General Policy Statement Alpha Gateway College is dedicated to safeguarding and promoting the welfare of all learners enrolled in our training and education programs.

We recognize both the statutory and moral duty to ensure the safety and well-being of our learners, and we expect all staff and volunteers to uphold this commitment. It is incumbent upon every member of our staff to execute their duties in alignment with our safeguarding obligations and to take prompt and appropriate action when concerns regarding a learner's welfare arise.

The Governing Body of Alpha Gateway College acknowledges its responsibility under Section 175 of the Education Act 2002 to safeguard and promote the welfare of learners.

We are committed to collaborating with relevant agencies to establish robust measures within our college for identifying, assessing, and supporting individuals who may be at risk of harm.

Objectives Alpha Gateway College is dedicated to fulfilling the following objectives to ensure the safeguarding and welfare of all learners:

1. Creating a Culture of Vigilance: Protecting learners from maltreatment and recognizing signs of risk, ensuring they know how to seek help when needed. Considering wider environmental factors in learners' lives that may pose threats to their safety and welfare, known as Contextual Safeguarding.

2. Preventing Impairment to Physical and Mental Health/Development.

3. Ensuring Provision of Safe and Effective Care.

4. Taking Action to Enable All Learners to Have the Best Outcome.

5. Safeguarding and Promoting the Welfare of All Learners:

a. Including apprentices and learners on industry placement programs.

6. Identifying/Referring Learners at Risk.

7. Cooperating with Investigating Agencies.

8. Supporting Learners in Need and Contributing Towards Early Help Offer.

9. Recording and Reporting Racist Incidents.

10.Promoting Safe Recruitment Practices.

11. Appointing a Designated Safeguarding Lead.

12. Providing Safeguarding Training to All Staff.

13. Offering a Curriculum that Promotes Safeguarding/Safety.

14. Sharing Information with the Police.

15. Supporting Students with Medical Conditions.

16. Meeting the Needs of Students with Special Educational Needs and/or Disabilities.

17. Recognizing Learners' Capability of Abusing Their Peers.

18. Taking Appropriate Action, Including Referrals, to Ensure the Safety of Those at Risk, Both at Home and at College. Responsibilities In pursuit of these aims, the Corporate Board will:

1. Approve and Annually Review the Safeguarding Policy:

a. To raise awareness of issues related to learner welfare and promote a safe environment.

b. To aid in identifying learners at risk and establish procedures for reporting concerns.

c. To establish procedures for reporting and addressing allegations of abuse against staff.

d. To ensure that all adults with access to students undergo DBS checks and report serious concerns to the DBS.

e. To provide an environment where learners feel safe, secure, valued, and respected, knowing they will be listened to.

2. Consult and Take Account of Guidance:

a. Issued by relevant government departments, bodies, and groups, including the Local Multi-Agency Safeguarding Hub (MASH).

3. Refer Concerns to Appropriate Agencies: a. As agreed with the Local MASH.

4. Nominate a Director with Special Responsibility for Safeguarding: a. Daniel Meguille is appointed as the Director with special responsibility for safeguarding issues.

5. Provide Safeguarding Training:

a. All Directors and Staff undergo safeguarding training as part of their induction and receive regular updates.

b. All staff working with learners receive adequate training to familiarize themselves with safeguarding issues, responsibilities, and college procedures and policies, with refresher training at least annually.

Designated Safeguarding Lead and Training: The designated Safeguarding Lead is Radha Cheemungtoo. All new staff members, both academic and support staff, undergo a comprehensive safeguarding induction as part of their onboarding process. They are provided with a range of safeguarding resources covering the principles of safeguarding in learning environments. Additionally, all staff participate in training on "Safeguarding in Adult Learning," which is refreshed annually to ensure everyone is up-to-date with best practices.

Reporting to ESFA:

Following guidance from the Education & Skills Funding Agency (ESFA) in September 2017, the College is committed to informing the ESFA if it becomes subject to an investigation by the local authority or the police.

This reporting requirement applies specifically to safeguarding incidents involving the institution or any of its sub-contractors under investigation. Board Oversight: The Board of Directors receives an annual report from the designated senior leader responsible for safeguarding.

This report reviews how the safeguarding duties have been discharged throughout the year. Monitoring and Review: The Board ensures ongoing liaison with the Safeguarding Lead, including:

Ensuring that the College's procedures and policies align with the procedures of the Multi-Agency Safeguarding Hub (MASH) Committee.

Conducting an annual review of the College policy on Safeguarding Children and Adults at risk.

Receiving regular updates on how the College and its staff have complied with the safeguarding policy, including reports on staff training.

The Safeguarding Children and Adults at Risk Policy undergoes an annual review to ensure it remains relevant and effective.

Appendix Categories of Abuse and Signs and Symptoms Recognizing signs of abuse is crucial for safeguarding the well-being of students. While these signs may not conclusively indicate abuse, they serve as red flags that something might be wrong. It's essential to consider the possibility of abuse if a student displays several of these symptoms or exhibits any to a significant degree. It's important to note that students with learning difficulties may display some of these signs, such as constant tiredness, which could be symptoms of their condition rather than signs of abuse. However, it's also vital to acknowledge that disabled young people are three times more likely to experience abuse or neglect than their non-disabled peers.

