Safeguarding Policy

Policies » Safeguarding Policy

If you need to make a safeguarding report, please do so through our safeguarding form as soon as possible.

Last Updated: 7 October 2025

Shani’s Tutoring is committed to safeguarding the children, young people, and vulnerable adults who use our services. Safeguarding means protecting individuals from harm, abuse, neglect, exploitation, bullying, and other risks to their well-being.

This policy explains the standards, responsibilities, and procedures that apply to all safeguarding matters within Shani’s Tutoring. It covers all aspects of our work, including live online tutoring, face-to-face sessions, lectures, online courses, community spaces, and the Learning Hub. Safeguarding issues may arise within Shani’s Tutoring environments, or they may be disclosed to staff in relation to events outside the platform. In either case, concerns will be taken seriously and managed in line with this policy.

Everyone connected with Shani’s Tutoring has a role to play in safeguarding. This includes, but is not limited to, staff, volunteers, students, parents, guardians, and school representatives. By using our services or working on our behalf, you agree to uphold the principles and practices set out in this policy.

You will be asked to actively agree to this policy before gaining access to the full range of our platforms and services.

This policy may be updated when required. Any new version will be published on our website and Learning Hub, with notifications sent to staff, students, and other community members where appropriate. The most recent version always applies.

Table of Contents

1. Introduction and Scope

At Shani’s Tutoring, the safety, welfare and well-being of all Students are of the highest priority. We have a duty of care to protect the children, young people, and vulnerable adults in our community. This duty encompasses all aspects of our work, including our classes, online platforms and social facilities. It also requires us to respond appropriately if we become aware of risks that affect Students beyond our infrastructure.

Every Student has the right to feel safe, respected and supported. To uphold this, all staff (including tutors, moderators, contractors, and non-teaching personnel) are expected to place Student welfare at the heart of their practice. This involves:

Recognising that safeguarding is everyone’s responsibility.
Ensuring the safety of Students during all interactions on our platform, on-site, in live or recorded sessions, and in community spaces.
Placing Student welfare above academic, commercial or reputational concerns.
Acting quickly and effectively to respond to concerns, risks or disclosures of harm.
Ensuring that no concern is ever ignored, minimised or delayed.

This policy applies to everyone connected to Shani’s Tutoring, including tutors, moderators, staff, Students, Parents, Guardians and school representatives. It is a contractual obligation of anyone hired or contracted by Shani’s Tutoring to follow this Safeguarding Policy at all times.

1.1 Definitions

For the purposes of this policy, the following terms are used:

Child: anyone who has not yet reached their 18th birthday (i.e. is under 18).
Young Person: a Student aged 13-19, and Students who are in compulsory or further education (i.e. post-16 education). This distinction is important, as we work with students who are technically older than 18, but who must be treated as children for safeguarding purposes, as they may still be in full-time compulsory or non-higher education.
Vulnerable adult: any adult (18+) who, due to age, disability, illness, mental health, or circumstances, may be unable to protect themselves from harm or exploitation.
Student: the individual receiving tutoring, accessing resources, enrolling in courses, or participating in learning activities through Shani’s Tutoring.
Parent/Guardian: the responsible adult who creates or manages a Student’s account, or pays for services on their behalf.
School Representative: a teacher, tutor, administrator or other person purchasing or coordinating services for use by a school or educational institution.
Staff: anyone working on behalf of Shani’s Tutroing, including tutors, moderators, contractors, volunteers, and non-teaching personnel.
Community member: any individual who participates in Shani’s Tutoring’s online platforms, classes, forums, or social spaces. This includes students, parents, guardians, staff, school representatives, and any other registered users.
Safeguarding: the overarching responsibility to protect children, young people and vulnerable adults from harm, abuse, neglect, exploitation, bullying, grooming, and other risks to their safety or well-being.
Designated Safeguarding Lead (DSL): the person appointed to take responsibility for safeguarding concerns. At present, Shani’s Tutoring does not have a formally appointed DSL due to its size, but safeguarding duties are still carried out in line with this policy, and Shani Cipro is acting DSL, with Patrick Cipro as her deputy.
Disclosure: when a student, or someone else, shares information that suggests they or another person may be at risk of harm.
Concern: any worry, suspicion, or sign that a child, young person or vulnerable adult may be at risk of harm. A concern may be based on something seen, heard, or observed, even if there is no formal disclosure. All concerns must be taken seriously and reported in line with this policy.

