Safeguarding Policy

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Learning Leap Academy Ltd Safeguarding Policy
Learning Leap Academy Ltd acknowledges its duty to safeguard all children in our care. This policy applies to all employees, management, external agencies, and volunteers working with Learning Leap Academy Ltd.

At no point should a student under 16 be left unsupervised at any Learning Leap Academy Ltd session.

Our safeguarding policy includes six key elements:

1. Safe recruitment practices to assess the suitability of staff and volunteers working with children.
2. Ensuring safe parent collection procedures.
3. Raising awareness of child protection issues and helping children develop the skills needed to stay safe.
4. Implementing clear procedures for identifying and reporting abuse or suspected abuse.
5. Providing support to students who have been abused, in line with their child protection plan.
6. Creating a safe environment for children to learn and grow.

We understand that Learning Leap Academy Ltd staff have regular contact with children, so they are trained in ‘Level 2 Safeguarding’ and the Prevent Duty. This ensures they have the knowledge and skills to recognise the signs of a child in need.

To maintain a secure environment, we will:

• Ensure children feel safe, supported, and heard.
• Make sure children know they can approach staff with any concerns.

Safeguarding Definition
The term "safeguarding" refers to:

• Protecting children from harm or abuse.
• Preventing damage to children’s mental or physical health.
• Ensuring children grow up in safe, effective care environments.
• Taking action to ensure all children achieve the best possible outcomes.

Procedures
We will follow the procedures outlined by the Local Safeguarding Children Board, and adhere to the guidance in the Department for Education's ‘Keeping Children Safe in Education’ to:

• Appoint a designated Safeguarding Lead (SL).
• Ensure all staff are aware of the SL and their safeguarding responsibilities.
• Make sure staff understand how to spot signs of abuse or neglect and know how to report concerns.
• Keep staff updated with regular safeguarding training.
• Follow the procedures if an allegation is made against a staff member (Whistleblowing policy).
• Strictly adhere to safer recruitment practices in line with our Safer Recruitment policy.

We recognise that children who have experienced abuse or violence may struggle with feelings of self-worth, and their behavior may be challenging. Learning Leap Academy Ltd aims to provide stability and support for these children by:

• Offering a curriculum designed to support emotional well-being.
• Promoting a positive, supportive ethos where students feel valued.
• Ensuring that all students understand which behaviours are unacceptable but know they are not to blame for past abuse.

We will work closely with external agencies, such as Local Authority Children’s Social Care and Child Mental Health Services, to support vulnerable students.

Types of Abuse

Dealing with child abuse is a complex, multi-agency process that is defined within a legal framework. Learning Leap Academy Ltd will follow the recommended procedures as set out by the authorities. Due to the length and frequency of contact with children, tutors are often in the best position to identify the signs of need, neglect, or abuse.

The role of tutors is primarily defined as:

(a) Assisting in the identification of need, neglect, or abuse.
(b) Providing support to those who are experiencing need, neglect, or abuse.

Learning Leap Academy Ltd is not an investigative or intervention agency for child protection, but it plays an important role in recognising need, neglect, or abuse.

Harm can include ill-treatment that is not physical, as well as the impact of witnessing ill-treatment of others. This is particularly relevant in relation to the effects of domestic abuse on children.

A child may be at risk from a combination of the first four categories, but there are also at least seven other forms of abuse that tutors should be aware of. More detailed information on these types of abuse can be found in Appendix 1, which is essential reading.

Physical abuse involves causing physical injury to a child, including deliberate poisoning and forcing a child to consume substances such as tobacco or alcohol. It may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical abuse can also occur when a parent or carer feigns the symptoms of, or deliberately causes, ill health in a child (sometimes referred to as fabricated or induced illness by carers).

Symptoms may include:

• Bruising, especially around the face and head.
• Slap marks.
• Cuts and abrasions.
• Signs of self-harm or significant changes in well-being.