The College defines abuse in the following categories:

1. Physical Abuse: Physical abuse causes harm to an individual and may involve actions like hitting, shaking, throwing, poisoning, burning, scalding, drowning, suffocating, or otherwise causing physical harm. It can occur deliberately, recklessly, or through a failure to prevent injury. Physical harm may also result when a parent or caregiver fabricates or induces illness in a child.

Possible Signs and Symptoms:

• Unexplained recurrent injuries or burns

• Improbable excuses or refusal to explain injuries

• Wearing clothes to cover injuries, even in hot weather

• Refusal to undress for activities

• Bald patches

• Chronic running away

• Fear of medical help or examination

• Self-destructive tendencies

• Aggression towards others

• Fear of physical contact, such as shrinking back if touched

• Admission of punishment, with the punishment appearing excessive (e.g., a child being beaten every night to "make him study")

• Fear of the suspected abuser being contacted Identifying and responding to these signs promptly is essential for ensuring the safety and well-being of all students at the College.

2. Emotional Abuse Emotional abuse entails persistent maltreatment that severely impacts the emotional state or development of a child or adult. It includes conveying feelings of worthlessness, inadequacy, or being unloved, as well as restricting opportunities for self-expression, deliberately ridiculing them, or imposing age-inappropriate expectations. Emotional abuse may involve witnessing the mistreatment of others, serious bullying (including cyberbullying), or exploitation. It often underlies other forms of maltreatment.

Possible Signs and Symptoms:

• Delayed physical, mental, and emotional development

• Sudden speech disorders

• Continuous self-deprecation ("I'm stupid, ugly, worthless, etc.")

• Overreaction to mistakes

• Extreme fear of new situations

• Inappropriate response to pain ("I deserve this")

• Neurotic behaviors (rocking, hair twisting, self-mutilation)

• Extremes of passivity or aggression

3. Neglect Neglect refers to the persistent failure to meet a child's or adult's basic physical and/or psychological needs, leading to serious impairment of health or development. It encompasses inadequate provision of food, clothing, shelter, protection from harm, supervision, and access to medical care. Neglect may also extend to emotional needs.

Possible Signs and Symptoms:

• Constant hunger

• Poor personal hygiene

• Chronic fatigue

• Inadequate clothing

• Emaciation

• Untreated medical conditions

• Lack of social relationships

• Compulsives cavenging

• Destructive tendencies

4. Sexual Abuse Sexual abuse involves coercing or enticing a child or adult into sexual activities, regardless of their awareness or consent. It includes physical contact, non-penetrative acts, and non-contact activities like exposure to sexual images or grooming. Perpetrators can be male or female, including other children.

Possible Signs and Symptoms:

• Excessive sexual knowledge or behavior

• Medical issues such as chronic itching or venereal diseases

• Extreme reactions like depression or self-harm

• Personality changes such as insecurity or clinginess

• Regressive behavior patterns

• Sudden changes in appetite

• Withdrawal or isolation

• Lack of trust or fear of someone familiar

• Nightmares or sudden bedwetting

• Drawingsexually explicit pictures

• Striving to be overly good or perfect

• Overreacting to criticism Recognizing these signs is crucial for identifying and addressing cases of emotional abuse, neglect, and sexual abuse effectively.

Specific Safeguarding Issues: All staff should be aware that safeguarding incidents and/or behaviours can be associated with factors outside the college or teaching venues and/or can occur between learners outside of these environments.

All staff, but especially the designated safeguarding lead (and deputies) should consider whether learners are at risk of abuse or exploitation in situations outside their families.

1. Extra-familial Harms: Staff must recognize that safeguarding concerns can extend beyond familial environments and teaching venues. Learners may be vulnerable to various forms of harm outside these settings, including sexual and criminal exploitation, and serious youth violence.

2. Honour-Based Abuse (HBA): HBAencompasses crimes committed to uphold family or community honor, such as forced marriage, Female Genital Mutilation (FGM), and practices like breast ironing. Staff should be vigilant for signs of such abuse and report concerns promptly.

3. Mental Health: Mental health problems can sometimes indicate abuse, neglect, or exploitation. Staff should observe learners' behavior and report any concerns to the designated safeguarding lead or a deputy for appropriate action.

4. Forced Marriage: Any concerns regarding forced marriage must be reported to the safeguarding lead or the Forced Marriage Unit for advice and support.

5. Female Genital Mutilation (FGM): Staff must report cases where they suspect FGM has occurred to the police and involve social care as necessary. Local safeguarding procedures should be followed in suspected cases or when the victim is over 18.

6. Sexual Violence and Sexual Harassment: Sexual violence and harassment can occur offline and online, impacting victims' well-being and educational attainment. Staff should take all reports seriously, challenge unacceptable behavior, and offer support to victims, particularly those with SEND.

7. Peer-on-Peer Abuse, Including Sexting: This includes various forms of abuse like bullying, physical abuse, sexual violence, harassment, and sexting. The Upskirting Act criminalizes taking unauthorized pictures under a person's clothing, highlighting the importance of addressing such behavior promptly. Staff should refer to relevant guidance documents for further support and guidance. By being vigilant and proactive in addressing these safeguarding issues, staff can create safer learning environments for all learners.

Domestic Abuse: The cross-government definition of domestic violence and abuse encompasses any incident or pattern of incidents involving controlling, coercive, threatening behavior, violence, or abuse between individuals aged 16 or over who are, or have been, intimate partners or family members, irrespective of gender or sexuality. This abuse can manifest in various forms, including but not limited to psychological, physical, sexual, financial, and emotional. It's crucial to recognize that domestic abuse isn't limited to cases involving children.