1.2 Relationship to other policies

This Safeguarding Policy should be read alongside our other policies, in particular:

Terms and Conditions
Community Code of Conduct
Staff Code of Conduct
GDPR Policy
Lone Working Policy
Recruitment Policy
Digital Safety Policy
Moderation Policy
Session Recording Policy
Example Work Policy
Sensitive and Distressing Topics Statement
Anti-Bullying Statement

Together, these policies reinforce our commitment to Student safety and well-being, expanding on our responsibilities and procedures in more specific areas.

1.3 Core safeguarding principles

Our safeguarding approach is guided by the following principles:

Comprehensive protection: safeguarding means preventing, identifying and responding to risks of harm in all forms.
Proactive response: staff must be ready and able to act quickly and effectively.
Shared responsibility: every member of the community has a duty to contribute to a safe environment.
Equal rights: all Students are entitled to protection and respect, regardless of age, gender, sexuality, race, religion, disability, or background.
Concerns can arise anywhere: risks may appear in any setting, online or offline, and to anyone. Therefore, all safeguarding concerns must be taken seriously.
No concern is too small: all disclosures and concerns must be followed up on. Staff should never assume they are overreacting or dismiss a concern as unimportant.

Together, these principles shape every safeguarding decision we make. We ensure that no matter the context, staff remain alert, responsible, and committed to putting Student safety above all other considerations.

1.4 Purpose of this policy

The purpose of this Safeguarding Policy is to set out how Shani’s Tutoring fulfils its duty of care towards children, young people, and vulnerable adults. It establishes the standards of behaviour, awareness and action expected from all staff, tutors and community members.

This policy exists to:

Protect children, young people and vulnerable adults who receive Shani’s Tutoring services from harm, including the children of adults who use our services.
Provide staff, contractors, moderators, volunteers, Students, and their families with the overarching principles that guide our approach to safeguarding and child protection.
Ensure that everyone connected with Shani’s Tutoring understands their role in safeguarding.
Set out clear procedures to prevent, identify and respond to risks of harm.
Require that concerns are never ignored, but acted upon quickly and appropriately.
Apply safeguarding responsibilities consistently across all aspects of our service.
Keep our work aligned with relevant UK legislation, statutory guidance and best practice.

By setting out these commitments clearly, this policy ensures that everyone connected with Shani’s Tutoring understands and agrees to our safeguarding responsibilities. Transparency is essential: Students, families, staff and tutors should all know what to expect from us, and what is expected of them. In this way, safeguarding is not hidden or inconsistent, but applied openly, fairly and with the shared goal of keeping all community members safe.

1.5 Legal and statutory framework

Our safeguarding approach is grounded in UK law and statutory guidance. We believe it is important to be open about the standards we follow so that Students, families and staff can be confident that our practices meet national expectations.

This policy is shaped by:

Children Act 1989 and 2004
Safeguarding Vulnerable Groups Act 2006
Working Together to Safeguard Children (statutory guidance)
Keeping Children Safe in Education (statutory guidance)
Data Protection Act 2018 and UK GDPR
Online Safety Act 2023
Care Act 2014
Equality Act 2010
Role description for the designated safeguarding lead

We also draw on best practice guidance from organisations such as the NSPCC, CEOP and the UK Safer Internet Centre, to ensure our safeguarding remains current and effective.

By setting this framework out clearly, we aim to be transparent about our responsibilities and give reassurance that every safeguarding decision is guided by recognised legal and professional standards.

1.6 Policy review

Safeguarding is a continuous responsibility. This policy will be reviewed at least once every 12 months to ensure alignment with the most up-to-date safeguarding guidance and legislation. It may be updated sooner if there are:

Significant changes in legislation or statutory guidance.
New risks or safeguarding issues that need to be addressed.
Structural changes within Shani’s Tutoring, such as the appointment of a Designated Safeguarding Lead.
Issues or incidents that highlight the need to strengthen our approach.

Any updates will be published on our website and Learning Hub, and students, families and staff will be notified of material changes. This ensures that everyone remains on the same page and that our safeguarding practice reflects current law, guidance and best practice.

2. Roles and responsibilities

Safeguarding is a shared duty. While Shani’s Tutoring holds overall responsibility for ensuring that children, young people and vulnerable adults are protected from harm, everyone connected with our service has a role to play. This includes staff, tutors, parents, guardians, school representatives, and students themselves. Clear expectations are essential to ensure that concerns are recognised, reported and addressed quickly and effectively.