Sexual abuse involves illegal sexual activity with a child or young person, or in the case of young people over the age of 16, sexual activity carried out without their consent, including coercion, threats, and intimidation. This can include forcing or enticing a child or young person into sexual activities, whether or not the child is aware of what is happening. Non-contact activities, such as involving children in viewing or producing pornography, watching sexual activities, or encouraging children to behave in sexually inappropriate ways, also constitute sexual abuse. Children with special educational needs or behavioural and emotional issues are particularly vulnerable to such abuse.

Symptoms are harder to define but may include:

• Precocious or promiscuous behaviour.
• Sexual references in interactions with others.
• Sudden changes in behaviour, such as withdrawal, avoidance of social contact, truancy, or aggression.
• Abnormal reactions to certain teaching situations, such as lessons on sex education or interpersonal relationships.
• Sudden deterioration in academic performance.
• Anxiety and/or low self-esteem.
• Knowledge of sexual matters beyond what would be expected for their age.
• Strong need for affection, sometimes expressed physically.
• Difficulty trusting others or defiance towards authority figures.
• Fear of medical examinations.
• Vague aches or pains that may arise from psychosomatic illness.
• Threats of or actual self-harm.

Emotional abuse is the persistent emotional mistreatment of a child, which can cause severe and long-lasting effects on the child’s emotional development. It may involve conveying to the child that they are worthless, unloved, inadequate, or valued only if they meet the needs of others. It can also include age-inappropriate expectations and behaviours that make the child feel frightened or in danger. Emotional abuse is often present in all forms of child mistreatment.

Symptoms may include:

• Withdrawal, fear of people or situations, reluctance to participate in lessons.
• Inappropriate responses to situations, such as excessive aggression to a mild reprimand or no reaction to shocking news.
• Expressions of low self-worth or low self-esteem.
• Lack of self-confidence, nervousness in group situations.
• Distorted views of others.
• Negative views about significant figures. 
• Difficulty forming lasting, secure relationships.

Neglect is the persistent failure to meet a child’s basic physical or psychological needs, likely resulting in serious impairment to the child’s health or development. This includes failing to protect a child from physical harm or danger, neglecting to provide access to medical care, or failing to meet the child’s basic emotional needs.

Symptoms may include:

• Small physical size or poor growth.
• Unkempt or dirty appearance.
• Poor awareness of personal hygiene.
• Signs of physical illness at Learning Leap Academy Ltd.
• Evidence of poor care outside of Learning Leap Academy Ltd, such as the child being seen wandering the streets late at night or being with older children.
• Poor eating habits, unbalanced diet, consistently asking for food, stealing food, or money to buy food.

• Child-on-child abuse.
• Domestic violence or abuse.
• Female Genital Mutilation (FGM).
• Honour-based abuse and forced marriage.
• Child sexual exploitation and child criminal exploitation.
• Serious violence.
• Mental/physical health abuse.
• Modern slavery.
• Self-neglect.
• Organisational or institutional abuse.
• Discriminatory abuse.

The signs of child abuse are not always obvious, and a child may not feel able to disclose what is happening to them. Sometimes, children may not even realise that they are being abused.

Common signs of potential abuse include:

• Unexplained changes in behaviour or personality.
• Becoming withdrawn.
• Seeming anxious or becoming uncharacteristically aggressive.
• Physical marks or injuries, such as burns, scars, or fractures.
• Lack of social skills, few or no friends.
• Poor bond or relationship with a parent.
• Knowledge of adult issues inappropriate for their age.
• Running away or going missing.
• Always wearing clothing that covers the body.

These signs don't necessarily mean that a child is being abused, but they may indicate that something concerning is happening in their life. Additionally, there may be concerning behaviour from adults in the child's life, raising concerns for the child's safety and well-being.