Adults within intimate partnerships or family relationships can also experience domestic abuse, with profound and lasting effects on their well-being.

Examples of domestic abuse between adults:

1. Physical Abuse: This includes hitting, slapping, punching, kicking, or any other form of physical violence directed towards a partner or family member.

2. Psychological/Emotional Abuse: This involves controlling behaviors such as intimidation, threats, humiliation, insults, constant criticism, gaslighting, and manipulation aimed at undermining the victim's self-esteem and sense of worth.

3. Sexual Abuse: This encompasses any non-consensual sexual activity or coercion, including rape, sexual assault, forced sexual acts, or manipulation into unwanted sexual activity.

4. Financial Abuse: This occurs when one partner controls the finances, restricts access to money, withholds financial resources, or coerces the other partner into financial dependence or exploitation.

5. Coercive Control: This involves patterns of controlling behavior that dictate how a partner should behave, restrict their freedom, isolate them from friends and family, and exercise dominance and power over their daily activities and decisions.

6. Threats and Intimidation: This includes threats of violence, harm to loved ones, or other forms of intimidation aimed at instilling fear and compliance in the victim.

7. Stalking and Harassment: This involves unwanted and persistent behaviors such as following, monitoring, spying, or making repeated unwanted contact with the victim, either in person or through technology.

8. Isolation: This occurs when the abuser deliberately isolates the victim from friends, family, or support networks, making them feel dependent and alone.

Appendix 2:

Awareness of the “Prevent” Strategy (Separate Prevent Policy Available) Section 21 of the Counter-Terrorism and Security Act 2015 (“the Act”) imposes a duty on certain bodies, including schools and colleges, listed in Schedule 3 to the Act, to have “due regard to the need to prevent people from being drawn into terrorism”.

The statutory Prevent guidance outlines the requirements for colleges in four main areas: risk assessment, partnership working, staff training, and IT policies. Risk Assessment and Safeguarding Procedures: Colleges are expected to assess the risk of learners being drawn into terrorism or supporting extremist ideologies. This involves understanding both the general risks in the local area and identifying individuals who may be at risk of radicalization.

Clear procedures must be in place to protect those at risk, which may be integrated into existing safeguarding policies.

Partnership Working: The Prevent duty emphasizes collaboration with local safeguarding boards and other relevant authorities.

Governing bodies and proprietors should ensure that their safeguarding arrangements align with local policies and procedures.

Staff Training: Prevent awareness training equips staff to identify learners at risk of radicalization and to challenge extremist ideas. All staff should undergo training on British values, which incorporates Prevent awareness, ensuring they understand the factors that make individuals vulnerable to radicalization and know how to respond effectively.

Online Safety: Colleges must ensure learners are protected from terrorist and extremist material online. Suitable filtering should be in place, and learners should receive education on online safety.

Additionally, the Department for Education offers advice for schools on the Prevent duty through its main site.

Leadership Responsibilities: Establishing Mechanisms and Communication:

Establish or utilize existing mechanisms for understanding radicalization risks.

Ensurestaff understand and effectively implement the Prevent duty.

Promote the importance of the duty and regularly update a Prevent Action Plan.

Communicate effectively with staff, local Prevent coordinators, police, and authorities.

Equality and Diversity:

Ensure the Prevent duty aligns with responsibilities under the Equality Act 2010, covering student welfare, equality, diversity, and safety.

Staff Training and Awareness: Provide Prevent awareness training for all staff, enabling them to recognize vulnerability to radicalization and challenge extremist ideologies effectively.

By adhering to these guidelines, colleges can fulfill their duty to prevent individuals from being drawn into terrorism while promoting a safe and inclusive learning environment for all learners.

Appendix 3

Designated Staff Responsibilities for Safeguarding Designated Safeguarding Lead:

Radha Cheemungtoo

Responsibilities:

Referral Oversight: Oversee the referral process for suspected abuse or allegations to relevant investigating agencies, ensuring timely and appropriate action.

Advice and Support: Provide guidance and support to staff on safeguarding issues, offering expertise and assistance as needed.

Record Keeping: Maintain comprehensive records of all safeguarding referrals, complaints, and concerns, ensuring accuracy and confidentiality.

Trend Analysis: Regularly review safeguarding concerns logged on the helpdesk to identify trends and areas of concern, implementing targeted support measures when necessary.

Policy Awareness: Ensure learners are familiar with the College’s Safeguarding Children and Adults at Risk Policy, promoting understanding and adherence.

Agency Liaison: Liaise with relevant agencies to facilitate effective safeguarding processes and collaboration.

Training Coordination: Ensure all staff receive basic training in safeguarding issues and are familiar with College safeguarding procedures.

Availability: Ensure a designated staff member is available at all times during College opening hours to address safeguarding concerns.

Emergency Contact: Provide contact information for safeguarding staff in case of emergency situations.

FGM Reporting: Ensure staff understand the mandatory duty to report cases of female genital mutilation, promoting compliance with legal obligations.

Online Protection: Implement appropriate filters and systems to safeguard students from harmful online content, prioritizing their digital safety.

Annual Reporting: Provide an Annual Report to the College Board detailing the discharge of safeguarding duties, including any identified deficiencies in procedure or policy. By fulfilling these responsibilities, the designated staff member plays a crucial role in maintaining a safe and supportive environment for all learners and staff at the College.

