised conduct.
- Sexually explicit behaviour.
- Reluctance to remove clothing e.g. fitness.
Neglect is the persistent failure to meet a young person’s/vulnerable adult’s basic and/or psychological needs, likely result in the serious impairment of the individual’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a young person is born, neglect may involve a parent or carer failing to provide adequate food and clothing, shelter including exclusion from home or abandonment, failing to protect a young person/vulnerable adult from physical and emotional harm and danger, failure to ensure adequate supervision including the use of inadequate caretakers, or the failure to ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a person’s basic emotional needs.
- Inadequate clothing for size or time of year/weather
- Underweight for age.
- Poor health.
- Emotionally needy.
- Persistently dirty with a body odour.
- Frequent absences.
Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm. Physical harm may also be caused when a parent of carer fabricates the symptoms of, or deliberately induces, illness in a person.
- Bruising of various ages.
- Bite marks.
- Burns and scalds.
- Injuries in unusual areas or with well-defined edges.
- Old injuries or scars.
- Refusal to discuss injuries or inconsistent explanations.
- Talk of punishment which seems excessive.
- Reluctance to remove clothing e.g. fitness.
- Arms and legs kept covered.
- Parents/carers uninterested or undisturbed by an accident or injury.
The Key Factors are by no means an exhaustive list and the presence or one of more is not proof that abuse is actually taking place or has taken place.
Abuse and Young People and Vulnerable Adults with a Disability
Young people/vulnerable adults with a disability are at increased risk of abuse and those with multiple disabilities are at even more significant risk both of abuse and neglect. Parents of young people with a disability may experience multiple stresses. This group of young people/vulnerable adults may be particularly vulnerable to abuse for a number of reasons including:
- Having fewer social contacts that other young people.
- Receiving intimate personal care from a larger number of carers.
- Having an impaired capacity to challenge abuse.
- Having communication difficulties resulting in difficulties in telling people what is happening.
- Being reluctant to complain for fear of losing services.
- Being particularly vulnerable to bullying or intimidation.
- Being more vulnerable to abuse by peers than other young people.
- Prevent Duty
Extremism and Radicalisation is another part of safeguarding children and young people. As with any other concern, the risk of harm is raised when young people are vulnerable and is often noticed when they change their behaviour, clothing, appearance or attitudes.
Extremism is defined as follows:
“Vocal or active opposition to fundamental British values” and includes “Calls for the death of British armed forces”
One aspect of Safeguarding young people from radicalisation is set out in “Promoting Fundamental British Values.” This guidance sets out British Values as:
- The Rule of Law
- Individual Liberty
- Mutual Respect and Tolerance of those with different faiths and beliefs.
Extremism takes many forms and all ideologies are included in this area of safeguarding e.g:
- Islamic Extremism
- Right-wing Extremism
- Left-wing Extremism
- Animal rights Extremism
Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. There is no single way of identifying an individual who is likely to be susceptible to a terrorist ideology. As with other safeguarding risk staff must be alert to chnges in trainee’s behaviour which could indicate they need help or protection. It is important that staff recognise indicators that could make a trainee vulnerable to radicalisation:
- Identity:g. Trainee may appear to be distanced from their cultural or religious heritage, feeling discomfort about their place in society, have low self-esteem, may have disassociated themselves from their peer group and become involved with a new and different group of friends or may change their appearance.
- Personal Circumstances:g. Events affecting the trainee’s country of origin may lead to a sense of grievance that could be triggered by personal experience of racism or discrimination or aspects of Government policy.
- Unmet Aspirations:g. Trainee may have perceptions of injustice, a feeling of failure or a rejection of civic life.
- Criminality:g. Trainee could be, or have been, involved with criminal groups, imprisonment or experienced poor settlement in the past.
- Special Educational Needs:g. leaving to poor understanding of the consequences of their actions or the awareness of the motivation of others, lack of social interaction or a tendency to show empathy with others.
Other more critical risk factors could include:
- Being in contact with extremist recruiters
- Accessing violent and extremist website especially through social networking
- Possessing violent or extremist literature
- Using extremist narratives to explain personal disadvantage
- Justifying the use of violence to solve issues
- Significant changes to appearance and/or behaviour
- Joining or seeking to join extremist organisations
If any member of staff has a concern about a trainee they should adopt the following procedure:
NOTICE- identify concern
CHECK- Speak to the DSL or Alternate
SHARE- DSL will refer to the Multi Agency Safeguarding Hub who will in turn refer to the Suffolk Channel Panel
- Safeguarding Issues
Some members of our communities hold beliefs that may be common within certain cultures but which are at odds with the law in Britain and as such the BRS has a duty to report any such concerns to the appropriate authorities.
Forced Marriage & Honour Based Violence (HBV)
Forcing someone to marry is a criminal offence in England, Wale and Northern Ireland. The legislation is part of The Anti-Social Behaviour, Crime and Policing Act 2014.
The legislation criminalises the use of violence, threats, deception or any form of coercion for the purpose of forcing someone into marriage or leaving the UK with the intention of forcing that person to marry.
Honour based violence can be described as a collection of practises which are used to control behaviour within families or other social groups, to control perceived cultural and religious beliefs and/or honour. There is no specific offence of “honour based crime”, but it encompasses various offences covered by existing legislation.
If any staff member or trainee has any concerns regarding such abuse they must report it to DSL or Alternate who will involve the appropriate authorities or in an emergency dial 999/112.
Female Genital Mutilation (FGM)
FGM is the non-medical, partial or total removal of the female external genitalia or other injury to the female genital organs. This procedure is typically carried out on young girls but can be carried out later in life. FGM is illegal in Britain since 1985 and in 2003 it became an offence to take children abroad to have the procedure carried out.
Since October 2015 every professional has a mandatory reporting duty to notify police when they discover that an act of FGM has been carried out on a girl under 18 years old. Unless they have a good reason not to, staff should still consider and discuss any such case with the DSL or deputies who will involve Children and Young Peoples Services as appropriate.
- low level integration into UK society
- mother or sister who has undergone FGM
- girls who do not want to take part in evening PSHE (personal, social, health and economic) sessions
- visiting female elder from country of origin
- being taken on a long holiday to country of origin
- talk about a “special” procedure to become a woman
Child Sexual Exploitation
Sexual exploitation is characterised by children and young people receiving goods, favours or money in return for sexual activities. In all such exploitation the balance of power remains with the abuser(s) through age, intellect and resources.
Sexual exploitation can affect both males and females, in fact it is suggested that round a third of victims are male but warning signs are the same for all, e.g. appearing with unexplained gifts, poor sexual health, violent mood swings and poor anger management, inappropriate sexualised behaviour (especially around strangers).
Sexual exploitation takes many forms and a range of coercive techniques are used for grooming through the extreme violence.
If any staff member or trainee has any concerns regarding such abuse they must report it to DSL or Alternate who will involve the appropriate authorities or in an emergency dial 999/112.
- Those in care or care leavers(especially residential care)
- Those with learning difficulties
- Migrant children/ unaccompanied asylum-seeking young people
- History of or involvement in substance abuse
- Those disengaged from education
- Poor mental health
- Disrupted family life
- Domestic violence
- Parental drug/alcohol misuse
- History of physical or sexual abuse
- Those involved in gang culture
- Appearing with unexplained, usually expensive, gifts. Eg jewellery, phones, money
- Frequently in the company of older people, particularly boyfriends or girlfriends
- Secretive behaviour
- Low level crime
- Chronic tiredness association with risky adults inappropriate sexualised behaviour, especially around strangers
- Mood swings, poor anger control, changes in emotional well-being
- Poor sexual health
- Drug and /or alcohol misuse (often a method of increasing compliance)
These signs and factors alone may not show the exploitation has happened or is happening but a combination of some should lead to concerns.
Exploitation and E-Safety
Children and young people can be exploited and suffer bullying through their use of modern technology such as the internet, mobile phones and social networking sites. Trainees could be groomed to share indecent images with others on the internet; the prevalence of sexting is a significant risk factor.
Communication with trainees by mobile phone or other electronic devices must only be done using BRS equipment or BRS official social networking pages. Use of personal equipment or media is strictly forbidden.
Peer on Peer Abuse
Peer on Peer Abuse is most often used to mean sexual abuse between peers and can start with inappropriate sexual misconduct, for example, Sexual touching of another young person. A key issue to discuss with young people is consent. Another form of Peer on Peer abuse is sexting which is dealt with in the following section
At the BRS we will continue to ensure that any form of abuse or harmful behaviour is dealt with immediately and consistently in accordance with BRS policy and SSCB guidelines.
Sexting is a significant issue for older teenagers and involves the sharing of in decent images of themselves with others. It may be the intention for the image to be shared only with one person, but invariably these pictures or videos end up being shared across the internet. These images can be part of the early stages of grooming.
“Up to 60% of teenagers have been asked for sexual images of themselves” NSPCC/Childline 2013”
Although sexting is a widespread phenomenon, it is illegal to send, create or be in possession of indecent images of videos of people under 18 years old therefore if evidence of sexting comes to light the BRS will report its concerns to the appropriate authority. Trainees will also receive further guidance s part of induction process and curriculum.
Trainees may be bullied for a number of different reasons including the protected characteristics: age, disability, gender reassignment, marriage and civil partnership, race, religion and belief, sex and sexual orientation all of which are included in The Equality Act 2010.
At the BRS we believe that all trainees have a right to attend the school and learn in a safe environment, free from harm by adults in the school or other trainees and all reports of bullying will be dealt with In accordance with procedures in the BRS Anti Bullying policy.
Abuse and Young People and Vulnerable Adults with a Disability
Trainees with disabilities have exactly the same rights to be safe and protected from harm at the BRS and achieve the Every Child Matters outcomes as non-disabled trainees.
Trainees with a disability are at increased risk of abuse and those multiple disabilities are at even more significant risk both of abuse and neglect. Parents of young people with a disability may experience multiple stresses. This group of Young people/vulnerable adults may be particularly vulnerable to abuse for a number of reasons including:
- Having fewer social contacts than other young people.
- Receiving intimate personal care from a larger number of carers
- Having an impaired capacity to challenge abuse
- Having communication difficulties resulting in difficulties in telling people what is happening.
- Being reluctant to complain for fear of losing services.
- Being particularly vulnerable to bullying or intimidation.
- Being more vulnerable to abuse by peers than other young people.
It is not always easy to recognise when abuse has taken place or a situation that has taken place may develop to become abusive. Staff are not expected to be experts at recognising such situations, but do have a responsibility to act if they have concerns about the behaviour of an adult towards another young person or vulnerable adult. All staff has a duty to discuss any concerns they may have about the welfare of a young people/vulnerable adult with the Designated Safeguarding Lead(s) or appropriate senior member of staff as soon as possible.
“Any incident or pattern of incidents of controlling or threatening behaviour, violence or abuse between those aged 16 or over who are or have been intimate partners or family members regardless of gender of sexuality” HM Gove 2013.
Controlling Behaviour is: a range of acts designed to make a person subordinate and/or dependent by isolating them from sources of support, exploiting their resources and capacities for personal gain, depriving them of the means needed for independence, resistance and escape and regulating their everyday behaviour.
Coercive Behaviour is: an act or pattern of acts of assault, threats, humiliation and intimidation or other abuse that is used to harm, punish or frighten their victim.