The following subsections set out the responsibilities of each group.

2.1 Shani’s Tutoring (the Organisation)

Holds ultimate responsibility for safeguarding and child protection within its services.
Ensures this policy and associated procedures are in place, communicated and followed.
Provides access to safeguarding training and resources.
Maintains appropriate recruitment, vetting, and monitoring procedures.
Cooperates fully with statutory agencies when required.
Supports line managers to have regular discussions with their staff about how safeguarding applies to their role, so that responsibilities are understood and consistently applied.

2.2 Designated Safeguarding Lead (DSL)

Acts as the first point of contact for safeguarding concerns.
Ensures concerns are recorded, assessed and escalated appropriately.
Maintains links with statutory agencies (e.g. Local Authority Designated Officer, police, social services), and, where appropriate, the student’s school or college Designated Safeguarding Lead.
Provides guidance and support to staff.
Ensures staff are aware of reporting processes and receive appropriate training.

At present, Shani Cipro is acting DSL, and Patrick Cipro is her deputy, until a formal DSL is appointed.

2.3 Staff and tutors

Treat the safety and welfare of students as their highest priority.
Remain alert to signs of harm, neglect or abuse.
Report all concerns promptly to the DSL, however minor they may seem.
Maintain professional boundaries at all times.
Follow all relevant policies (Staff Code of Conduct, Digital Safety, Lone Working, etc.).
Keep accurate and timely records of sessions and concerns.

All members of staff must consider how safeguarding intersects with their specific role. For example, community moderators may encounter safeguarding concerns in community spaces, while administrators may follow up on patterns of non-attendance that signal wider risks.

Line managers are responsible for ensuring that safeguarding is discussed as part of supervision, so that staff understand how their role may encounter and respond to safeguarding concerns.

2.4 Parents/Guardians

Ensure students understand and follow community safety rules.
Provide a safe learning environment at home, with an appropriate learning space.
Be available to support safeguarding if needed.
Report any concerns about a tutor or other student to Shani’s Tutoring or the relevant authorities.
Cooperate with safeguarding processes and investigations.
Support students in following the Community Code of Conduct and safe online practices.
Monitor the activity of students while within the Shani’s Tutoring ecosystem.
Keep contact information up to date and regularly monitor for communication.

2.5 School representatives

Where a student’s enrolment in Shani’s Tutoring is facilitated by their school or college, we recognise the importance of working in partnership with that institution’s school representative and Designated Safeguarding Lead (DSL) or equivalent safeguarding representative.

School representatives’ responsibilities include:

Keeping accurate and up-to-date contact details for the institution’s DSL or safeguarding office.
Sharing safeguarding concerns with the school DSL, where appropriate and in line with data protection principles.
Cooperating with Shani’s Tutoring to ensure concerns are not missed or duplicated.
Helping to facilitate clear communication of safeguarding processes between the school and Shani’s Tutoring.
Acting as a point of contact for concerns raised by tutors or staff about a student’s welfare.
Ensuring that safeguarding information is shared promptly with the school’s DSL, where relevant.

Shani’s Tutoring commits to keeping schools and other institutions informed of safeguarding concerns where appropriate, and we rely on school representatives to do so.

2.6 Students

Treat tutors and peers with respect.
Follow online safety guidelines.
Report any concerns, bullying or inappropriate behaviour.
Use Shani’s Tutoring platforms responsibly and in line with the Community Code of Conduct.
Ensure all reports are honest and complete.

3. Safer recruitment

Shani’s Tutoring is committed to recruiting staff and volunteers who are suitable, competent, and aligned with our safeguarding values. A rigorous and transparent recruitment process reduces the risk of unsuitable individuals being appointed and aligns with our commitment to the safety and well-being of children, young people and vulnerable adults.

Our safer recruitment practices are based on statutory guidance, NSPCC safer recruitment principles, and sector best practice. Every stage is designed to:

Deter unsuitable individuals from applying.
Identify attitudes, values, and behaviours that may inculcate risk.
Prevent anyone who poses a safeguarding concern from being appointed.
Embed safeguarding as a core element of professional practice.

We are clear that recruitment is not just about assessing skills or qualifications. It is about ensuring that every person we appoint demonstrates the trustworthiness, integrity, and safeguarding competence required to work in an environment that serves children and vulnerable adults.

No candidate will be appointed unless and until all required vetting, checks and references are complete. This includes enhanced DBS checks, barred list checks, reference verification, and Update Service enrolment. Where concerns arise, they will be assessed rigorously and transparently, with the safety and welfare of students always taking precedence over convenience or staffing needs.