Appendix 4

Handling Disclosure of Abuse and Reporting Concerns If a learner discloses possible abuse to a staff member, the following procedure should be followed:

1. Inform the Learner: Advise the learner that the information must be shared with appropriate individuals for their safety and well-being. Assure them that only necessary personnel will be informed.

2. Active Listening: Allow the learner to speak freely without interruption. Avoid direct questioning and let them share at their own pace.

3. Note Taking: Make detailed notes of the disclosure, including the time, location, and individuals present. Record the information provided by the learner accurately.

4. Immediate Record Keeping: The staff member receiving the disclosure should document all details promptly. Detailed notes should be taken, especially in cases of visible injuries or significant events.

5. Contact Designated Person: In serious cases or where immediate action is required, contact the designated safeguarding person without delay.

6. Use Disclosure Form: Record the concern using the disclosure of abuse form provided by the College. This form ensures comprehensive documentation of the incident.

7. Confidentiality and Security: Treat all information with confidentiality and store records securely. Only authorized personnel, such as the designated safeguarding person, should have access to these records.

8. Avoid Questioning: Staff members should refrain from questioning the reporting party beyond obtaining initial details of the alleged abuse.

9. No Self-Investigation: Staff should not attempt to investigate concerns or allegations independently. Any suspicions should be reported immediately to the designated safeguarding person.

10. Referral Decision: Consult with the designated safeguarding person to determine whether and when a formal referral should be made.

11. Out-of-College Hours Protocol: If a safeguarding issue arises outside of college hours, the staff member in charge will initiate contact with the appropriate authorities, such as the police or social services, for urgent cases. For less urgent matters, they will report to the safeguarding team using established procedures.

By adhering to this procedure, the College ensures that all disclosures of abuse are handled sensitively, promptly, and in accordance with safeguarding protocols, prioritizing the safety and well-being of learners.

Appendix 5

Handling Allegations of Abuse Against Staff and Reporting Procedure This procedure has been formulated in consultation with staff, relevant unions, and the Local Safeguarding Board (LSB). It outlines the steps to be taken upon receiving allegations of abuse against any staff member, ensuring a thorough and fair investigation process. Introduction Abuse allegations against staff members, though rare, require careful handling due to their potential impact. It's crucial to maintain an open mind and conduct investigations with sensitivity and without delay. Those involved in managing such allegations will act with discretion and consideration, following established procedures.

1. Receiving an Allegation

a. Upon receiving an allegation against a staff member, immediate action is necessary.

b. The allegation should be reported promptly to the designated person, except if the allegation implicates the designated person, in which case it should be reported to a senior post holder or the designated Director.

2. Initial Assessment a. An initial assessment of the allegation should be made by the designated person in consultation with relevant senior leaders and the Local Authority Designated Officer (LADO) if required.

b. If the allegation suggests potential criminal activity or significant harm to a learner, it must be reported immediately to the LSB.

c. The assessment should not involve investigation but rather determine if further investigation is warranted based on the available information.

3. Enquiries and Investigations a. Internal disciplinary enquiries by the College should not interfere with external investigations by agencies like Social Services or the Police.

b. The College will cooperate with external investigations and maintain confidentiality as required.

c. The designated person will liaise with external agencies and inform both the person making the allegation and the accused staff member about the investigation.

4. Suspension of Staff

a. Suspension, if deemed necessary, should be considered carefully and be based on valid reasons.

b. Suspension is neutral and should be on full pay, with alternatives explored if possible.

c. The decision to suspend should be communicated clearly and promptly, with support offered to the suspended staff member.

5. Disciplinary Investigation

a. Disciplinary investigations will follow existing staff disciplinary procedures.

b. If no disciplinary action is taken, suspension should be lifted immediately, and support offered as needed.

c. The outcome of the investigation should be communicated to the parties involved before the staff member returns to work.

6. Allegations without Foundation

a. False allegations may indicate underlying issues elsewhere and should be handled sensitively.

b. The accused staff member should be informed orally and in writing of the decision not to proceed with disciplinary action.

7. Records

a. Comprehensive records of investigations and outcomes should be securely retained, with specific guidelines for maintaining records of unfounded allegations.

b. Dismissed or resigned staff members should be informed of the College's duty to inform relevant authorities.

8. Monitoring Effectiveness

a. After concluding investigations, any procedural improvements or policy recommendations should be addressed, and staff training needs identified. By following this procedure diligently, the College ensures transparency, fairness, and accountability in handling allegations against staff members, prioritizing the safety and well-being of all involved.

Appendix 6

Recruitment and Selection Procedures The College's recruitment and selection procedures undergo regular review to ensure compliance with the following guidelines:

1. Applicability: These procedures apply to staff and volunteers working with learners, particularly adults at risk.

2. Role Definition: Clear definition of the post or role is essential.

3. Selection Criteria: Identification of key selection criteria for the post or role.

4. Advertisement: Vacancies are advertised widely to attract a diverse pool of applicants.

5. Qualification Verification: Documentary evidence of academic/vocational qualifications is required.

6. Reference Checks: Professional and character references are obtained.

7. Employment History: Previous employment history is verified.

8. Identity Verification: Identity is verified using an official form of photographic evidence.

9. Disclosure and Barring Service (DBS): DBS checks are conducted with sensitivity and confidentiality.

10. Selection Techniques: A variety of selection techniques are used, including qualifications, experience, interviews, and reference checks.