Trainees may suffer both directly or indirectly if they live in households where there is domestic violence. Domestic violence is likely to have a detrimental effect on the health, development and wellbeing of a trainee and it will often be appropriate for such to be regarded as Children in Need under The Children Act 1989. If there is evidence of domestic abuse the BRS will report is concerns to the appropriate authority and the police in order to help prevent further abuse taking place.
Teenage Relationship Abuse
The British Crime Survey 2009/10 found that 16-19 age range were most likely to suffer abuse from a partner which led to the government definition of domestic abuse being revised to include young people between 16 and 18.
- Relationship abuse happens when one person hurts or bullies another person who is or was their partner or who is in the same family. This can also be called #domestic abuse’ or ‘domestic violence’. The perpetrator of such abuse is always responsible; no one else is to blame.
- It can happen between people of any age, nationality, race or family background.
- It can happen between young people who are going out together, living together, have children together or are married to each other. It can happen either when people live together or separately.
- Relationship abuse can also happen after a relationship has finished.
- Usually (but no always) it is the male who is the abuser and the female who gets hurt. The male can also be a victim of a relationship abuse and males often find it harder to seek help. Both are equally serious.
- It can happen in same-sex relationships.
- Abuse within relationships is often a repeated pattern of behaviour.
- It often includes several different types of abusive behaviour, including physical, emotional, sexual and financial abuse.
- People use both physical and emotional abuse to control other people they have a relationship with.
Help and advice on relationships is given to trainees during regular sessions delivered by the Terence Higgins Trust. BRS staff also attend training sessions delivered by the same group and trainees are encouraged to speak to staff about any problems they have.
If there is evidence of relationship abuse the BRS will report its concerns to the appropriate authority and the police in order to help prevent further abuse taking place.
Gender-Based Violence (VAWG)
Gender based violence or violence against women or girls is a violation of human rights and a form of discrimination against women and girls. It includes:
“All acts that result in or are likely to result in, physical, sexual, psychological or economic harm or suffering to women or girls.” UN Declaration on the Elimination of Violence against Women.
VWAG includes threats, coercion or arbitrary deprivation of liberty, whether it occurs in public or private. It is an act that is directed against a woman or girl because she is a woman or girl or that affects women or girls disproportionately.
The violence is a world-wide problem and exists in virtually every culture on earth and falls into two categories
Direct which includes:
- Violence in close relationships
- Sexual violence including rape, sexual assault and harassment
- Trafficking, sexual exploitation or slavery
- Intimidation and harassment at work, in education or in public
- Forced marriage, FGM and violence committed in the name of honour
- More modern violations such as online harassment, various forms of sexual abuse through the use of information and communication technologies, stalking and harassment.
Indirect which is:
- Usually a structural violence or harassment and can be characterised by norms, attitudes or stereotypes around gender and violence against women and girls in particular.
Violence or harassment against women or girls is often normalised due to inequalities or unequal power relations between men and women but it is important to remember that it is not acceptable and indeed illegal. If there is evidence of VAWG the BRS will report its concerns to the appropriate authority and the police in order to help prevent further abuse taking place.
The anticipation and thrill of gambling creates a natural high that can quickly become addictive. The internet has made gambling more accessible, allowing more and more people to do it in privacy or at home. This has also led to an increased in young people gambling.
Problem gamblers are more likely to suffer from low self-esteem, stress, anxiety and depression. Gamblers are also more likely to end up in prison for crimes such as theft or fraud.
The BRS operates in an industry heavily associated with gambling however in no way foes the BRS promote gambling. The BRS employs a sophisticated system (DrayTek Vigor) which prevents online gambling and if staff have concerns about a trainee, they should report them according to BRS safeguarding procedures. The safeguarding team will help refer those involved to specialist help.
National Problem Gambling Clinic: email@example.com or 020 7381772
Gam Care: www.gamcare.org.uk or 0808 8020113
Gamblers Anonymous: www.gamblersanonymous.org.uk
The above list of Current Safeguarding Issues is not exhaustive and as new or updated policy guidance or legislation comes to light, the BRS will review and update its policy as appropriate and in line with the Suffolk Safeguarding Children Board and Local Authority to ensure the BRS is a safe place in which to learn and work.
What to do if you have a concern about a trainee
Unfounded allegations of abuse do sometimes occur. However if a trainee indicates that they are being abused, or information is obtained which gives concern that a person is being abused, this should never be ignored but taken seriously and always acted upon.
There are a number of barriers that exist which prevent a young person or vulnerable adult from telling others about abuse, some of the main barriers are that they may:
- Be scared because they have been threatened
- Think they will be removed from the School
- Believe that they are to blame, or they may feel guilty
- Think it happens to others
- Feel embarrassed
- Not want their abuser to get in trouble
- Have communication or learning difficulties
- Not have the vocabulary to describe what has happened
- Be afraid that they won’t be believed
- Think they have already disclosed the abuse e.g. by dropping hints
- Have told someone before and weren’t believed so what’s the point in trying again
If a disclosure is made:
- Stay calm and listen carefully
- Reassure the person that they were right to tell you
- Inform the DSL(s) without delay
- Take notes on what is said, not what you think has happened. Do not destroy any notes taken. They must be signed, dated and state the time and your position.
- Let them know that the information will be shared but only with those that need to know
- Make a full written record of what has been said, heard and/or seen as soon as possible (form can be found on QF No.811 or from the DSL) This must be signed, dated and state the time and your position.
- Allow shock and/or distaste to show
- Investigate- you may jeopardise any future prosecution
- Ask leading questions. Stick to WHO, WHEN, WHERE?
- Speculate, make assumptions or include your opinion in any notes taken
- Make negative comments about the alleged perpetrator
- Promise confidentiality, explain who you will have to share information with
- Ask the trainee to repeat the disclosure to another member of staff
- Do nothing, expecting someone else to deal with it
- Do not discuss the issue with anyone other than the appropriate member of staff (DSLs)
- Delay referral
If any staff members have concerns about a trainee they should, as stated, raise these without delay with the DSL but it is important to remember that ANY staff member can refer their concerns directly to Children’s Services. If there is a risk of immediate serious harm to a trainee, a referral should be made to Customer First on 0808 800 4005 or in an emergency call 999/112.
If you are unsure what your next course of action should be, talk to the DSL and you can also seek advice from the MASH Professional Consultation Line on 0345 6061499.
“The MASH (Multi Agency Safeguarding Hub) is for you to discuss the most appropriate and effective way of providing or obtaining help and support for a child (or adult) you feel is at risk of abuse. This will include advice and guidance about making a referral where necessary.”
What to do if you have a concern about a member of staff
If you have a concern about a member of staff then this should be referred to the Chief Executive. Where concerns are about the Chief Executive this should be brought to the attention of the Chair of the Board of Trustees. They must then discuss the nature of the allegation with the Local Authority Designated Officer (LADO) in order for the appropriate actions to be taken.
Action to be taken by CEO/Chair:
- Refer to the LADO immediately and follow up in writing within 48 hours.
- Consider safeguarding arrangements of the trainee to ensure they are away from the alleged abuser.
- Contact the parents/carers if advised to do so by the LADO
- Consider the rights of the staff member for a fair and equal process of investigation.
- Ensure that any disciplinary measures are followed including whether to suspend the staff member pending the outcome of any investigation.
- Act on the decisions made in any strategy meeting or evaluation meeting.
- Advise the DBS (Disclosure and Barring Service) whether a member of staff has been disciplined or dismissed as a result of an allegation being founded.
Recruitment of staff
All job descriptions will state whether s BS check is required for the position.
- Selection. For each role a detailed job description is created if an existing one is not available. All positions will be advertised appropriately and the advert will clearly state that applicants will be required to undergo a DBS check where appropriate, the Recruitment Manager will approve all adverts before publication. The selection of new staff will always be carried out by at least two members of staff. For positions which have regular contact with young people, those being
Interviewed should be asked specifically about their experience of dealing with young people and any concerns raised in their responses to such questions should be noted and taken into account in the selection of the successful candidate. In all cases a member of staff who has completed Safer Recruitment Training will be involved in the selection of staff.
- References. At least two references will be taken up for any candidate selected for a position, irrespective of whether the job requires a DBS check. References will usually be obtained by the Line Manager responsible for the position. The Recruitment Manager holds the template to be used when requesting details of referees from a prospective new employee and generic letter to be used when writing to a referee.
- Initiation of DBS Check. The Recruitment Manager will initiate the DBS check process for any new member of staff whose position requires a DBS check. DBS checks will also be initiated for any new trustee who is likely to have regular contact with trainees.
- Single Central Register of Recruitment. The Recruitment Manager is responsible for maintaining the single central register of recruitment and vetting checks.
Induction of New Staff
All new staff will undergo the standard induction process. Their identity will be checked during induction. All staff are subject to minimum 1 month probation but some appointments are liable to 3 or 6 month probation. Induction of new staff consists of:
- Office call with the Chief Executive.
- Briefing from Operations Director. Given a copy of Staff Handbook to read and sign to confirm that the details contained within will be complied with.
- Briefing from Recruitment Manager to include confirmation of DBS check.
- Briefing with DSL to cover safeguarding and staff code of conduct. This will also include details of safeguarding training to be carried out.
- Health and Safety induction from Health and Safety Advisor.
- Job specific briefings and learning.
Part time/occasional Staff
Part time/occasional staff are to go through the same induction process outlines above for new full time staff, with the exception that the office call with the Chief Executive may be undertaken by the Operations Director.
Training of staff is an essential component of the School’s Safeguarding policy. The School is a member of SafeCIC, an organisation dedicated to child protection and is one of the providers used by the BRS. It provides child protection training, risk assessments and child protection policies. Level 1 Safeguarding training will be provided for all staff and this will be undertaken at least every three years. The School’s Welfare Adviser and Trustees also take this training, which can be either face to face or online. There will also be regular updates throughout the year delivered by the DSL or Alternate, as when required.
The DSL and Alternatives will undertake training to Level 3 standard and this training to be renewed every two years to update their awareness and understanding of Safeguarding issues. This is delivered through links with Suffolk Safeguarding Children’s Board. They will also have completed Common Assessment Framework training for dealing with disclosure issues. They also have access to regular updates through Suffolk CPD, Suffolk Safeguarding Children Board and NSPCC CASPAR amongst others.
“All those who come into contact with children and families in their everyday work…, have a duty to safeguard and promote the welfare of children” HM government Department of Health.
It is important to remember that children refers to all those under 18 years of age.
Workplace abuse comes in many forms: violence, harassment, threatening or aggressive behaviour and bullying. These can have devastating results with serious physical or psychological damage being common occurrences. Not only can this lead to lost staff or at the very least our staff morale it can also lead to legal or financial implications if employees seek financial compensation for their grievances. It can also lead to loss of reputation as “word” gets round, often making it difficult to recruit staff.
So it can be seen that robust and effective safeguarding procedures can help all staff, not only young people. They can help maintain good staff morale leading to a happier workforce which in turn can lead to better staff retention.
BRS will play its part in Safeguarding in the workplace as follows:
- A Health and Safety Standards (HASS) check will be carried out on all yards prior to a trainee being placed there, this will be reviewed every 3 years.
- Trainees will receive lessons in Equality and Diversity, Personal Safety, E-Safety, Prevent Strategy during their time at BRS.
- Trainees will be given a copy of Trainee Workplace Handbook which includes a section on a safeguarding, advice on how to deal with safeguarding situations and a list of useful contact details.