3.1 Policy statement and planning

Safeguarding is not an afterthought in recruitment. It is a core principle built into every stage of the process. At Shani’s Tutoring, we make clear to all candidates that our duty to protect children, young people and vulnerable adults is non-negotiable and takes precedence over any other consideration.

We therefore commit to:

Embedding safeguarding expectations into every job description, advert, application form, and interview.
Ensuring recruitment processes are fair, consistent, and transparent, so that all candidates are assessed against the same safeguarding-aligned standards.
Allocating adequate time and resources to recruitment planning, ensuring that pressure to fill posts quickly does not undermine our safeguarding standards.
Appointing safeguarding recruitment panels that include at least one member with safer recruitment training.
Keeping safeguarding responsibilities visible at every stage, from first contact with a candidate to their induction and ongoing supervision.

Recruitment decisions are always guided by the principle that it is better to leave a vacancy unfilled than to appoint an unsuitable individual.

3.2 Defining the role

Clear and accurate role descriptions are a key part of safer recruitment. At Shani’s Tutoring, every job description and person specification explicitly states safeguarding responsibilities, including professional boundaries, awareness of risks, and expectations for reporting concerns.

When refining roles, we ensure that:

Safeguarding responsibilities are tailored to the specific duties of the role (e.g. tutors, moderators, administrative staff, line managers).
Expectations are set out for professional conduct online and offline, including communication, confidentiality and respectful behaviour.
Applicants understand that safeguarding is part of their core competence, not an optional extra.
Person specifications highlight values such as integrity, reliability, and the ability to maintain professional boundaries as essential requirements.
Line managers understand their responsibility in supporting staff to understand how safeguarding intersects with their particular role through induction, probation reviews, supervision meetings and ongoing performance reviews.

Through this, we ensure that safeguarding is embedded in the daily practice of every role, not just in policy documents. We also make sure that every member of staff understands that they have a role to play in safeguarding, regardless of the nature or frequency of their interactions with children, young people or vulnerable adults.

3.3 Advertising and application

All advertising and application materials make safeguarding responsibilities clear from the outset. Job adverts explicitly state that the role involves working with children, young people and vulnerable adults, and that robust background checks (including an Enhanced DBS and barred list checks, or their equivalent) will be undertaken. This ensures that candidates understand from the beginning that safeguarding is a non-negotiable aspect of the role.

Application packs are designed to provide transparency about the recruitment process. Standardised forms are used to collect consistent information on identity, employment history, qualifications, and references. Candidates are informed in advance that gaps in employment will be scrutinised and must be explained.

The application process goes further by requiring candidates to actively engage with safeguarding scenarios. Applicants are asked specific questions about how safeguarding responsibilities may intersect with their role, how they would respond to potential concerns, and what professional boundaries mean in practice. These questions are tailored to the role being applied for, ensuring that safeguarding is not treated as generic but as something rooted in each position’s responsibilities.

The advertising and application process also highlights that Shani’s Tutoring expects all staff and volunteers to uphold the highest standards of professionalism, including subscribing to the DBS Update Service, with the annual fee being reimbursed by Shani’s Tutoring for the duration of their employment or volunteering, on receipt of proof of payment. This ensures that safeguarding checks can be carried out consistently without a financial burden to staff and volunteers.

By embedding these expectations into the first stages of recruitment, we make safeguarding a visible and unavoidable part of joining Shani’s Tutoring.

3.4 Shortlisting and interviewing

Shortlisting is carried out against clear, pre-defined criteria set out in the role description and person specification. At least two people should be involved in the shortlisting process to reduce the risk of bias and to ensure consistency. Any gaps in employment history, unclear qualifications, or anomalies in applications are noted in advance so that they can be addressed during the interview.

Interviews are structured, consistent, and designed to assess both technical competence and safeguarding suitability. At least one panel member must be trained in safer recruitment. Questions probe the candidate’s values, motivations, and resilience, alongside their understanding of professional boundaries and safeguarding responsibilities.

In addition to technical questions, applicants are asked safeguarding-specific questions tailored to the role they are applying for. These may include scenario-based questions exploring how safeguarding would intersect with their responsibilities, how they would respond to a disclosure, and how they would maintain professional boundaries in a tutoring context, both online and offline.