11. Disclosure Information Handling: Procedures for storage, access, retention, and disposal of disclosure information are followed rigorously.

12. Agency Staff: Procedures for managing agency staff working at the College are outlined.

13. Recruitment of Ex-offenders: Consideration is given to the recruitment of ex-offenders, ensuring fair and equal opportunities.

14. Reporting Criminal Records: Reporting requirements for criminal records are followed diligently.

15. Prohibited Individuals: Measures are in place to prevent individuals banned from working with children from being employed. College Directors: All newly appointed members of the Corporation are informed of the requirement for a DBS check as part of their appointment process. Current Directors undergo DBS checks as per College policy. By adhering to these comprehensive procedures, the College ensures transparency, fairness, and safeguarding in its recruitment and selection practices.

Appendix 7

Internet Access Policy The College is committed to providing a safe and secure online environment for all users.

To achieve this goal, the following policies and measures are implemented:

1. Filtering and Blocking: Efforts are made to discourage and block access to inappropriate material and websites on the College's IT network. The College maintains a discrete E-Safety Policy to address such concerns.

2. Acceptable Use Policy: Access to the College network and the internet is governed by the College's Information Technology Conditions of Acceptable Use Policy. Users are expected to adhere to these guidelines to ensure responsible and safe usage.

3. Filtering and Monitoring Systems: The College implements appropriate filters and monitoring systems to protect students from exposure to harmful online content. These measures are regularly reviewed and updated to address emerging risks and threats.

4. Activity Monitoring: Computer activity is monitored continuously to detect improper use. Any violation of the acceptable use policy will result in disciplinary action for both staff and students. By enforcing these policies and measures, the College aims to create a secure online environment that promotes learning, collaboration, and responsible digital citizenship among its users.

Appendix 8

Safeguarding And Prevent Checklist:

1. Safeguarding

Knows who is the College contact for the apprenticeship and has contact details

Knows who their contact at the placement is Can explain how to report a safeguarding concern to College safeguarding team

Has safeguarding contacts Has read and has a copy of

Safeguarding and Prevent Document 2. Prevent Knows how to report any concerns related to radicalisation and prevent to the College safeguarding team Has received Stay Safe: Run, Hide and Tell training either online or face to face Has received Prevent awareness and British Values training face to face or online Has sent copy of certificate for above courses to College

3. Employer Has contact details for College assessor or staff member Is aware how to report concerns related to safeguarding and prevent to the College safeguarding team Has read and signed the College Safeguarding and Prevent for Apprentices Document Has a copy within the workplace of the Safeguarding and Prevent document.

4. College Has details of who is responsible for safeguarding and prevent at the placement Employer has read and signed document Employer has copy of Safeguarding and Prevent PD. This is to be done externally within an Alpha Gateway email.

Appendix 9

Reporting Procedure for Concerns to the DBS The Safeguarding Vulnerable Groups Act 2006 (SVGA) imposes a legal obligation on employers and personnel suppliers to refer individuals who:

1. Have harmed or pose a risk of harm to a child or adult at risk.

2. Satisfy the harm test criteria.

3. Have received a caution or conviction for a relevant offense. A regulated activity provider, which could be an employer or voluntary organization, is responsible for managing or controlling regulated activity, whether paid or unpaid, and arranging for individuals to work in that capacity. Examples include NHS hospitals, Further Education Colleges, and specialist educational establishments. Additionally, a regulated activity provider may include individuals who oversee volunteers in regulated activity roles, such as scout leaders or those involved in charitable organizations. A personnel supplier, including employment agencies or educational institutions arranging placements for students, also falls under this obligation. For detailed guidance on making referrals, please refer to the following link: [DBS Referral Form Guidance](https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/209316/ dbsreferral-form-guidance.pdf).

Referrals to the DBS must be authorized by the Senior Designated Person. By adhering to these procedures, organizations fulfill their legal responsibilities to safeguard vulnerable individuals and contribute to the prevention of harm within regulated activities.

Appendix 10

Safeguarding Procedure It is the responsibility of all staff to promptly report any concerns to a designated person. While confidentiality cannot be guaranteed, learners should be informed of the action taken. If a learner discloses information suggesting past or present abuse, neglect, or another safeguarding concern, the staff member must listen attentively and take appropriate action. It may be helpful to provide the student with information about support services available within the college. Before a full disclosure, explain to the student that complete confidentiality cannot be promised and that the information will be reported to the designated person. Reassure the student that only those who need to know will be informed. Avoid asking leading questions about what may have happened; instead, encourage the learner to share in their own words. Report the concern promptly using the safeguarding form or inform a designated person immediately, accurately recording what was said.

Ten Key Points to Follow if Abuse is Suspected or Disclosed:

1. Always listen attentively when someone wants to share incidents or suspicions of abuse.

2. If possible, take brief notes while the individual is speaking, and keep the original notes.

3. Never promise complete confidentiality; report any abuse disclosed to you.

4. Avoid asking leading questions that might influence the narrative; encourage the person to share their story.

5. Immediately report the concern to the designated person; do not discuss it with others.

6. Consult with the designated person on steps to protect the person disclosing abuse.

7. Do not attempt to investigate suspected or alleged abuse; leave this to trained professionals.

8. Report any allegations involving staff members immediately to the Designated Child Protection Officer.

9. Refer the matter to the local Social Services Department if necessary, following their guidance.

10. Remain vigilant and recognize that abuse can occur in any setting; do not dismiss allegations without proper consideration. Be aware that children and adults at risk may confide in peers rather than staff; be attentive to information shared by third parties.