- Parents/guardians will be encouraged to play an active role in their charges transition to the workplace. E.g. finding accommodation, local amenities etc.
- All trainees will be furnished with a workplace handbook which will include contact information for BRS mentor and safeguarding leads. Also included in this are details of new safeguarding SMS service which will provide round the clock contact with DSLs and also include information on a variety of help lines.
- Trainee Safeguarding Review will be carried out but WIs within 10 days of trainee commencing employment. This will also take place if a trainee moves to another yard.
- Training Review will be carried out at regular intervals as long as the trainee remains on the BRS programme.
- A random selection of these reviews will be checked by the safeguarding team at regular intervals and these checks recorded.
- WIs are encouraged to report any concerns, no matter how serious, to one of the BRS safeguarding team.
- The BRS Safeguarding team will offer help and support where possible to both trainees and employers.
- The BRS will deal with all Safeguarding matters as per procedures laid down in the BRS Safeguarding Policy.
- Employers taking on a BRS trainee should have a safeguarding policy in place. Those who do not have one may use the template provided in the BRS handbook or request a copy of the full BRS Safeguarding Policy to use as a basis of their own. This policy is also available on the BRS website.
- This policy should apply to all staff, clients and sub-contractors.
- Employers should also have in place a Code of Conduct, gain they may refer to the code included in BRS Safeguarding Policy to use as a basis of their own.
- Employers must agree to the HASS check carried out by BRS.
- Employers must agree to the action plan (if any) after the HASS check.
- Employers are encouraged to contact BRS safeguarding team if they need help with safeguarding issues.
- It is recommended that employers consider how they will enable protection for young people using their computers or Wi-Fi.
- Suspected or disclosure of abuse involving a BRS trainee must be reported to one of the BRS Designated Safeguarding Leads whose details are available in the BRS handbook. In an emergency call the police 999/112.
- Employers should follow the procedures shown in the safeguarding template or in the BRS Safeguarding Policy.
- Guidance on specific issues may be obtained from one of the Designated Leads at the BRS.
- Allegations against a member of BRS staff should be reported to Grant Harris, the CEO of the school.
- Should the trainer offer accommodation they have a duty to ensure that it is safe, secure and habitable.
A number of agencies assist the School in fulfilling safeguarding responsibilities. These are:
- SafeCIC: This organisation provides ‘first line’ general advice, guidance and training on safeguarding issues. Contact details are:
- Telephone: 01379 788933
- Email: rosiecarter@safeCIC.co.uk
- BHA: Have a team of stable inspectors who undertake port inspections of trainer’s yards.
- Racing Welfare: racing welfare has a nationwide network of welfare officers and a 24 hour help line. The number is: 0800 6300443.
- BRS Welfare Adviser: The School’s welfare adviser visits the School on a weekly basis and at other times when dealing with a specific welfare issue. His contact number is: 07840 902450.
- Suffolk Multi Agency Hub (MASH): The Local Authority in Suffolk have established a MASH which brings together a team of multi-disciplinary professionals from partner agencies to deal with all safeguarding concerns. This consolation line if not a point of referral but will allow professionals who may be unclear on which course of action to take to access advice and to discuss the most appropriate and effecting way of obtaining help. The number is: 0345 6061499.
- Suffolk Children and Young People’s Services: where there is a serious concern relation to a safeguarding issue this should be referred to Customer First. The contact details are:
- Daytime: 0808 8004005
- Out of hours/weekend: 0808 8004005
- Local Authority Designated Officer (LADO): There is now one central telephone number for LADO enquiries and referrals. The contact details are:
0300 1232044 LADOCentral@suffolk.gcsx.gov.uk
There is also a referral form, which ensure that basic information is captured and LSCB ask that this form is used whenever possible and emailed direct to the address above. (Appendix)
IN THE CASE OF A SERIOUS ISSUE OR CONCERN THE POLICE SHOULD BE CONTACTED
Local Police: 01473 613500 Emergency: 999/112
Good practice Guidelines for Employees
- Treat all the trainees and colleagues with equal dignity and respect.
- Put the welfare, success and achievement of each trainee first, before the winning or achieving of goals.
- Be polite and friendly but don’t forge personal relationships with trainees or have favourites.
- Avoid physical contact unless absolutely necessary e.g. Legging up, first aid or other emergencies.
- If contact is unavoidable, explain and discuss these actions with trainee first.
- Be an excellent role model for trainees, this includes not smoking, drinking alcohol or using abusive language in the company of trainees in any work related environment.
- Recognise that caution is required especially when dealing with sensitive moments e.g. when dealing with bullying, bereavement or abuse.
- Do not accept swearing, bullying or other inappropriate behaviours either from colleagues or members of the public when trainees are involved or in close proximity.
- Do not allow trainees to use inappropriate language unchallenged.
- Give constructive feedback rather than negative criticism.
- Never reduce a trainee to tears as a form of control.
- Never make sexually suggestive comments, even in fun.
- Never engage in or allow any form of inappropriate touch.
- Never transport trainees in your own personal vehicle.
- If you need to transport a trainee in a BRS vehicle you must ensure that they are accompanied by at least one other trainee of staff member.
- Never administer medication unless specifically trained and approved by the person’s parents to do so.
- Never contact a trainee on your own phone, all contact should be made using official BRS devices.
- Never make contact with a trainee through a private social networking account or have social networking ‘friendships’ with any trainee for the duration of any training scheme they are enrolled on.
- Always observe Health and Safety regulations.
- Always follow BRS ID and security procedures.
- Be aware of visitors seemingly having no business on the premises. NO BADGE? ASK!
- Be alert to members of the public/staff approaching, videoing or taking photographs of trainees especially if using their own equipment.
- Report any such behaviours, incidents or concerns to the DSL or Alternate without delay.
- If none of these are available seek help from a member of the Senior Management Team.
- If you consider any such behaviours to be dangerous or criminal you may call Social Services “Customer First” on 0808 8004005 or if in an immediate danger call 999/112.
- Never allow allegations made by a person to go unchallenged, unrecorded or not acted upon.
The list is not exhaustive. Some specific posts and activities may need more detailed guidance. If employees have any concerns about the appropriateness of any practice or action, they should contact the DSL or Alternate.
THE BRITISH RACING SCHOOL SAFEGUARDING YOUNG PEOPLE POLICY STATEMENT AND IMMEDIATE ACTION GUIDE
(To be displayed in all ‘collective’ offices, hostel and yard)
Designated Safeguarding lead: Lawrie Gillespie
Designated Safeguarding Lead Alternative: Sarah Hayde-Salter and Carol Bramhill
The British Racing School recognises that all young people have a right to protection from abuse. We take our responsibilities to protect and safeguard the welfare of young people seriously.
- Appoint a Trustee and a member of the Senior Management Team (SMT) with responsibility for safeguarding and nominate a Designated Safeguarding Lead and Alternate.
- Ensure we practise safer recruitment in checking suitability of all staff who have contact with young people.
- Raise awareness of Safeguarding issues with trainees and equip them with skills they need to stay safe.
- Respond swiftly and appropriately to all suspicious or allegations of abuse and provide parents and trainees with the opportunity to voice their concerns.
- Have a system for raising concerns about a young person’s welfare and possible abuse.
- Provide ongoing training for all staff on safeguarding and ensure they are aware of the School’s policy and procedures.
ISSUE ACTION BY MEMBER OF STAFF INITIALLY AWARE OF ISSUE ACTION BY DESIGNATED SAFEGUARDING LEAD Complaint by/Concern of welfare of a trainee (because you have seen, been told, anonymous allegation, or disclosure) 1. Keep calm, consider who else can hear, listen carefully, do not ask leading questions. Do not offer confidentiality.
2. Do not investigate.
3. Write down all that you are told and sign, date and time this.
4. Inform DSL or Alternative
5. Do not delay. In an emergency dial 999/112.
1. Inform Suffolk Social Services “Customer First”: 0808 800 4005 , 24 hr line: LADOCentral@suffolk.gcsx.go.uk
2. If of a serious nature contact the police. In an emergency dial 999/112
Allegation or Concern about the behaviour of a member of staff. Actions as above but inform Chief Executive or Chair or Board of Trustees (if Chief Executive involved). In an emergency dial 999/112. 1. Inform Local Authority Designated Officer.
2. If of a serious nature contact the Police. In an emergency dial 999/112.
Ethos and Policy
Our Ethos is to produce the best available training and in so doing offer the best opportunities to young people who want to work in the horseracing industry and who want to develop their skills and talents. We are therefore committed to continuous improvement, not only of the trainees, but of the training itself.
Our policies are agreed by the Trustees and developed for their consideration and agreement by the Management Team.
It is a fundamental principle of the main training area of Work Based Learning for 16-18 year olds that it is delivered free of charge to the individual. Therefore there is no charge for the training, the accommodation or the food. In so doing, it is intended that this training is available to any individual regardless of their means or background, provided they meet the criteria of Government Work Based Learning.
Duty of Care
We take very seriously our responsibilities in looking after the trainees at the School. It is therefore very important that we have in place a comprehensive arrangement to fulfil this obligation. Trainees have a weekly 1:1 interview with their Instructor and they have access to both male and female members of staff with whom they can discuss issues of concern. The Chaplain to Horseracing visits every week and is available as a neutral and confidential source of counselling where needed. We believe that it is very important for trainees to have effective contact with their parents whilst at the School and at this challenging time in their lives, and therefore each bedroom in the hostel has a private telephone line which allows parents to ring in. Similarly we have effective policies on bullying to ensure that any allegation is properly and effectively dealt with.
Health and Safety
Because of the inherent risks of working with racehorses, considerable emphasis is placed on health and safety. We have comprehensive procedures in place to ensure that we eliminate where possible, any potential health and safety risk. To provide this, health and safety is integrated into all our activities and we employ a dedicated Health and Safety Consultant.
We are committed to reducing our impact on the environment. As part of our policy, all staff and trainees are encouraged to be involved and to contribute to this policy.
We believe that it is very important the School has strong links with both the local and the racing community. This is done through a wide range of activities. It includes members of staff contributing to various industry and other committees connected with our training. It involves hosting visits from groups who wish to visit the School and the Newmarket and Mildenhall School Partnership. It also involves members of staff contributing to the local community.
Advice and Guidance
We put particular emphasis on the need for young people to have appropriate information, advice and guidance so that they can make informed choices of the options available to them whilst they are training. We therefore have comprehensive procedures in place ranging from the first tentative enquiry from a potential trainee to ongoing advice throughout the training process.
We think it is really important that young people are trained within what we term as a ‘quality environment’. By this we mean that the buildings, the grounds and the training facilities are all equipped and maintained to the highest standard. Particular attention is paid to the menu to ensure we provide the best possible food within the budget available. Rooms are very well appointed with good quality furniture and pictures. We hope that in so doing, we demonstrate the importance of high standards and the value that we place on each and every one of them as human beings.
Equality and Diversity Policy
What Equality and Diversity means is that everyone, staff, clients and trainees, should be treated fairly and with respect so they can develop to fulfill their full potential. At The British Racing School we value diversity and we celebrate difference.
Whilst Government guidance on Work Based Learning will apply some restrictions, it is The British Racing School’s aim that we will strive to deliver equality of opportunity for all trainees and staff, irrespective of their age, race, gender, gender identification, religion or belief, sexual orientation, pregnancy or maternity, marital or civil partnership status, physical or learning abilities Similarly, there should be no discrimination on any other grounds including disability or age except where it is necessary to ensure that the job is done effectively and safely.