Safeguarding values are assessed with equal weight to skills and experience. Where gaps are identified in the safeguarding knowledge or awareness of an otherwise suitable candidate, these will be addressed through rigorous, bespoke training during the onboarding process and revisited as part of the probationary period. This ensures that all staff achieve and maintain the safeguarding competence required for their role.

3.5 Pre-apointment and vetting checks

No appointment will be confirmed until all pre-employment checks have been satisfactorily completed. This ensures that only individuals who are safe, suitable and aligned with Shani’s Tutoring’s safeguarding ethos are allowed to work with children, young people, and vulnerable adults.

The following checks are mandatory:

Identity verification: confirming the applicant is who they claim to be, using original documentation.
Right to work: ensuring the applicant is legally entitled to work in the UK.
Qualifications and professional registrations (where applicable).
Employment history: obtaining a full work history, scrutinising any gaps, and confirming the reasons for leaving previous posts involving work with children or vulnerable adults.
References: scrutinising at least two references. References are checked directly with he referee to confirm authenticity.
Self-declaration: requiring applicants to declare any past convictions, cautions, or safeguarding concerns.
Enhanced DBS checks: including barred list checks, this must be carried out for all roles at Shani’s Tutoring, regardless of the nature or frequency of contact with children, young people and vulnerable adults.
DBS Update Service subscription: all staff must subscribe to the DBS Update Service as a condition of appointment. Shani’s Tutoring will reimburse the annual subscription fee for the duration of their engagement, upon receipt of proof of payment. This enables daily online status checks through the Qualified Tutor Daily Checks system.
Risk assessment of disclosures: when all convictions or safeguarding concerns are disclosed, a risk assessment will be undertaken. The nature of the offence, time elapsed, relevance to the role, and any mitigating factors will be considered carefully.

Where applicants have lived or worked abroad within the last 5 years, an overseas police check (or equivalent local safeguarding clearance) must also be obtained.

No individual will be appointed if they are barred from working with children or if a risk assessment concludes that they present an unacceptable safeguarding risk.

3.6 Managing concerns and risk assessment

If any part of the vetting process raises a concern, Shani’s Tutoring conducts a formal risk assessment before any appointment is confirmed. Examples of risks include, but are not limited to, a disclosure on a DBS certificate, an unsatisfactory reference, or inconsistent information.

This risk assessment will:

Consider the nature, seriousness and relevance of the concern to the role.
Take into account the time elapsed since the incident, patterns of behaviour, and evidence of rehabilitation.
Assess whether the concern raises questions about the individual’s suitability to work with children, young people, or vulnerable adults.
Document the decision-making process fully, ensuring that it is objective, transparent, and evidence-based.

Decisions are always taken with the safety and welfare of students as the overriding priority. If, after assessment, any doubt remains about an individual’s suitability, the appointment will not proceed.

Concerns that arise during employment (for example, new convictions, safeguarding allegations, or concerns from supervision) are also subject to risk assessment. Staff are required to disclose any new incidents immediately, and failure to do so may result in disciplinary action.

All records of concerns and risk assessments are stored securely and confidentially, in line with data protection legislation.

3.7 Induction and supervision

All new staff and volunteers complete an induction before they begin working independently. The induction covers:

Safeguarding training tailored to the role.
Extra, bespoke safeguarding training to rectify any skills gaps identified during the application or interview process.
An overview of relevant policies and procedures.
Training on how to recognise and respond to concern.
Expectations for professional conduct and boundaries.
Training on how to escalate safeguarding issues quickly and effectively.

Induction makes clear that safeguarding is a core duty of every role, not an optional or secondary responsibility.

During the probationary or trial period, staff are closely supervised. Line managers check that new staff are applying safeguarding knowledge in practice, following policy, and maintaining appropriate professional boundaries.

Supervision continues beyond the probationary period. Regular meetings provide opportunities to raise safeguarding issues, reflect on practice, and receive ongoing guidance. These meetings also help identify training needs or early signs of concern.

Through induction and supervision, safeguarding is embedded from the start and reinforced throughout employment.

3.8 Ongoing suitability monitoring

Safeguarding does not stop once staff are appointed. Shani’s Tutoring monitors the ongoing suitability of all staff and volunteers throughout their engagement with us.

All staff must immediately disclose anything that could affect their suitability to work with children, young people, or vulnerable adults. This includes new convictions, cautions, allegations, or any safeguarding concerns raised inside or outside of work. Failure to disclose such information may result in disciplinary action or termination of engagement.