EQUALITY, INCLUSION, AND DIVERSITY POLICY STATEMENT

The ACA Institute is committed to ensuring that all employees, students, and job applicants are treated with equity and respect, regardless of disability, race, color, religion, nationality, ethnic origin, age, sex, sexual orientation, or marital status. ACA Institute will appoint, train, develop, and promote individuals based on merit and ability.

Every member of our community, including employees and students, is required to uphold this principle of non-discrimination. This entails refraining from any form of discrimination based on disability, race, color, religion, nationality, ethnic origin, age, sex, sexual orientation, or marital status. Each individual holds personal responsibility for implementing and fostering a culture of equality, inclusion, and diversity within the ACA Institute, extending this ethos to interactions with both internal and external stakeholders.

Managers and supervisors involved in recruitment, selection, promotion, and training are entrusted with the responsibility of ensuring the practical application of ACA Institute’s Equality and Diversity Policy.

Our Grievance Procedure is accessible to any employee or student who believes they have experienced unfair discrimination. Any employee or student found to have engaged in unlawful discrimination will face disciplinary action in accordance with our Disciplinary Procedure.

Discriminatory conduct, including instances of sexual or racial harassment, will be considered gross misconduct. In instances where there is uncertainty about the appropriate application of ACA Institute’s Equality, Inclusion, and Diversity Policy, employees are encouraged to seek guidance from their manager, and students from the Student Affairs team.

Teaching and Learning we ensure that the development of resources reflects the diverse range of learners accessing our provisions. Various teaching methods are employed following an assessment of different learning styles, and language used by tutors is free from discrimination and suitable for all.

Discussions and comments within the learning environment are moderated to ensure language used by learners is appropriate and non-discriminatory.

Materials and topics are presented sensitively to promote equality and diversity.

Resources are adapted to ensure accessibility and to cater to individual needs. We actively integrate diversity and inclusion within teaching, referencing examples from various cultures, religions, and traditions, while addressing issues such as stereotyping and other aspects of equality. This is reflected in lesson plans and resources.

We actively challenge prejudice and stereotyping in the classroom. we leverage the diversity of our learners as an educational asset. Resources Weensure a wide range of teaching resources accessible to all learners. Information from the initial assessment process, including discussions, initial assessments, and Individual Learning Plans, guides the identification of additional resources needed to support individuals.

Course materials are inclusive and represent people from diverse backgrounds, socioeconomic statuses, cultures, and those with disabilities. Additional Support Learners are encouraged to discuss additional support needs at the beginning and throughout the course through mechanisms such as the Special Assessment Requirements Form.

Compliance with this policy is monitored through various channels, including observation of teaching and learning practices, internal quality assurance processes, HR procedures (including supervision and staff training/support), and feedback mechanisms managed by the Student Affairs Manager.

Alpha Gateway College (AGC) is committed to fostering a supportive and inclusive culture within its workforce. We recognize the importance of promoting diversity and eliminating discrimination in the workplace. This policy outlines our approach to equality and diversity, reaffirming our commitment to providing equal opportunities, respecting individual differences, and ensuring fairness in all aspects of employment. Equality and Diversity at Alpha Gateway College: At AGC, we define equality as the elimination of discrimination and the provision of equal opportunities for all individuals, regardless of background or experience.

We believe in breaking down barriers to ensure that everyone has access to employment, training, and services. Candidates for employment, promotion, or training will be assessed based on their aptitude and abilities, without bias or discrimination. Diversity, on the other hand, is celebrated as the unique perspectives and contributions that individuals from different backgrounds bring to our organization. We understand that equality and diversity are interdependent and strive to create an environment where every individual is valued and respected for their differences. Grievance Policy: Our Grievance Procedure is available to any employee, candidate, learner, or volunteer who believes they have been unfairly discriminated against. Discriminatory conduct, including sexual or racial harassment, is considered gross misconduct and will be addressed through disciplinary action in accordance with the Equal Opportunity Act of October 2018. AGC Commitments:

We are committed to:

• Recognizing and valuing the contributions of all team members.

• Creating a working environment that promotes dignity and respect for every employee.

• Zero tolerance for intimidation, bullying, or harassment, with disciplinary measures applied as necessary.

• Providing training, development, and progression opportunities to all staff members.

• Promoting equality as good management practice and sound business sense.

• Encouraging individuals who experience discrimination to raise their concerns for corrective action.

• Expecting employees to treat everyone with dignity and respect.

• Regularly reviewing employment practices and procedures to maintain fairness.

Dissemination and Support: This policy will be communicated to all employees, learners, contractors, volunteers, funding agencies, stakeholders, customers, and job applicants. It is fully supported by the directors and senior management of AGC. The policy will be monitored and reviewed annually to ensure ongoing promotion of equality and diversity in the workplace. Conclusion: Alpha Gateway College is committed to creating an inclusive and equitable workplace where every individual is valued and respected. Through the implementation of this Equality and Diversity Policy, we aim to foster a culture of fairness, dignity, and respect for all.

Appendix:

1. Definitions:

a. Equality: The principle of treating all individuals fairly and equally, without discrimination or bias.

b. Diversity: The range of differences among individuals, including but not limited to race, ethnicity, gender, age, disability, sexual orientation, religion, and socio-economic status.