Furthermore it is the School’s aim to encourage an inclusive environment for both trainees and staff and to use teaching methods which promote equality of opportunity. The principle of Equality and Diversity will apply to recruitment, selection, training, promotion, dismissal, development and terms and conditions of service.
We will not unlawfully discriminate within the meaning and scope of the provisions of The Equality Act 2010. We also aim to observe the codes of practice published by the Equality and Human Rights Commission (EHCR).
All employees and trainees have a responsibility to apply these principles in practice. Any trainees or member of staff who feels that they have been treated unfairly in relation to this policy should use the School’s Grievance Procedures.
Statement of Service
About our IAG service
The service we provide is intended to help you make the right decisions with regard to your current or future employment and to choose the most appropriate courses and qualifications we offer.
What we offer
– Confidential, important and objective information and advice, covering learning opportunities and the skills and qualifications needed for employment in the racing industry.
– Written information on all courses and opportunities.
– Support during your studies to assist your learning, personal development and career.
– Advice and services to enable you to study effectively if you have a disability or additional requirement.
– Telephone helpline providing initial information and advice.
– A signposting and referral service to other providers and sources of information (if we are unable to offer the training, information or advice you require).
What you can expect from us
– We will be professional and knowledgeable.
– We are happy to answer your enquiry by telephone or email.
– We will normally invite you for interview prior to attending a course.
– We will tailor our services to your needs.
– If we are unable to respond to your request immediately, a response to written correspondence will normally be sent within 5 working days.
– Where a response is required to a telephone call, we will reply within 2 working days.
– We will acknowledge or reply to your emails within 3 days.
What do we expect from you?
– As much relevant information as you can give us so that we can answer your enquiry fully.
– Prompt contact if you have any questions or concerns about your studies.
– To attend all interviews, which have been arranged with IAG staff, on time.
– Let us know if you need to cancel or re-arrange.
– To be honest and open with us, and work towards meeting your agreed aims.
– To treat all members of staff with respect.
In order to provide the best possible service we keep a record of your details, your academic record and your contacts with us.
This record can only be accessed by authorised staff or representatives who need to see this information as part of their work.
Our School welcomes enquiries from all young people and adults regardless of age, ethnic origin, sexual orientation, religious beliefs, disability (though some levels of disability will prevent a place being offered on some riding courses), gender, marital status, background or religion. Weight limits are, however, imposed for some courses.
Our School is committed to the aim of offering equality opportunity to all.
If you have a disability, or have problems that affect the way you use our service, we will be happy to discuss the best way to help you.
Feedback, Comments and Complaints.
To help us to continuously improve our service and address points raised by the recipients of our training, we actively invite suggestions, comments, compliments or complaints (this may be anonymous if preferred).
All courses close with a written feedback sheet. Alternatively, points can be raised at any time with a member of staff.
We hope that you are happy with the service you receive but if you are not then we will investigate and deal with any difficulties you experience.
There is a clear complaints policy which specifies how complaints are handled and where unresolved complaints may be directed.
If you have a complaint then we will treat it in confidence and will do our best to resolve it fairly and quickly in accordance with our complaints procedures.
Our School complies with the requirements of the Data Protection Act 1998.
How to contact us
You may contact us by telephone or email. To telephone dial 01638 665103 or email firstname.lastname@example.org
Alternatively you can write to:
The British Racing School
Suffolk CB8 7NU
Copies of our IAG Statement of Service are also available from the office.
We at The British Racing School are mad about the Environment! BRS Environmental Policy
As custodians for future generations, we are committed to maintaining a healthy and sustainable working environment wherever we operate.
We set ourselves challenging standards for our employees and students, serving our customers & partners and those in the community
Everybody who works for The British Racing School shares this responsibility.
We seek to minimise adverse effects to people, animals and the environment through our business activities.
We evaluate our activities, learning and benefiting from our experiences and the experiences of others.
We set targets and report against objectives in order to demonstrate continual improvement in all that we do.
The BRS is committed to creating and sustaining a safe, positive and inclusive environment for all trainees, parents/carers and staff. We believe that everyone has the right to feel emotionally and physically safe whilst attending the school or workplace while on the BRS programme. As such, the BRS adopts a zero tolerance attitude to bullying of any sort.
ANTI BULLYING POLICY
STATEMENT OF PRINCIPLE
The BRS is committed to creating and sustaining a safe, positive and inclusive environment for all trainees, parents/carers and staff. We believe that everyone has the right to feel emotionally and physically safe while attending the school or workplace whilst on the BRS programme. As such, the BRS adopts a zero tolerance attitude to bullying of any sort.
The policy aims to ensure that individual cases of bullying will be dealt with consistently and in a constructive manner when they occur. The BRS aims are to:
- Build and sustain anti bullying ethos at the BRS
- Challenge attitudes about bullying behaviour
- Ensure that trustees and staff know and understand the policy on bullying and follow it when an incidence of bullying is suspected or reported
- Equip trainees to stand up against bullying or harassment , report it and support those subject to bullying or harassment
- Support and counsel anyone subject to bullying
- Correct the behaviour of those responsible
Bullying is when one or more persons physically, emotionally or psychologically hurt or cause harm to an individual(s) who are in a weaker position than him/her/them and are less able to defend themselves. It can be a one off incident, but is more commonly repeated over a period of time and consists of a series of different incidents. Anyone can be or become the target of bullying.
BULLYING IS THE ABUSE OF POWER BY ONE PERSON OVER ANOTHER.
Different Types of Bullying:
- Physical – hitting, kicking, spitting, tripping, theft of belongings etc.
- Verbal – Name calling, insulting a person’s family, threats of physical violence, Spreading rumours or constantly putting someone down.
- Emotional/Psychological – Excluding someone from a group, tormenting, ridicule, humiliating (especially in front of others) or ignoring.
- Sexual – Unwanted physical contact, abusive comments, sexually insulting gestures, etc.
- Racist – Insulting language or gestures, name calling, graffiti or racially motivated violence based on a person’s actual or perceived nationality, ethnic origin or faith.
- Gender based bullying – insulting language or gestures, name calling, graffiti or violence based on a person’s actual or perceived sexual orientation.
- Cyber/Electronic – By text message, by e-mail, on the internet (including social media, chat rooms, bulletin boards, instant messaging services or hate web-sites).
All of the behaviours listed above can cause a considerable amount of stress to young people or vulnerable adults, it can affect their health and development and in extreme cases cause significant harm (e.g. self-harm) or at worst death through suicide.
- Physical – Bruises, scratches, cuts, damaged clothing/belongings.
- Attendance – Patterns of unexplained absence
- Health – Loss of appetite, stomach aches, headaches, soiling clothes or bed.
- Behavioural changes – Reduced concentration, drop in performance in training or work, becoming withdrawn, clingy, depressed, mood swings, reluctance to got to certain places or be around certain people.
- Emotional – High levels of anxiety, refusal to speak about problems and unusual displays of temper.
- Shortages – Money or possessions.
- Trustees and SMT – Supporting the implementation of the BRS Anti Bullying Policy and helping to raise awareness of it.
- DSLs/SMT – Recognising that bullying takes place in all educational settings, and maintaining a culture within which bullying and harassment are regarded as completely unacceptable.
Providing information and specific skills-based training to trainees so they are alert to the indicators of bullying and harassment, and can intervene, report and support appropriately.
Engaging all parents or carers as partners so that they are alert to the indicators of bullying and harassment, and can report and support appropriately in accordance with BRS policy.
Recording information on incidents of bullying in accordance with policy.
Dealing with incidents of bullying in accordance with BRS policy.
Contacting/working with parents /carers of both trainees subject to bullying
and trainees engaging in bullying behaviour .
Contacting/working with external agencies where appropriate.
- All BRS staff – To ensure adherence to BRS rules and procedures; to equip trainees to recognise indicators of bullying and harassment, intervene appropriately, support anyone subject to bullying; to report to SMT/DSL and to record any reported incidents. To show vigilance when carrying out their daily duties.
- Student Counsellor – To offer support to those subject to bullying when asked for and to help staff explain to perpetrators the affect their actions have on others.
- Racing Welfare Chaplain – As above.
- Parents/Carers of victims – Support their children and the BRS in its efforts to deal with the problem.
- Parents/Carers of bullies – Be aware of their responsibility to seek advice from BRS staff if they have concerns about bullying or harassment, or notice signs that may indicate bullying or harassment. Support their children and the BRS in its efforts to support those subject to bullying and correct those engaging in bullying behaviour.
- External Agencies – To respond to BRS, trainees or parents/carers when called upon in accordance with BRS policy.
Action if bullying is suspected
- When bullying is suspected or reported it should be taken seriously.
- All trainees should be encouraged to share their concerns.
- Those subject to bullying or harassment should be encouraged to speak to a trusted member of staff at the BRS or if in the workplace their Workplace Instructor.
- The bullied person and those engaging in bullying behaviour should be spoken to separately. Accurate records of all meetings must be kept. TIME, DATE, POSITION and SIGNATURE on the BRS Bullying Concern Form. Appendix 1
- Action should be taken to ensure the safety of the bullied person. This will include building a “circle of friends” around the bullied person to provide specific support in contexts of the bullied person’s choosing and who will report further issues to staff.
- Staff should reassure them but must not offer confidentiality as information may need to be shared with other agencies.
- BRS will work with the parents/carers of any trainee who is being bullied and trainees who are bullying, to support and encourage those trainees to find an appropriate solution.
- BRS will involve external agencies where appropriate, in supporting trainees who are being bullied or are bullying.
- Excluding trainees from the BRS is a last resort however if serious victimisation, abuse, intimidation or physical bullying is reported/suspected, investigated and found to be true, those involved will be asked to leave the BRS and its programme.
BRS Strategies to reduce bullying
- Establish a culture of acceptance, tolerance and respect using staff meetings, newsletter, web-site, student handbook, inductions and Equality and Diversity training for both staff and trainees.
- Set a tone of respect in all areas of the BRS by managing student and staff behaviour through a clearly defined set of rules which set a climate of respect and responsibility.
- Minimise the occurrence of situations where bullying may occur by providing adequate supervision and by use of CCTV in public areas.
- Raise awareness amongst trainees and staff of BRS position against bullying through inductions (both trainee and staff), in the evening programme for trainees, training for staff, displays and notices around BRS. (Trainees will be taught how they can play their part to reduce opportunities for bullying within the BRS and in workplace contexts, and to intervene, report and support appropriately when bullying or harassment takes place.
- Raise awareness among parents so that they can be well informed, proactive and supportive champions of BRS policy and practice.
- All staff encouraged to be vigilant and take reports of bullying seriously.
- Encourage staff to use positive terms i.e. “what to do” rather than “what not to do”.
- Encourage staff to be good role models, show trainees respect and encourage them to be successful.
Information for trainees
If you think you are being bullied
- Remember it is not your fault. Nobody deserves to be bullied.
- Try to stay in a friendly group.
- Try to remain confident even if you don’t feel it.
- Remember walking away is not cowardly.
- Keep a diary/record of what happened, when and with whom.
- Tell a trusted adult, your parents/carers, your instructor, a hostel warden, a friend or any member of BRS staff.