Regular refresher training keeps safeguarding responsibilities active in daily practice. Training sessions revisit how to recognise, respond to, and report concerns, and they provide updates on changes in law, policy, or best practice.

Performance reviews and supervision meetings always include a safeguarding element. These discussions check that staff continue to meet safeguarding expectations and provide opportunities to raise issues, reflect on practice, and seek advice.

Ongoing monitoring also includes regular DBS Update Service status checks. Shani’s Tutoring uses the Qualified Tutor Daily Checks system to confirm that staff remain suitable to work with children, young people and vulnerable adults. These checks are carried out automatically and consistently, ensuring that safeguarding standards are upheld at all times.

Through this monitoring, we ensure that safeguarding remains a continuous responsibility, not a one-time check at the point of recruitment.

3.9 Record-keeping

Shani’s Tutoring maintains accurate, up-to-date records of all recruitment and vetting checks to provide accountability and transparency in safeguarding practice.

A Single Central Record (SCR), or equivalent system, is kept securely. This records:

Identity verification checks.
Right-to-work checks
Full employment history.
References received and follow-up conversations.
Qualifications and professional registrations.
DBS check results (including certificate number, type of check, and date of issue).
Barred list check result.
DBS Update Service subscription ID.
Safeguarding and induction training completed.
Probation review outcomes and supervision records.

All staff must present their original DBS certificate for verification. Shani’s Tutoring does not retain the original certificate. Any copies or scans made for verification are destroyed within six months of the recruitment decision, unless required for an active dispute.

Key information from the certificate is retained securely in the Single Central Record. This includes the certificate number, date of issue, type of check, barred list check result, and DBS Update Service subscription ID.

Records of safeguarding training, refresher courses, and supervision sessions are also maintained. This allows us to evidence that safeguarding responsibilities are reinforced throughout employment and that staff remain suitable for their roles.

Access to the Single Central Record is restricted to senior staff with designated safeguarding or recruitment responsibilities.

4. Recognising and responding to concerns

Safeguarding depends on the ability of staff and volunteers to recognise when something may be wrong and to respond in a clear, consistent and timely manner. Everyone connected to Shani’s Tutoring has a duty to notice signs of abuse or neglect, to take disclosures seriously, and to ensure concerns are acted upon without delay.

The safety and well-being of students always come before any other consideration.

4.1 Definitions of abuse and harm

Abuse is any action, or failure to act, that causes harm to a child, young person, or vulnerable adult. It can happen in person or online, within families, schools, peer groups, or communities. Abuse may be carried out by adults, other children, or groups, and may occur once or repeatedly over time.

The main categories are physical abuse, emotional abuse, sexual abuse, and neglect.

Physical abuse is deliberately causing injury ot physical harm. This includes hitting, shaking, burning, poisoning, or fabricating illness.

Emotional abuse is persistent maltreatment that damages confidence and emotional development. This includes humiliation, threats, rejection, scapegoating, and exposing someone to violence or distress.

Sexual abuse involves forcing or enticing a person into sexual activity. It can include contact acts, as well as non-contact acts such as grooming, showing sexual images, or online exploitation.

Neglect is the persistent failure to meet basic needs such as food, clothing, shelter, supervision, education, medical care, or emotional support.

Within these categories, staff must also be alert to specific safeguarding risks that require particular attention. These include:

Child-on-child abuse (including bullying, harassment, or coercive behaviour).
Online abuse (including harassment, exploitation, or exposure to harmful content).
Grooming,
Criminal exploitation and county lines.
Female genital mutilation (FGM).
Radicalisation and extremism.
Trafficking and modern slavery.
Domestic abuse.

Staff and volunteers are not expected to categorise abuse before reporting. Their responsibility is to recognise when something may be wrong and to raise the concern immediately so it can be assessed by the safeguarding lead or statutory services.

4.2 Recognising signs of abuse and neglect

Abuse is not always visible. It can present in many ways, and the signs may be subtle or hidden. Disclosures do happen, but safeguarding concerns are often identified through observation and diligent record-keeping, rather than through direct statements.

Therefore, staff and volunteers must remain observant and professionally curious, noticing changes in behaviour, appearance, or engagement that could indicate a child, young person, or vulnerable adult is at risk. Concerns should never be dismissed as trivial or assumed to be someone else’s responsibility.