Online Delivery

In the event of a centre closure or disruption requiring the delivery of tuition by online methods, Learning Leap Academy Ltd must ensure the following measures are in place to safeguard pupils during online sessions:

• Parental consent: Confirmation must be obtained from families that they have agreed to online tuition before it commences.
• An appropriate parent or guardian must be present throughout the duration of the online session.
• Clear guidance must be provided to the parent or guardian on the expectations for them, their child, and the tutor.
• Contact details for the Tuition Partner must be provided to the parent or guardian, including contact details for the Designated Safeguarding Lead (DSL), to support the reporting of any safeguarding concerns during online tuition.
• All online sessions must be recorded on an appropriate platform. All sessions should be conducted on a secure system and stored safely by the Tuition Partner.
• A safeguarding spot check audit must be conducted on at least one session per tutor each term by the Tuition Partner. A record of the spot check must be kept, detailing any safeguarding concerns raised and the actions taken, in line with the safeguarding reporting process.
• If a school wishes to use their own platform, they may conduct the recordings. The Tuition Partner must provide clear guidance to the school on the expectations for recording and securely storing these recordings. If there is a safeguarding incident or suspected incident, the recordings must be made available to the Tuition Partner. A retention period for access will be agreed upon, in line with the Tuition Partner's own retention policy. If the school owns the recordings, the Tuition Partner cannot monitor them directly but should conduct live monitoring by randomly attending sessions without prior warning.
• Where individual circumstances of a child participating in the session prevent the session from being recorded, alternative monitoring measures must be put in place. This may involve the Tuition Partner conducting drop-ins or having a teacher or teaching assistant supervise the session online. The parent or guardian should be informed of the need for extra vigilance as the session is not being recorded.

The Role of the Designated Safeguarding Lead (DSL)

Learning Leap Academy Ltd ensures that an appropriate senior staff member is appointed as the Designated Safeguarding Lead (DSL). The DSL is responsible for safeguarding and child protection, including online safety, and this responsibility should be explicitly stated in their job description.

The DSL must have the appropriate status and authority within the organisation to carry out their duties effectively. The role carries significant responsibility and the DSL should receive the necessary time, funding, training, resources, and support. The DSL’s responsibilities include providing advice and support to other staff on safeguarding matters, attending strategy discussions and inter-agency meetings, and supporting others in these roles. The DSL is also responsible for making referrals to the Disclosure and Barring Service (DBS) and the Teaching Regulation Agency (TRA), if they have concerns that an individual has caused harm or poses a risk of harm to vulnerable groups, including children.

The DSL must:

• Attend Safeguarding Training and be familiar with child protection policies, reviewed biannually in March and September. DSL training will be updated every two years.
• Keep Learning Leap Academy Ltd's safeguarding policy and procedures up to date.
• Provide guidance and training to tutors.
• Keep all safeguarding records and reports in a secure place and ensure confidentiality.
• Liaise with the school and other agencies as needed, including preparing and receiving reports.
• Ensure tutors have the information they need to respond appropriately to students at risk, maintaining confidentiality on a "need-to-know" basis.
• Maintain a safeguarding reporting log detailing referrals made, actions taken, and outcomes.
• Demonstrate the actions taken by the DSL when concerns are raised and how these were addressed.
• Participate in the monitoring and review of safeguarding cases, ensuring regular reporting as part of the quality assurance process.
• Report to the DBS and TRA when concerns arise that an individual may have caused harm or pose a future risk of harm to children.

Lessons Learned

After any substantiated allegations, the Tuition Partner will review the case with the Local Authority Designated Officer (LADO) and HR. Learning Leap Academy Ltd will engage with relevant parties to determine improvements to procedures and practices to help prevent similar incidents in the future.

For cases where the allegation is found to be unfounded, false, malicious, or unsubstantiated, the DSL (and the LADO, if involved) will consider the facts and determine if any lessons can be learned and whether improvements can be made.

Protection of Student Identity

At Learning Leap Academy Ltd, protecting children and their identities is a priority. Parents must provide written consent for the taking and use of images of children.

If there are any changes to the collection of a student at short notice that raise concerns, Learning Leap Academy Ltd will contact the parent to verify using the contact details provided during enrolment.

Reporting a Safeguarding Concern

To recognise when to report a safeguarding concern, staff must:

• Be aware of pupils' physical condition and behaviour in relation to various forms of abuse.
• Report any concerns immediately to the DSL or DDSL, making a dated note of observations.
• Avoid engaging the child directly about suspected problems, as this may escalate the situation.
• If a physical injury is observed, it should be reported if the explanation for the injury does not match its nature, or if similar injuries have been seen before.