- Text BRS SAFE to 62277
If you think you think bullying or harassment is taking place
- With a friend, intervene safely in an appropriate and proportionate manner to support the bullied person
- With a friend report the matter to staff, doing so confidentially if you would prefer
- Be prepared to support the bullied person, following staff involvement, as part of a “circle of friends”
- Intervene and report appropriately should you become aware of further issues
BRS policy can be summed up in three words:
INTERVENE, REPORT AND SUPPORT
PREVENTION IS BETTER THAN CURE
To cover training requirements of the Thoroughbred Racehorse Breeding Industry, the British Racing School (BRS) sub-contracts the provision of Intermediate Apprenticeships and Advanced Apprenticeship (Breeding Option), to The National Stud, Newmarket, Suffolk.
As BRS remain ultimately responsible for all that is delivered by subcontractors, they will undergo risk management and due diligence processes to ensure that any subcontractor is in good financial health and has the capacity and capability to manage a subcontract, including delivery, equality, diversity and ethical values.
BRS is a signatory to the Common Accord, and commits to the “Overarching Principle” that: supply chains seek to optimise the impact and effectiveness of service delivery to the end user.”
Subcontractor: The National Stud, Newmarket, Suffolk.
Contract start 01/08/2015, End 31/07/2016.
Provision: 16-18 Apprenticeships, 19+ Apprenticeships, incorporating classroom learning and workplace learning.
Size of Funding Subcontract: £130,000
Subcontractor to receive support in terms of Learner Management on PICS system, monthly submission, copy of relevant documents, staff training and advice, monthly meetings, and yearly audit.
The BRS require subcontractors to be listed on the Register of Training Organisations (RTO), if their contract is over £100,000, and to keep to the funding rules of both the Education Funding Agency and the Skills Funding Agency.
Subcontractors must give the BRS, and any other person nominated by them, access to their premises and all documents relating to providing education and training funded through the subcontract.
Subcontractors must give sufficient evidence to allow BRS to assess their performance against Ofsted’s Common Inspection Framework. They must always have suitably qualified staff available to provide the education and training funded through the subcontract, and must co-operate to make sure that there is continuity of learning if the subcontract ends for any reason.
Fees and Charges:
The BRS will levy a management fee of 10% on any funding claimed under the subcontract. In addition, a 5% charge will be made to cover the range of services the BRS provides to the subcontractor (previously mentioned above). The total charge of the management fee and charge for 2015/16, to the National Stud, will therefore be 15% of earned funding.
In addition, subcontractors are expected to pay for charges levied by LANTRA for claiming Apprenticeship Certificates at the end of successful programmes. This charge is currently £22 per Apprenticeship Certificate claimed.
Payments to the National Stud will be made monthly, based upon estimated funding earned during the previous month. Any necessary adjustments regarding funding earned will be done at Contract year end.
This Sub-contractor Policy will be reviewed annually, and can be found on the BRS website.
2015 to 2016 Subcontractor Declaration form can be downloaded below.
For more information please contact Simon Page: email@example.com
KEY CONTACTS WITHIN THE BRS
DESIGNATED SAFEGUARDING LEAD
Name: Lawrie Gillespie
Contact No: 01638 669139
DESIGNATED SAFEGUARDING ALTERNATES
Name: Carol Bramhill
Contact No: 01638 675905
Name: Sarah Hayde-Salter
Contact No: 01638 675906
NOMINATED TRUSTEE FOR SAFEGUARDING
Name: Steve Johnson
KEY CONTACTS WITH LOCAL AUTHORITY
Local Authority Designated Officer: LADOCentral@suffolk.gcsx.gov.uk
Suffolk Multi Agency Safeguarding Hub
Suffolk MASH Consultation Line (Non referral): 0345 6061499
REFERRAL INTO CHILDREN AND YOUNG PEOPLE’S SERVICES
Where you have an immediate concern for the safety and welfare of a child or young person telephone “Customer First” 24 hour line on: 0808 800 4005
In an emergency call Police 999/112
For all non-urgent referrals or enquires please contact the DSL or Alternate at the BRS or call “Customer First”
THE DIFFERENCE BETWEEN SAFEGUARDING AND CHILD PROTECTION
Safeguarding applies to all children and young people and is part of the BRS everyday activities and procedures.
Child Protection applies to children or young people who have experienced or are experiencing abuse in their lives.
The full BRS Safeguarding Policy is available to download here
Trainees Car Policy
This policy covers:
- The British Racing School (BRS) requirements and rules
- Legal liability
- Consequences of Breach
- Consent Form
Many trainees, having passed their driving test and acquired the use of a car, ask if they can bring that car to the BRS. A major part of the trainee’s learning at the BRS is the life skills programme which is designed to help the trainee to progress to independent living and as such the BRS has a policy to agree to such requests. However, being mindful of the very real risks posed by the use of cars, particularly in the hands of young and inexperienced drivers, the BRS permission for trainees to bring cars to the school is given subject to conditions and must have the agreement of parents or carers (Next of kin) and their help in ensuring that the school’s requirements are met. The BRS has developed a policy and set of rules in relation to the use of cars by trainees that is believed to be reasonable and proportionate.
BRS Requirements and Rules
- The trainee must have passed both elements of the driving test, theory and practical.
- If the trainee only has a provisional license they may only drive a car on BRS grounds when accompanied by a professionally qualified Driving Instructor.
- The car must have as a minimum, valid third party insurance, a current road fund licence and if appropriate, a current MOT certificate.
- By signing the consent form annexed to this policy it is accepted that it is the exclusive responsibility of the trainee and /or their parents/carers to ensure that they have satisfied all legal requirements to enable them to drive the car including the above. The trainee must produce the originals of these if requested by the BRS.
- No trainee may bring a car onto the premises until they have delivered a completed form of Consent and Agreement in the form set out by this policy. This must be signed by the trainee and a parent/carer.
- This agreement extends to any form of motorised transport (e.g. scooters)
- Owners of scooters etc. must not carry any other trainees as pillion passengers
- Immediately (or as soon as practicable) on arrival at the BRS, the trainee must deposit their key, including spare (if applicable), with the Facilities Manager or one of their team for safe keeping. The trainee may request to have they key back to carry out cleaning or basic maintenance or during free time at the weekend.
- The car must be parked where directed by the facilities staff.
- It is intended that the car should be used primarily as a means of transport between the BRS and home and local visits (e.g. Tesco). No other use of the car is permitted without prior agreement.
- If a trainee does wish to make a longer journey, other than their home, it is required that:
- This is discussed in advance with the Facilities Manager or one of his staff.
- A person with parental responsibility for the trainee confirms their agreement to the making of that journey in advance and that agreement to be recorded.
- It should NOT be assumed that permission will be automatically given.
- The BRS decision is final.
- The BRS accepts no liability for any damage however caused while on the school premises and it is agreed that the car is kept on the BRS premises at the owner’s risk.
- The car must never be used for school business or in any way that would invalidate the school’s Motor or Public Liability Insurance.
Consequences of Breach
- Any breach of the restrictions or requirements set out in this policy may result in permission being withdrawn, either temporarily or permanently, in which case it is required that the car be taken home as soon as can be appropriately arranged and not brought back until renewed permission given.
- That sanction is in addition to any other sanction that may be appropriate depending on the seriousness of the situation.
- The BRS will inform the parents/carers by e-mail if the privilege is withdrawn and they are required to ensure that the car is removed and not brought back until it has been agreed that they may do so.
These forms (to be downloaded using the links below), need to be signed by the trainee and at least one parent/carer, must be provided to the BRS before the car is brought to the school.
DEFINITION OF WHISTLEBLOWING
“The disclosure by an employee or professional of confidential information which relates to some danger, fraud or other unethical conduct connected with the workplace, be it of the employee or his/her fellow employees.”
(Public Concern at Work Guidelines)
The British Racing School (BRS) expects the highest standards from all staff and is committed to the highest possible standards of openness, probity and accountability and we encourage employees who have concerns about any aspect of our work to come forward and voice those concerns. In some instances these concerns may need to be expressed confidentially.
All staff are expected to share concerns about any serious impropriety or breach of procedure that affects others e.g. members of the public, with the CEO or Board of Trustees without fear of reprisal or victimisation. For contact details see Appendix 1 in Safeguarding Policy.
The BRS at all times conducts its business with the highest ethical standards of integrity and honesty, and expects all employees to maintain the same standards in everything they do. However we also recognise that malpractices can occur.
The BRS will not tolerate any such malpractice in the performance and delivery of any of its programmes or services and will treat any complaints very seriously.
These procedures apply to all employees, trainees, contractors and suppliers of the BRS.
This policy aims to:
- Give members of staff the confidence to raise concerns about conduct or practice which is potentially illegal, corrupt, improper, unsafe or unethical or which amounts to malpractice or is inconsistent with school standards and policies so that he/she is encouraged to act on those concerns.
- Provide members of staff with avenues to raise concerns
- Ensure that members of staff receive a response to concerns raised and feedback on any action deemed necessary.
- Offer assurance that there will be no reprisals or victimisation for whistleblowing action taken under good faith.
Examples of illegal and/or illegal conduct
- A criminal offence
- A miscarriage of justice
- An act creating risk to Health and Safety
- An act causing damage to the environment
- Abuse of authority
- Unauthorised use of funds
- Fraud or corruption
- Mistreatment of any person
- An act that has or is likely to cause physical danger to any person or risk serious damage to BRS property
- Unfair discrimination or favouritism
- Racist incidents/acts or racial harassment
- Concealment of any of above
These are called “qualifying disclosures” and need only the reasonable belief that one has taken, or will take, place. It is not necessary for the member of staff to have proof that such an act is being, has been, or is likely to take place. Reasonable belief is sufficient.
All members of staff are expected to report any safeguarding or child protection concerns to the Designated Safeguarding Leads, the Chief Executive Officer or the Chair of the Board of Trustees as set down in the Safeguarding and Child Protection Policies. For contact details see Appendix 1 in Safeguarding Policy.
Such concerns may relate to:
- The physical, sexual, emotional abuse or neglect of a trainee
- Concerns involving the government’s Prevent Strategy (see Safeguarding Policy sect 6)
- An inappropriate relationship between a trainee and an adult
All concerns raised will be treated in confidence and every effort will be made not to reveal the identity of the whistle blower if they so wish. However, it may not always be possible to maintain confidentiality, e.g. you may be asked to come forward as a witness or it is possible that the law would allow access to information to a person the subject of a complaint in order for them to respond to that complaint.
At the same time staff must keep their disclosure confidential in order that a fair professional investigation take place.
Malicious or Vexatious Allegations
No action will be taken against a member of staff if a concern is raised in good faith. However disciplinary action will be taken against the complainant if their disclosure can be shown to be malicious, vexatious, or made for personal gain.
How to raise a concern
As a first step, you should normally raise concerns with your line manager (unless it is a safeguarding concern then you should follow procedures laid out in Safeguarding Policy), their line manager or the CEO.
If you feel you cannot express your concerns within the BRS, you may express your concerns elsewhere outside the school e.g.
- The Chair of the Board of Trustees( Martin Mitchell)
- The local authority Designated Officer(if concern is about safeguarding or child protection)
- The Health and Safety Executive (HSE)
- Customer First Suffolk 0800 800 4005 (Safeguarding or child protection)
- A solicitor
- Any other relevant professional body.