4. Training and Awareness:

a. Unconscious Bias Training: Provide training sessions to help employees recognize and mitigate unconscious biases that may influence their decisions and behaviors.

b. Cultural Competence Training: Offer training programs to enhance employees' understanding of different cultures, backgrounds, and perspectives, fostering empathy and inclusivity.

c. Diversity Workshops: Organize workshops and seminars on topics such as intersectionality, privilege, allyship, and inclusive language to promote awareness and understanding among staff members.

5. Reasonable Adjustments: a. Provide reasonable accommodations for employees with disabilities to ensure they can perform their job duties effectively and access facilities, services, and training opportunities on an equal basis with their colleagues.

6. Intersectionality:

a. Recognize that individuals may experience discrimination or disadvantage based on multiple aspects of their identity, and take proactive measures to address intersectional inequalities within the organization.

7. Relevant Legislation: a. Equality Act 2010: The Equality Act is the primary legislation governing equality and discrimination in the UK. It consolidates and strengthens previous anti-discrimination laws, protecting individuals from discrimination based on protected characteristics such as age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.

b. The Human Rights Act 1998: This Act incorporates the rights set out in the European Convention on Human Rights into UK law. It protects fundamental rights and freedoms, including the right to non-discrimination, the right to respect for private and family life, and the right to freedom of expression and religion.

c. The Public Sector Equality Duty (PSED): Part of the Equality Act 2010, the PSED requires public authorities to consider how their policies and practices affect people with protected characteristics and to take steps to eliminate discrimination, advance equality of opportunity, and foster good relations between different groups.

d. The Equality and Human Rights Commission (EHRC): The EHRC is a statutory body responsible for promoting and enforcing equality and non-discrimination laws in the UK.

It provides guidance, advice, and support to employers, employees, and service providers on their legal obligations under the Equality Act.

e. The Employment Equality (Religion or Belief) Regulations 2003: These regulations prohibit discrimination in employment on the grounds of religion or belief, including both direct and indirect discrimination, harassment, and victimization.

f. The Employment Equality (Sexual Orientation) Regulations 2003: These regulations prohibit discrimination in employment on the grounds of sexual orientation, including direct and indirect discrimination, harassment, and victimization.

g. The Equality Act 2010 (Gender Pay Gap Information) Regulations 2017: These regulations require employers with 250 or more employees to publish annual gender pay gap reports, providing transparency around gender pay disparities and encouraging employers to take action to address inequalities.

c. Discrimination: Unfair treatment of an individual or group based on protected characteristics, such as those outlined in anti-discrimination laws. d. Harassment: Unwanted conduct that violates an individual's dignity or creates an intimidating, hostile, degrading, humiliating, or offensive environment.

e. Inclusion: The practice of ensuring that all individuals feel valued, respected, and included in all aspects of organizational life, regardless of their differences.

2. Responsibilities: a. Management: Responsible for setting the tone, fostering an inclusive culture, and ensuring compliance with equality and diversity policies.

b. HR Personnel: Responsible for implementing and enforcing policies, providing training, and handling complaints related to equality and diversity.

c. Supervisors: Responsible for promoting diversity within their teams, addressing any discriminatory behavior, and supporting employees in understanding and adhering to the policy.

d. Employees: Responsible for treating colleagues with respect, avoiding discriminatory behavior, and actively participating in diversity initiatives.

3. Monitoring and Evaluation: a. Regular Surveys: Conduct anonymous surveys to assess employee perceptions of equality, diversity, and inclusion in the workplace.

b. Focus Groups: Organize focus groups to gather qualitative feedback on diversity issues, identify areas for improvement, and generate ideas for promoting inclusion.

c. Diversity Audits: Conduct periodic audits to evaluate the representation of diverse groups within the organization, identify any disparities, and develop strategies for improvement.

Alpha Gateway College (AGC) is unwavering in its commitment to safeguarding Young People and Vulnerable Adults from abuse, exploitation, bullying, neglect, and self-harm, particularly within the context of training provision funded by the Skills Funding Agency.

Additionally, AGC acknowledges its responsibility to prevent learners from radicalization and extremism, aligning with the requirements of the Prevent Duty. AGC ensures that its board of directors, senior managers, staff, and delivery team are fully cognizant of their responsibilities to enhance awareness of safeguarding risks and issues.

Clear protocols are in place to identify and report any incidents promptly. Collaborating closely with local safeguarding organizations, including local authorities, Channel, Prevent coordinators, the Police, Skills Funding Agency, and Education Funding Agency, AGC ensures the comprehensive safeguarding of all learners.

To reinforce this commitment, AGC provides a Safeguarding & Prevent resource guide, offering detailed information on referral agencies, reporting procedures, signs for recognizing vulnerable learners, and incident reporting forms. Accountability & Responsibility AGC guarantees that its delivery team, responsible for providing services to learners, undergo rigorous training in safeguarding and Prevent policies and expectations.

Minimum standard requirements for the delivery team are established to ensure their competence in meeting safeguarding needs effectively. A designated safeguarding lead at AGC works closely with the delivery team to oversee the monitoring and management of incidents or concerns, ensuring proper communication with relevant safeguarding agencies.