Report the following immediately to the DSL:

• Statements made directly to you by a child suggesting abuse.
• Statements made by others, including children or even members of the public.
• Overheard comments that may suggest abuse.
• Unusual statements in pupils' written work, such as references to certain relationships or unusual situations.

Procedures for Logging a Safeguarding Concern

If you suspect or are informed that a child is suffering, or likely to suffer, significant harm, or if an allegation of abuse is made:

• Inform the DSL immediately and ensure the Director of Learning Leap Academy Ltd is notified.
• Explain to the student that the information shared will be passed on to the DSL and cannot remain confidential.
• Record the details of what the student has said in their own words. If possible, this should be done in the presence of another suitable adult.
• Provide a copy of your report to the Director of Learning Leap Academy Ltd within 24 hours.
• If there are ongoing concerns about a student, these must be documented and communicated clearly to the DSL. Even slight concerns should be reported and recorded.

It is essential to explain to the child that the law is in place to protect them, avoiding causing alarm or distress. Always believe the child's account of any form of abuse, as children rarely retract disclosures unless pressured.

Definition of Low-Level Concerns

The term ‘low-level’ concern refers to any concern—no matter how small—that an adult working with children may have acted in a way that:

• Is inconsistent with the behaviour expected, including inappropriate conduct outside of work, and
• Does not meet the threshold for allegations or is otherwise not serious enough to warrant a referral to the designated officer at the local authority.

Any concern that causes a sense of unease or a ‘nagging doubt’ should be reported to the Designated Safeguarding Lead (DSL). If such an allegation involves a member of staff, Jawad Khan (Designated Safeguarding Lead at Learning Leap Academy Ltd) must also be informed, and action will be taken.

Examples of such behaviour could include, but are not limited to:

• Being overly friendly with pupils
• Humiliating pupils
• Showing favouritism
• Taking photographs of children on a mobile phone without prior consent
• Engaging with a child on a one-to-one basis in a secluded area or behind a closed door
• Using inappropriate sexualised, intimidating, or offensive language

The DSL will record all concerns in the Low-Level Concerns Log, which includes all relevant details, and take appropriate action. Each time a new concern is recorded, the DSL will review all records to identify any potential patterns of concerning, problematic, or inappropriate behaviour. If a pattern of behaviour is identified, action will be taken through disciplinary procedures or, where a pattern of behaviour moves from being a concern to meeting the threshold for harm, it will be referred to the Local Authority Designated Officer (LADO).

For cases where the allegation is concluded to be unfounded, false, malicious, or unsubstantiated, the Case Manager (and the LADO, if involved) will consider the facts and determine whether any lessons can be learned or improvements can be made.

When concerns are raised by third parties, the Head Teacher will record the concern in the Low-Level Concern Log and take appropriate action, reviewing the records as outlined above.

• Keeping children safe in education 2022
• Working together to safeguard children 2018
• The Human Rights Act 1998
• The Children Act 1989 & 2004 
• The Children and Social Work Act 2017 
• Data Protection Act 2018 
• The Mental Capacity Act 2005 
• Guidance for Safer Working Practice for those working with children and young people in education settings (GSWP)

Safeguarding Definition
The definition of the term ‘safeguarding’ as derived in this policy is taken from statutory guidance. For more information, please refer to Keeping Children Safe in Education - https://www.gov.uk/government/publications/keeping-children-safe-in-education--2

Designated Safeguarding Lead (DSL)
Jawad Khan is the Designated Safeguarding Lead (DSL) for Learning Leap Academy Ltd, and he can be contacted with the following email:

 info@learningleapacademy.co.uk.

All staff at Learning Leap Academy Ltd have completed both Level 1 and Level 2 safeguarding training.

Reviewed by

Jawad Khan

Director/Designated Safeguarding Lead

Written by

Jawad Khan

Director/Designated Safeguarding Lead

Date

01/11/2024