- For contact details see Appendix 1 in Safeguarding Policy.
What happens next
The appointed person dealing with your concern will:
- Provide a written response acknowledging receipt of concern and notifying what will happen next (unless it was an anonymous allegation). This will happen within 10 working days.
- Look into the allegation- seeking evidence and interviewing witnesses as necessary to decide whether a full investigation is required and what form it will take.
- Maintain confidentiality wherever possible but be mindful that there is no guarantee that the whistle blower can remain anonymous.
- If appropriate, for concerns of a criminal nature, refer the matter to the Police.
- If appropriate, for concerns of a safeguarding nature, refer the matter to the Local Authority Designated Officer to lead on safeguarding or call Suffolk’s “Customer First”
on 0808 800 4005.
- If appropriate, for concerns about the financial management of the BRS, bring the matter to the attention of the EFA or SFA.
- If appropriate, for concerns regarding assessment and awards, contact the appropriate awarding body (AQA, City and Guilds, 1st4Sport).
The whistleblowing process will halt until the statutory authorities have completed their investigations and confirmed that it is appropriate to continue with the whistleblowing process.
How the matter can be taken further
This procedure is intended to provide individuals with an avenue to raise concerns within the BRS. If the whistle blower is not satisfied, and feels it is right to take the matter further, please refer to section “How to raise a concern”.
If the matter is taken outside the BRS, the whistle blower must take all reasonable steps to ensure that confidential or privileged information is not disclosed ( i.e. confidential information, in whatever format, must not be handed over to a third party).
To provide procedures on confidentiality for the use of all staff who will from time to time deal with confidentiality concerning learners
Confidentiality Policy Overview:
This overview summarises the confidentiality procedure for full and part-time learners and not those who are on a Work Placed Learning programme.
Learners aged 16 and over have the rights to confidentiality with regard to their health. If a learner refuses to contact parents, when they need medical treatment, we must respect this.
The only exception to this is when a learner becomes a danger to them self or others and needs to be taken to a ‘place of safety’ or is putting their health or themselves at significant risk. This will usually be done in co-operation with another agency for example the police, social care services or a GP and usually relates to mental health.
A learner is entitled to confidentiality when confiding in a tutor concerning personal issues so that permission would need to be gained from the learner in order for this to be shared with other colleagues, eg: problems with parents.
However there are circumstances when confidentiality needs to breached and these are-
Acts of terrorism, radicalisation or extremism
If the learner places themselves or others at risk
In addition Fraser Competency needs to be assessed. (Fraser / Gillick competency is a measure of the young person’s reasoning to check that the decision in hand is one that they can appropriately make. E.g. you could have a 13 year old who is able to be prescribed contraception because they are able to demonstrate that they understand what they are doing and are making a reasoned and informed judgement).
All disclosures must be reported to the Designated Safeguarding Lead immediately.
Learners must be informed that this matter cannot be kept confidential and will be reported.
Child Protection includes physical, sexual, emotional and abuse from neglect. Homelessness in under 18 year olds also needs to be reported through the MAR paperwork. Other issues such as sex trafficking and forced marriage also come under the wider remit of safeguarding.
All information regarding terrorist activity must be reported to the MASH. This includes learners with mental health conditions who have access to firearms.
Hostel Wardens will where possible discuss with relevant staff the learners’ issues unless the learner insists on confidentiality. We must respect a young person’s wish for confidentiality, if consent is not forthcoming.
In Depth Procedure
This area is very complicated because different rules apply to different scenarios. If you are in any doubt over what actions you need to take please contact the Designated Safeguarding Lead. .
In general a distinction needs to be made between 1) mental or physical health,
2)pastoral care 3) child protection and 4) academic issues.
This procedure only relates to those who are 13+ and who are deemed self-aware (Fraser / Gillick competent).
It is also appreciated that many members of staff would be more comfortable with some issues if parents were informed. The reason for not doing so is that parents are often involved in the problem e.g. if a learner is self-harming they could also have been abused at home.
If a learner of 13+ is attending counselling, a doctor or other person providing medical care, they are entitled to confidentiality. This means that the health /counselling professional will not be able to discuss this matter with BRS Staff, nor will BRS Staff be informed if this is not the wish of the learner. Parents must not be contacted if we have medical information, which a learner does not wish to be passed on, for example: pregnancy, miscarriage or abortion. For under 16s the Gillick principle applies, meaning that if they are deemed mature, confidentiality can be maintained for children as young as 13.
The exceptions to the above are in relation to Health and Safety, where it may be essential to notify others if a student constitutes increased risk. These situations must be clarified by the Health and Safety Consultant before disclosure.
If a member of the hostel team sees a learner concerning a personal problem, the member of staff will try where possible to get the student’s permission to talk to the Instructor. If this is not forthcoming then the learner’s confidentiality will be respected. This is as per the UN Convention on the Rights of the Child (1989) and the Human Rights Act 1998. Also information will not be passed on to parents unless the learner wishes it to happen.
Confidentiality between staff and learners can be maintained except in the following situations:-
If a learner’s problem goes beyond the realms of pastoral care, the help of another member of staff would be more appropriate e.g. counselling, financial help, health related problems.
If there are child protection concerns or a disclosure is made then the member of staff must tell the learner that they will be telling the DSL. The member of staff must then contact the Designated Safeguarding Lead immediately, or in their absence the Deputy Safeguarding Officers. If a learner appears to be suicidal, this cannot be kept confidential and will need to be referred to DSL who will contact the appropriate professional body.
If a learner tells a member of staff about a personal problem this cannot be shared with other members of staff unless the learner’s permission is given. This is highlighted as sensitive data in the Data Protection Act. Equally, even if a learner has not said the information they have just given a member of staff is confidential, their permission must be given in order for this to be shared. This is highlighted as sensitive data in the Data Protection Act.
All disclosures must be referred to the Designated Safeguarding Lead immediately. Learners must be told that they have no option but to refer the information on to the DSL.
Prevention of Terrorism
If information comes to light about an act of terrorism this must be passed on via referral to the MASH. Included in prevention of terrorism are those individuals with mental health issues that have access to firearms. These individuals must be reported to Special Branch.
The BRS complaints procedure as relates to trainees is shown below:
Complaints can either be formal or informal.
Where a trainee has a complaint about the training or a member of staff they may raise the matter verbally with the Operations Director. He will then investigate the complaint. If the complaint is upheld he will instigate remedial action to ensure that the matter does not re-occur. If the complaint is found to be without substance the person making the complaint will be informed accordingly.
If the matter is more serious and/or the trainee wishes to raise the matter formally they should put this in writing to the Chief Executive. The complaint should stick to the facts and avoid language that is insulting or abusive.
The Chief Executive will call the trainee to a meeting, normally within 5 days, to discuss the complaint. The Learner may wish to be accompanied to do this. Following the meeting and thorough investigation of the complaint the trainee will receive a decision in writing, normally within 48 hours of the meeting.
If the trainee is unhappy with the decision they need to notify the Chief Executive that they wish to appeal. They will then be invited to an appeal meeting, normally with the BRS Chairman or another Trustee of the BRS. They may wish to be accompanied to do this. The decision of the appeal will be notified within 48 hours.
If still not satisfied with the outcome of the appeal hearing the trainee or their family can raise the issue with the Skills Funding Agency. The relevant person to address this issue to is:
Skills Funding Agency
Online Safety Policy
Online Safety Policy – Updated March 2017
- Roles and Responsibilities
- Handling Incidents
- IT Management
- Data Security
- Equipment and Digital Content
The purpose of this policy is to:
- Set out the key principles expected to all members of staff, students and visitors with respect to the use of IT-based technologies.
- Safeguard and protect the students and staff
- Assist staff working with children and young people to work safely and responsibly with the Internet and other IT communication technologies and to monitor their own standards and practice.
- Set clear expectations of behaviour and/or codes of practice relevant to responsible use of the Internet for educational, personal or recreational use for the whole school.
- Have clear structures to deal with online abuse such as online bullying, in line with BRS Safeguarding and Anti-Bulling Policies.
- Ensure that all members of staff and students are aware that unlawful or unsafe behaviour is unacceptable and that, where appropriate, disciplinary or legal action will be taken.
- Minimise the risk of misplaced or malicious allegations made against adults who work with students.
There are many potential risks, the main areas of risk for the BRS are;
- Exposure to inappropriate content
- Lifestyle websites promoting harmful behaviours
- Hate content
- Content validation: how to check authenticity and accuracy of online content
- Grooming (sexual exploitation, radicalisation etc.)
- Online bullying in all forms
- Social or commercial identity theft, including passwords
- Aggressive behaviours (bullying)
- Privacy issues, including disclosure of personal information
- Digital footprint and online reputation
- Health and well-being (amount of time spent online, gambling, body image)
- Copyright (little care or consideration for intellectual property and ownership)
- ROLES AND RESPONSIBILITIES
Role Key Responsibilities Senior Management Team · Must be adequately trained in off-line and online safeguarding, in line with statutory guidance and relevant Local Safeguarding Children Board (LSCB) guidance
· To lead a “safeguarding” culture, ensuring that online safety is fully integrated with whole school safeguarding.
· To take overall responsibility for online safety provision
· To take overall responsibility for data management and information security (SIRO) ensuring school’s provision follows best practice in information handling
· To ensure the school uses appropriate IT systems and services including, filtered Internet Services
· To be responsible for ensuring that all staff receive suitable training to carry out their safeguarding and online safety roles
· To be aware of procedures to be followed in the event of a serious online safety incident
· Ensure suitable “risk assessments” undertaken so to meet the needs of students, including risk of children being radicalised
· To receive regular monitoring reports from the Safeguarding Team.
· To ensure that there is a system in place to monitor and support staff who carry out internal online safety procedures
· To ensure Trustees are regularly updated on the nature and effectiveness of the school’s arrangements for online safety
· To ensure the school’s website includes relevant information.
Designated Safeguarding Lead (DSL) and Deputies · Take a day to day responsibility for online safety issues and a leading role in establishing and reviewing the school’s online safety policy/documents
· Promote awareness and commitment to online safety throughout the school
· Ensure that online safety education is embedded within the students learning environment
· Liaise with school technical staff where appropriate
· To communicate regularly with the SMT and the designated Trustee/Committee to discuss current issues and review incidents
· To ensure that all staff are aware of the procedures that need to be followed in the event of an online safety incident
· To ensure that online safety incidents are logged as a safeguarding incident
· Facilitate training and advice for all staff
· Oversee any student surveys / feedback on online safety issues
· Liaise with the Local Authority and relevant agencies
· Is regularly updated in online safety issues and legislation, and be aware of the potential for serious child protection concerns.