This safeguarding lead also assumes the role of Prevent lead, providing support to all staff, delivery team members, and learners through comprehensive training, awareness sessions, teaching materials, and resource development. The AGC board holds overall responsibility for safeguarding and Prevent, with a designated Prevent lead supporting the AGC lead in conducting risk assessments, health checks, and developing training materials.

Prevent leads convene regularly to discuss developments, address emerging issues, and handle learner referrals to the Channel program. Moreover, the board appoints a safeguarding lead who reviews all safeguarding arrangements, reports, and tracking to ensure adherence to correct processes. This lead offers guidance and support to the AGC safeguarding lead on a monthly basis, while safeguarding and inclusion matters are reported at each board meeting.

Alpha Gateway College is committed to providing the best possible service that we can. We recognise that sometimes our learners/students will feel that they have cause to complain about the service they have received.

We encourage all feedback from all our customers (learners, students, apprentices and colleagues), including complaints, and have developed a Complaints Policy and an associated Complaints Procedure. Our Complaints Policy explains our broad approach to handling all complaints. Our Complaints Procedure provides clear information on how individual complaints will be handled.

Reports relating to complaints will be responded to in accordance with our Policies and Procedures. If you are not satisfied with the way we have handled your complaint, this will be dealt with as a failure of service under the terms of our Complaints Policy.

Aims:

Alpha Gateway College aims to resolve complaints quickly, fairly and effectively. We will:

• Aim to put things right quickly for our customers when they go wrong

• Keep our customers informed of the progress of their complaint and the results of any investigation

• Seek to learn from each complaint to improve future performance

• Set performance targets for responding to complaints and monitor our performance against these targets

• Advise our customers of their right to appeal if they remain dissatisfied after their complaint has been through all stages of the internal Complaints Procedure

Implementation:

Alpha Gateway College (AGC) Complaints Policy and associated procedure will be readily available to all our students – copies will be in their portfolios and discussed at induction. Together, they detail how to make a complaint and the timescales for a response from AGC.

What is a complaint?

A complaint is when a student tells us that they are not happy with something that we have done or not done, and we have not put things right.

Who is a customer?

A student is anyone who contacts AGC to request a service or receives a service.

How can a complaint be made?

Any customer wishing to make a complaint can do so by phone, e-mail, website or letter.

What is the process for making a complaint?

The process for making a complaint is detailed in the Complaints Procedure. This is a single document for use by AGC’s colleagues and customers.

Monitoring:

AGC is committed to continuous improvement in service delivery.

Our Service Standards for Complaints are:

• We will make it straightforward for you to make a complaint

• We will endeavour to respond to your complaint within the published timescales and keep you informed

• We will ensure you have a full explanation of your complaint in your preferred format

• We will tell you if changes have been made to services following your complaint

• We will review our Complaints Policy at regular intervals.

Responsibilities:

The Senior Management Team and all those in managerial or supervisory roles are responsible for developing and encouraging good customer care handling practice within their teams.

Compliance with the Customer Complaints Policy is the responsibility of all members of staff who deal with customers.

Communication:

Our Customer Complaints Policy is available in hard copy. Please contact our students’ services on 02085271627 if you wish to access this document in another format.

Training will be provided for staff to ensure awareness is raised and that staff have a clear understanding of customer complaints and their responsibilities.

Equality & Diversity:

Customers have a right to express dissatisfaction with the services they receive from CPL Training. Customers using this policy can expect to be treated fairly and without discrimination.

The Company has an Equality & Diversity Policy that covers all aspects of equality.

Procedure:

If you are unhappy with the service provided by Alpha Gateway College – whether it is the learning experience, assessment, the support you are receiving or about staff or the organisation itself – we promise to take your complaint seriously and treat it as confidential. We also aim to resolve your complaint as speedily as possible.

If you have a complaint about any decision that we have made that affects you, for example, if you feel that you have received the wrong grade for an assessment, or you disagree with an examination result, you should use the relevant awarding organisation’s appeals procedures, which we can advise you on. For all other issues and grievances, use this Complaints Procedure.

We are always pleased to receive compliments and complaints because they help us improve the service we provide, both for you and other learners. We’re also interested in your ideas for improving our services. We use the information you give only to improve things. Passing on personal information about you is protected by the Data Protection Act.

If you want to complain, here’s what you can do:

1) It helps if you complain straight away to the people involved, as they may be able to put things right immediately. You should make your complaint within 1 month of the event or problem occurring. You can do this verbally, face-to-face or in an email if you prefer.

2) If, after engaging with the person in the first instance, you are still not satisfied with the outcome, you can do one of two things:

a. Either refer the matter to our Head of Student Services if the matter relates to our service provision or the manner in which you have been treated while on campus. Our Head of Student Services can be reached at: radha@agcollege.co.uk or on 02085271627

b. Or, refer the matter to your internal quality assurance if the matter relates to your portfolio and an assessment result. This should be done in writing or via a telephone conversation, as the IQAs are not usually on campus. If you would like to see them face-to-face, then we will be happy to arrange an appointment for you within two weeks of your request.

3) If you are still not satisfied with the outcome of stage two, you can refer your matter, in writing, to the lead IQA if it relates to matters about your course, your results or assessment decision. Your lead IQA can be reached at: audrey@agcollege.co.uk or 02085271627

4) At any stage, you can register a formal complaint by telephone, letter, fax or email. Give as much information as you can, including times, dates, places and names.

You will get a first response within one week of receipt of your complaint, and a further response within four weeks.