Possible indicators of abuse or neglect include, but are not limited to:

Unexplained injuries, frequent absences, or reluctance to explain marks or behaviours.
Sudden changes in behaviour, mood, or academic performance.
Becoming withdrawn, anxious, or overly compliant.
Signs of hunger, poor hygiene, or consistently unsuitable clothing.
Inappropriate or sexualised behaviour beyond their stage of development.
Knowledge, language, or material (online or offline) that is not age-appropriate.
Evidence of controlling or exploitative relationships, including with peers.
Fear of being home or expressing distress about their home life.
Frequent contact with unknown adults or older peers, especially online.
Regular tiredness, lack of supervision, or caring responsibilities which are inappropriate for age.
Sudden possession of unexplained money, gifts, or technology.
Reluctance to use their camera in online sessions or attempts to hide their environment.
Repeated bullying, harassment, or being targeted by others in online or offline spaces.

Staff must remember that no single sign proves that abuse is taking place, but patterns, changes, or professional concerns may indicate risk. Each observation or record may help to build a wider picture of a student’s situation, so even small or seemingly isolated concerns are important.

Whenever there is a doubt, concerns must be reported. Staff are not expected to investigate or prove abuse themselves. Their duty is to record and report. It is the responsibility of the safeguarding lead to follow up on these reports and ensure appropriate next steps are taken.

4.3 Responding to a disclosure

When a child, young person, or vulnerable adult makes a disclosure or when a concern arises, it must always be taken seriously. The way staff and volunteers respond in that moment is crucial to ensuring the student feels heard and supported, and that the concern is handled correctly. Staff must act calmly, avoid judgment, and follow clear safeguarding procedures.

When responding to a disclosure or concern, staff and volunteers must:

Listen carefully without interruption, receiving disclosures in a calm and supportive manner.
Avoid expressing shock, disbelief, or blame.
Reassure the student that they are right to speak up.
Never promise confidentiality. Explain that the information must be shared with those who can help keep them safe.
Avoid asking leading questions, keeping any questions open and minimal.
Record the disclosure factually and in the student’s own words, including time, date, and context.
Report the concern immediately to the safeguarding lead (or deputy or line manager if unavailable).
Handle digital disclosures appropriately. For example, preserve relevant chat logs or screenshots securely and pass them to the safeguarding lead.
Continue to support the student with sensitivity, but do not take on investigation or counselling roles.

4.4 Recording concerns

Safeguarding concerns must always be recorded and reported without delay. Even small or uncertain concerns are important, as they may form part of a wider picture of risk. Records must be clear, factual, and accurate, avoiding opinion or assumption.

When recording and reporting a concern, staff and volunteers must:

Use the secure Safeguarding Report Form provided on the Shani’s Tutoring website to submit concerns directly.
Include the date, time, context, and the student’s own words where applicable.
Describe observations factually, avoiding speculation, judgement or interpretation.
Submit the report as soon as possible after the concern arises, ideally immediately.
Alert the safeguarding lead by phone or by direct message if the concern indicates immediate danger.
Preserve any relevant digital material (e.g. chat logs, screenshots) securely and attach them to the report where possible.
Keep personal notes minimal and store them only as part of the official safeguarding record.

All reports are received by the safeguarding lead, who is responsible for reviewing, acting upon, and storing them securely in line with GDPR and data protection principles. Access to safeguarding records is strictly restricted to designated staff.

4.5 Escalation

While the safeguarding lead is responsible for acting on concerns, there may be times when escalation is necessary. Safeguarding must never be delayed because one person is unavailable.

At present, Shani Cipro is acting DSL, and Patrick Cipro is acting deputy DSL, due to the small size of Shani’s Tutoring. This arrangement will be reviewed as the organisation grows.

If a concern suggests a student is in immediate danger or at risk of significant harm:

Staff must contact emergency services (999 in the UK) or the local authority children’s services without delay.
The report must then be shared with the safeguarding lead as soon as possible.

If the safeguarding lead is unavailable and the risk is not immediate, staff should contact the deputy safeguarding lead or, if necessary, the student’s school DSL (where applicable) to ensure the concern is received.

Staff must document the steps taken and ensure the concern is reported through the Shani’s Tutoting Safeguarding Report Form once it becomes available.

Safeguarding responsibilities must always take precedence over confidentiality when a student is at risk of harm. However, information must still be handled with the highest level of care, in line with the Data Protection Act 2018 and UK GDPR.

Information for safeguarding purposes must only be shared with those who need to know, and always in a way that is respectful, proportionate, and consistent with data protection law.