· Ensure this Policy is reviewed annually or when any significant changes occur with regard to the technologies in use within the school
Trustees / Safeguarding Trustee (including online safety) · To ensure that the school has in place policies and practices to keep the children and staff safe online
· To approve the Online Safety Policy and review the effectiveness of the policy
IT Lead · To report online safety related issues that come to their attention, to the DSL
· To manage the school’s computer systems, ensuring
– school password policy is strictly adhered to
– systems are in place for misuse detection and malicious attack (e.g. keeping virus protection up to date)
– access controls/encryption exist to protect personal and sensitive information held on school owned devices
– the school’s policy on web filtering is applied and updated on a regular basis
· Keeps up to date with the school’s online safety policy and technical information in order to effectively carry out their online safety role and to inform and update others as relevant
· That the use of school technology and online platforms are regularly monitored and that any misuse/attempted misuse is reported to the DSL
· To ensure appropriate backup procedures and disaster recovery plans are in place
Data Manager · To ensure that the data they manage is accurate and up-to-date
· Ensure best practice in information management, i.e. have appropriate access controls in place, that data is used, transferred and deleted in-line with data protection requirements
· The school must be registered with Information Commissioner’s Office (ICO)
Instructional Staff · To embed online safety in the students learning
· To supervise and guide students carefully when engaged in learning activities involving online technology
· To ensure that pupils are fully aware of research skills and are fully aware of legal issues relating to electronic content such as copyright laws
All Staff · To read, understand, sign and adhere to the school’s Online Safety Policy
· To report any suspected misuse or problem to the DSL
· Maintain an awareness of current online safety issues and guidance e.g. through CPD
· To model safe, responsible and professional behaviours in their own use of technology
On Leaving Employment:
· At the end of the period of employment to return any equipment or devices loaned by the school. This will include leaving PIN numbers, IDs and passwords to allow devices to be reset, or meeting with Line Manager and IT Manager on the last day to log in and allow a factory reset.
Students · Read, understand and adhere to the BRS Online Safety Policy
· To understand the importance of reporting abuse, misuse or access to inappropriate materials
· To know what action to take if they or someone they know feels worried or vulnerable when using online technology
· To understand the importance of adopting safe behaviours and good online safety practice when using digital technologies
· To contribute to student surveys / feedback that gathers information on their online experiences
· To note, learn and apply all training provided covering Online Safety
Parents / Carers · To read, understand and promote the BRS Online Safety Policy as displayed on the website
· To support the BRS in promoting online safety
· To consult with the school if they have any concerns about their child or young person’s use of technology
External Groups · Any external individual/organisation will read and adhere to the BRS Online Safety Policy as displayed on the website
· To support the BRS in promoting online safety
· To model safe, responsible and positive behaviours in their own use of technology
The policy will be communicated to staff/students/parents/carers/external groups
- Policy to be posted on the school website and relevant notice boards
- Policy to be part of school induction pack for new staff
- Regular updates and training on online safety for all staff
- HANDLING INCIDENTS
- The school will take all reasonable precautions to ensure online safety
- Staff and students are given information about infringements in use and possible sanctions.
- Safeguarding Lead and / or deputies act as first point of contact for any incident
- Any suspected online risk or infringement is reported to the DSL that day
- Any concern about staff misuse is always referred directly to the Chief Executive, unless the concern is about the Chief Executive in which case the compliant is referred to the Chair of Trustees and the LADO (Local Authority’s Designated Officer).
- Has an e-Safety session included in the programme
- Plans online use carefully to ensure that it is age-appropriate and supports the learning objectives for specific curriculum areas;
- Will remind students about their responsibilities through the Online Safety Policy and use of posters and information boards
- Ensure staff are aware of their responsibility to model safe and responsible behaviour in their own use of technology, e.g. use of passwords, logging-off, use of content, research skills, copyright;
- Ensures that staff and students understand the issues around plagiarism; how to check copyright and also know that they must respect and acknowledge copyright/intellectual property rights;
- Makes regular training available to staff on online safety issues
- Provides, as part of the induction process, all new staff with information and guidance on the Online Safety Policy
- IT MANAGEMENT
Internet access, security (virus protection) and filtering
- Informs all users that Internet/email use is monitored;
- Has the educational filtered secure broadband connectivity
- Uses a filtering system which blocks sites that fall into categories (e.g. adult content, race hate, gaming, gambling, alcohol and drugs). All changes to the filtering policy are logged and only available to staff with the approved web filtering management status
- Ensure network health through the use of anti-virus software
- Uses individual, audited log-ins for all users
- Uses guest accounts occasionally for external or short term visitors for temporary access to appropriate services
- Has weekly back-up of school data
- Storage of all data within the school will conform to the EU and UK data protection requirements; storage of data online, will conform to the EU data protection directive where storage is hosted within the EU.
- To ensure the network is used safely, ensure all staff read and sign to confirm they have understood the school’s online safety policy. Following this, they are set-up with Internet, email access and network access.
- All users of the school’s e-Portfolio system (OneFile) are issued with their own unique username and password and users are reminded to not give this information to another user.
- Ensure all users know to log off when they have finished working or leaving their computer or device unattended
- Ensure all equipment owned by the school and/or connected to the network has up to date virus protection
- Makes clear that staff are responsible for ensuring that any computer/laptop/device loaned to them by the school, is used primarily to support their professional responsibilities
- Maintains equipment to ensure Health and Safety is followed
- Ensures that access to the school’s network resources from remote locations by staff is audited and restricted and access is only through school approved systems
- Does not allow outside Agencies to access its network remotely except where there is a clear professional need and then access is audited restricted and is only through approved systems
- All IT and communication systems installed professionally and regularly reviewed to ensure they meet health and safety standards
- This school makes it clear that staff and students must always keep their passwords private, must not share with others; if a password is compromised the school should be notified immediately
- All staff have their own unique username and private password to access school systems. Staff are responsible for keeping their password(s) private
- We require staff to use strong passwords
- We require staff to change their passwords into the MIS every year as directed
- Provides staff with an email account for their professional use
- Will contact the Police if one of our staff or students receives an e-mail that we consider is particularly disturbing or breaks the law.
- Will ensure that email accounts are maintained and up to date
- The Chief Executive, supported by the Trustees, takes overall responsibility to ensure that the website content is accurate and the quality of presentation is maintained
- The school website complies with statutory DFE requirements
- Most material is the school’s own work; where other’s work is published or linked to, we credit the sources used and state clearly the author’s identity or status;
- Photographs published on the web do not have full names attached. We do not use students’ names when saving images in the file names or in the tags when publishing to the school website
- Uploading of information on the schools’ e-Portfolio system is shared between different staff members according to their responsibilities
- Photographs and videos uploaded to the schools’ e-Portfolio system will only be accessible by members of staff
- Staff are instructed to always keep professional and private communication separate
- Staff are not permitted to communicate with students via personal networking profiles
- Where necessary, staff may be required to communicate with students via a BRS networking page. “BRS” must be within their name and the password must be known to a member of the safeguarding team.
- We have CCTV in the school as part of our site surveillance for staff and students safety. The use of CCTV is clearly signposted in the school. We will not reveal any recordings without appropriate permission.
Video Recording of Riding Lessons
- We use video recording equipment in riding lessons to assist with teaching, learning and assessment. These recordings may be uploaded to the e-Portfolio system but will not be shared outside of the BRS without gaining permission of the student and of those aged under 18 years, their parent/guardian.
- DATA SECURITY
Strategic and operational practices
At this school:
- The Operations Director is the Senior Information Risk Officer (SIRO).
- Staff are clear who are the key contact(s) for key school information (the Information Asset Owners) are. We have listed the information and information asset owners.
- We ensure staff know who to report any incidents where data protection may have been compromised
- Appropriate DBS checking of staff is carried out and records are held in a single central record.
- Staff have secure area(s) on the network to store sensitive files
- We require staff to log-out of systems when leaving their computer, but also enforce lock-out 10 minutes idle time.
- All servers are in lockable locations and managed by DBS checked staff
- Details of all school-owned hardware will be recorded in a hardware inventory
- Details of all school-owned software will be recorded in a software inventory
- Disposal of any equipment will conform to The Waste Electrical and Electronic Equipment Regulations 2006 and/or The Waste Electrical and Electronic Equipment (Amendment) Regulations 2007. (Further information can be found on the Environment Agency website).
- Where any protected or restricted data has been held we get a certificate of secure deletion for any server that once contained personal data.
- EQUIPMENT AND DIGITAL CONTENT
- Students must follow BRS procedures with regards to holding and using mobile devices in the yard areas and in all lectures.
- The School reserves the right to search the content of any mobile devices on the school premises where there is a reasonable suspicion that it may contain illegal or undesirable material, including pornography, violence or bullying.
- Those students who loan a BRS tablet device for the purposes of using the e-Portfolio sign and agree to the terms and conditions when being issued with the device.
- Staff are not permitted to use their own mobile phones or devices in a professional capacity, such as for contacting children, young people or their families within or outside of the setting.
- Staff will be issued with a phone or device where contact with students, parents or carers is required.
- Staff should not use personally-owned devices, such as a mobile phone, camera or device to take photos or videos of students and will only use work-provided equipment for this purpose.
- If a member of staff breaches the school policy then disciplinary action may be taken.
- We gain parental/carer permission for use of digital photographs or video involving their child as part of the Course Confirmation form when their daughter/son joins the school
- We do not identify students in online photographic materials or include the full names of students in the credits of any published school produced video materials/DVDs
- If specific student photos (not group photos) are used on the school website, in the prospectus or in other high profile publications the school will obtain individual parental or student permission for its long term, high profile use
- Students are taught about how images can be manipulated in their e-Safety session and also taught how to consider how to publish for a wide range of audiences which might include trustees, parents or younger children as part of their daily activities.
- Students are advised to be very careful about placing any personal photos on any “social” online network space. They are taught to understand the need to maintain privacy settings so as not to make public, personal information.
- Students are taught that they should not post images or videos of others without their permission. We teach them about the risks associated with providing information with images (including the name of the file), that reveals the identity of others and their location. We teach them about the need to keep their data secure and what to do if they are subject to bullying or abuse.
Looked After Children Procedures
Looked After Children Procedures – Updated January 2017
PURPOSE: To give a clear guidance to all staff that instruct and
support ”Looked after Children and Care leavers”(LACs)
SCOPE: Looked after Children and Care Leavers on BRS Courses
RESPONSIBILITY: All staff with a pastoral or instructional remit
“Early childhood can impact on the ability of any child to learn and form relationships with peers and adults.”
A child or young person who is fostered or has been adopted may present challenges, while at the BRS, as a consequence of their own traumatic early experiences and this guide is intended to help all staff understand and respond to those challenges.
Whilst it is true that not all fostered or adopted children/young people will experience difficulties at the BRS, some will. An adoptive mother, engaged in a web based dialogue on the subject, expressed the problem well:
“I once overheard a teacher describe my son as “the child from hell”. Yup, that’s him… that’s where he’s came from. He doesn’t live there anymore, but he’s still a bit singed.”
All children/young people who have been fostered or adopted will have experienced loss – loss of their birth family, possibly loss of one or many foster families, friends, previous schools etc. Many have been let down in the past by those that should have cared for or looked after them and as a result they may be unable to trust adults.
All LACs will have experienced grief, loss and trauma and many will have been neglected or abused. This may lead to different behaviours during instruction or while interacting with their peers. Certain situations, sights smells or sounds may trigger a reaction due to reminders of past trauma.
There are some areas/activities which may have the potential to cause anxiety or stress to LACs. Below are some examples, this list is not exhaustive:
Personal Safety Class: e.g. topics such as drug or alcohol abuse may serve as painful reminders. Adults in the trainee’s birth family may be or have been involved in such activity, which may have led to the trainee being brought into the care system in the first place.
Fitness Sessions: a trainee who may have been abused may be uncomfortable when required to remove clothing or come in close contact with others. This may also be a problem for instance when “legging up”.
Celebrations: significant times of year may be particularly difficult for LACs: Christmas or a birthday may remind a child/young person of their circumstances.
Please see attached appendix.
Good Practice for dealing with LACs
- LACs need to get the message “we want you here”
- Avoid threats of removal or exclusion, these will simply reinforce the LAC’s perceptions of being unworthy or unwanted. In times of stress it is better to have “time in” rather than “time out”. If they need to be removed from a lesson, try do so positively e.g. “let’s go see MR X”
- Listen to the young person, their behaviour as well as their words. Observe patterns of behaviour and record them. Learn the triggers.
- Set small achievable goals
- Use positive behavioural management approaches
- Reassure the trainee that you are there for them, whatever they are concerned/worried about
- Use praise often but keep it low key
- Liaise fully with parents/carers. They will know the triggers and have their own strategies to share with you
- All LACs must have a care plan, of which the Personal Education Plan (PEP)( pre-school age -18 years) is an integral part.
- BRS safeguarding team will be notified of any LACs due to attend a course.
- LACs will be invited to the BRS with their support worker.
- Once a LAC is accepted for a course at the BRS they will have a PEP meeting organised with their social worker, foster parent/carer and a member of BRS staff.
- They will be shown the accommodation and safeguarding procedures explained
- If possible the LAC will be introduced to their yard instructor during this visit.
- All relevant staff will be briefed by safeguarding team
- Risk assessment will be carried out by safeguarding team
- Should the LAC have special educational needs( 0-25 years), the BRS will contact the Looked After Children Support Services Virtual School Team for guidance: Zwandahl@suffolk.gov.ukor Elle.Zwandahl@suffolk.gcsx.gov.uk or Linda.Norris@suffolk.gov.uk or Linda.Norris@suffolk.gcsx.gov.uk
During stay at BRS
- The PEP will be reviewed when necessary and paperwork will be sent to social worker, Virtual School (if necessary) and the young person.
- On completion of residential part of course LAC’s support workers will be invited to attend end of course celebration at BRS. This will depend on the wishes of the trainee.
In the Workplace
- Any further reviews will be made available to all stakeholders.
Data Protection Policy
The Data protection Act 1998 (“DPA”) prescribes the law governing what can and cannot be done with Personal Data (all personal information either in computerised form or manually recorded in a relevant filing system, including any expression of opinion).
In simple terms, the DPA gives a Data Subject (a living individual who can be identified from Personal Data) certain rights regarding Personal Data held about them and places obligations on a Data Controller (a body or individual who collects and processes Personal Data relating to individuals and determines the purposes for which and the manner in which it is or will be processed) processing that information. Overseeing the interplay between these rights and obligations is the Information Commissioner, an independent official appointed by the Crown.
The DPA sets out the 8 Data Protection Principles of good practice that a Data Controller (or the Data Processor acting on their behalf) is obliged to comply with when processing Personal data. These are that personal information is:
- Fairly and lawfully processed
- Processed for limited purpose.
- Adequate, relevant and not excessive
- Accurate and up to date
- Not kept for longer than is necessary
- Processed in line with personal rights
- Secure with adequate protection
- Not transferred to other computers without adequate protection
It should be noted that the DPA contains a general prohibition against the processing of sensitive Personal Data (data relating to racial or ethnic origin, political opinions, and religious or other beliefs, membership of a trade union, physical or mental health, sexual life or criminal convictions). However, there is a set of exceptions to the prohibition on the processing of sensitive Personal Data. In order to fairly process sensitive personal data, a Data Controller must satisfy at least one of the six conditions mentioned above and also meet at least one of a further set of more stringent legitimising conditions that apply specifically to the processing of sensitive Personal Data.
The DPA also sets out a set of individual rights given to a Data Subject concerning the processing of their Personal Data. Amongst other things, individuals have certain rights relating to the processing of data by a Data Controller. These are:
- To be informed about the processing of their data.
- To be given a copy of such data.
- To prevent processing likely to cause him/her distress.
- To have inaccurate data corrected or erased.
- To compensation for damage or distress caused by unlawful data processing.
- To ask the Information Commissioner to investigate the activities of the Data Controller.
In the case of Workplace Instructors who are likely to hold data on laptops concerning the trainees they have responsibility for, this data should be password protected or the laptop itself password protected. The Operations Director can provide guidance on this.
Proper observance of the DPA is important to the BRS’ business. As well as covering our own team, the DPA covers applicants for temporary and permanent vacancies, clients who are individuals, associations or partnerships and details of potential clients, individuals or candidates who are held on a database. Keep in mind that the BRS is ultimately liable for beaches of the provisions of the DPA which are committed by its employees. Therefore if, as part of your duties, you have access to and process personal data relating to other employees, clients, trainees, candidates and contractors or any other third party you must not process or disclose such personal data in breach of the DPA provisions. Any such breach of the DPA by you will be handled by the BRS under its disciplinary procedure.
This policy is based on the published guidance provided by the Education Funding Agency (EFA) and consolidates best practice within the sector.
The British Racing School can access EFA support for the provision of a number of bursaries, as set out below. The aim of all the bursary funds is to ensure that students are supported to overcome barriers to their participation in education.
16-19 year olds
Vulnerable Bursary – up to £1,200 a year for young people in one of the defined groups
Discretionary Bursary – awarded according to individual need
Residential Bursary – awarded to support students, from low income households, in meeting the board and lodging fee
Learners who are eligible for support are not automatically entitled to it. If demand exceeds the available funding reduced awards may be given. When the funds are fully committed no further awards will be made.
The bursary funds can provide some financial assistance with the costs associated with attending the BRS; for example, residential fee for subsistence, equipment, transport and meals when away from the college.
The funds are designed to assist a priority target group of learners who are socially or economically disadvantaged. The funds will be distributed in a consistent and transparent manner in accordance with the guidance issued by the EFA.
The aim of the BRS is to use the funds to make the maximum impact on recruitment, attendance, retention, achievement and success rates.
The availability of bursary funds is communicated to students and parents at interview, via the trainee handbook and again to students as part of the induction talk. In addition hostel staff are asked to inform Lawrie Gillespie should they have concerns that a student is struggling financially whilst on a course at the BRS.
The EFA publish guidance that sets out the criteria for the distribution of these funds. https://www.gov.uk/guidance/16-to-19-bursary-fund-guide-for-2016-to-2017
All applicants must complete an application form at the start of the learner’s course, available from the training office or sent to individuals by post at their request (QF 377). Support is available for those who require assistance completing the application form.
All full time and part time EFA funded learners aged 16-19 are eligible to apply for support.
Applications for an award from the Residential Bursary Fund are means tested and require proof of eligibility in support. Examples of suitable evidence are benefit letters, Tax Credit Award Notices or proof of low income to verify household income. Applications for an award from the Discretionary Bursary Fund will be considered on their merits, although a prior granting of an award from the Residential Bursary Fund would indicate that an award should be granted in most cases.
Home Office documentation is required where appropriate to prove residency status.
16-19 Bursary Fund
To be eligible for these awards learners must not have had their 19th birthday. Where learners turn 19 during their programme of study, they can continue to be supported to the end of the academic year.
All learners eligible to apply will be prioritised for funding as follows:
- A bursary of £1,200 for young people in the following groups, defined as vulnerable (2014/15):
- In care
- Care leavers
- Young people in receipt of income support in their own name
- Learners in receipt of both Disability Living Allowance and Employment Support Allowance.
- 16-19 Discretionary Bursary: this element of the bursary is to be used to support students who are facing financial barriers to participation and need help to remain on their course at the BRS.
All students are eligible to apply for support and all application should be assessed on their merits. It is recognised that the residential nature of BRS courses can result in the students not being able to rely on financial support from their family.
The financial requirements of students on residential courses at the BRS are likely to be small, the standard discretionary bursary awards is therefore £30 per week, to be paid on Friday lunchtime.
Learners who are identified as being in the priority group (most vulnerable) will be guaranteed to receive £1,200 subject to meeting the BRS criteria as outlined above. Payments will be awarded on a pro-rata basis for learners on the Foundation Course, learners that start their courses late or complete early.
Eligible learners identified as most vulnerable will have their upfront awards i.e. equipment, residential fee for subsistence from the value of the bursary at the start of their course. The amount remaining will be calculated and paid weekly one week in arrears, normally by BACS Credit Transfer, throughout the duration of the course where satisfactory attendance and behaviour has been met.
Applications for assistance with the cost of the residential fees need to be received prior to a student starting a course. A 75% reduction in the fee is available to students living in households with a household income below £25,000. Household income must be evidenced, for example by tax credit notices, SA400’s, P60’s or payslips.
Applications for assistance with the cost of essential equipment and transport will be supported where funds allow. Assessments will be made against equipment lists provided by the BRS prior to the start of the course. Any items purchased by learners will only be reimbursed with proof of the original receipted invoice from an approved supplier.
Due to the importance of safety equipment where students require support to purchase a riding hat they will be taken to Gibsons Saddlers by a member of the yard team to ensure that the hat purchased fits correctly.
Staff and students will be informed about student support funds and how to apply. Application forms will be available from the Training Office, prior to the start of the student’s course or sent to individuals by post at their request.
Application forms must be completed for all awards made from the learner support funds. Up to date valid supporting evidence (within 3 months from the date of application form) must be produced at the time of application; staff administering the funds will verify the information on the application form. Application form saved at QF 374.
Decisions will be made in accordance with the criteria agreed at the beginning of the course. Applicants will be informed of decisions in writing or verbally. Decisions aim to be communicated to applicants within two weeks of a correctly completed application form being submitted and processed.
It is expected that students attend and be on time to all lectures, practical sessions, enrichment activities, tutorials and any other timetabled activity which is part of their programme of study.
Where students are in breach of the BRS Code of Conduct this will lead to withdrawal or suspension of any bursary or grant payments, subject to review.
16-19 Bursary Fund
Data fields for the 16-19 Bursary Fund are included in the 2016/17 ILR and should be completed to record details of the bursaries awarded to students in the defined vulnerable groups and for discretionary purposes.
The following codes should be entered in the LSR field of the ILR 2016/17:
Code 55: 16-19 Bursary – Vulnerable Groups.
Where a young person is in the following groups, defined as vulnerable (2016/17):
- In care
- Care leavers
- Young people in receipt of income support in their own name
- Learners in receipt of both Disability Living Allowance and Employment Support Allowance.
Code 56: 16-19 Bursary – Discretionary.
If anyone is dissatisfied with the decision regarding an award, they will be advised to appeal in writing following BRS complaints procedure. They should state clearly why they are appealing and give reasons. Supporting evidence should be provided when requesting a review of the decision.
To avoid multiple applications, payments will be considered for the course duration.
Applicants will be notified verbally how much has been allocated according to the categories for which they have applied, including how payment will be made.
Lawrie Gillespie (LG)
Duncan Gregory/LG/Liz Smith
1. To be the first contact point for applications.
2. To provide information, advice and guidance to learners about the fund, how to apply and other financial assistance.
3. To ensure the maintenance of records and efficient administration of Learner Support Funds in line with SFA/EFA guidelines.
Simon Page/Liz Smith 1. To approve and monitor the administration of the application process and provide timely reports.
2. To report to the Senior Management Team regarding the usage of the funds and make recommendations for necessary changes.
3. Extract data from system for eligibility for payment on a 6 weekly basis.
Liz Smith 1. Process all accepted/approved payments on a weekly basis.
- A bursary of £1,200 for young people in the following groups, defined as vulnerable (2014/15):