When handling safeguarding information, staff and volunteers must:

Never promise secrecy to a student. Explain that information will only be shared with those who need to know to keep them safe.
Share information on a strictly ‘need to know’ basis, limited to the safeguarding lead, deputy, and relevant statutory agencies.
Record and store information securely in line with GDPR and the Shani’s Tutoring GDPR policy.
Ensure information is factual and relevant, avoiding unnecessary details.
Follow the principle that safeguarding concerns must be reported even if the student objects to sharing.
Cooperate fully with statutory agencies and schools, providing safeguarding information promptly and accurately when requested.

Outside of these necessary parties, the safeguarding lead is responsible for deciding who else in the organisation needs to know specific information. This may include school representatives or other trusted adults, depending on the nature of the concern.

Decisions are made on a case-by-case basis, guided by the principle of sharing the minimum necessary information to protect and support the student effectively.

4.7 Whistleblowing

All staff and volunteers have a duty to raise concerns about unsafe practice, misconduct, or failures in safeguarding, even if those concerns relate to colleagues or managers. Safeguarding must never be compromised by loyalty, hierarchy, or fear of reprisal.

When raising a concern, staff and volunteers must report their concern directly to the safeguarding lead or deputy.

If the concern relates to the safeguarding lead, raise it with a senior manager or director.

If the staff member or volunteer feels that their concern has not been properly addressed internally, contact the local authority designated officer (LADO), children’s services, or the NSPCC Whistleblowing Advice Line (0800 028 0285).

Staff and volunteer who feel unable to raise concerns internally, or who believe their concerns have not been properly addressed, may also contact external agencies such as the NSPCC Whistleblowing advice line for confidential advice and support.

Whistleblowing reports will be taken seriously, investigated fairly, and handled in confidence. Staff and volunteers will be protected from victimisation or discrimination for raising genuine concerns in good faith. Protection is provided under the Public Interest Disclosure Act 1998, which gives legal safeguards to individuals who raise concerns in the public interest.

5. Safeguarding in tutoring sessions

Safeguarding applies to every type of tutoring session, whether one-to-one or in groups, face-to-face or online. Each context presents specific opportunities and risks. Staff, students, and other community members must understand how safeguarding responsibilities apply in these settings and follow the procedures that keep everyone safe.

Online tutoring presents a unique set of safeguarding considerations, such as digital safety, privacy, and moderation. These are addressed in detail in Section 6 of this policy.

For more information on practices in tutoring sessions, please see the following policies:

Privacy Policy
Cookie Policy
GDPR Policy
Community Code of Conduct
Staff Code of Conduct
Anti-Bullying Statement
Lone Working Policy

Together, these measures ensure that every tutoring session takes place within a framework that prioritises the safety and well-being of all students, regardless of format, size or location.

5.1 Lone working

Lone working refers to situations where a tutor, staff member, or volunteer is working without the immediate support of another adult. In tutoring, this often means one-to-one or face-to-face sessions where no parent, guardian, school representative, or colleague is present. These situations can create additional safeguarding and safety risks, as there is less immediate oversight.

As we work wth students aged 13 and above, lone working is a normal part of tutoring practice. We cater our services to students in Key Stages 4 and 5 in particular, and they are very likely to attend sessions independently or without parental supervision. This makes it especially important that staff follow clear procedures to ensure accountability and maintain safeguarding standards at all times.

Shani’s Tutoring has a dedicated Lone Working Policy which sets out how these risks must be assessed and managed. It provides detailed guidance on risk assessments, emergency procedures, communication expectations, and the steps staff must take to keep both themselves and students safe.

To ensure safe lone working practice:

Staff must follow the Shani’s Tutoring Lone Working Policy, which sets out detailed procedures for managing lone working safely.
No staff member should remain in a situation where they feel their own safety, or the safety of a student or community member, may be at risk.
Parents, guardians, and/or school representatives must always be aware of when and where sessions are taking place.
Learning spaces must be quickly and easily accessible to other parents, guardians, school representatives, and/or other staff members to ensure transparency and accountability are met at all times.
For students aged 13-18, a responsible adult (parent, guardian, or school representative) should be present in the home during online sessions, ideally within earshot/
Lone working arrangements must be risk-assessed in advance and reviewed regularly.
Any incident or concern that arises while working alone must be reported immediately through the safeguarding reporting link.
Sessions must be ended and reported if accountability or professional boundaries cannot be maintained.

Lone working is not unsafe in itself. When managed through clear procedures, risk assessments, and professional boundaries, it provides a safe and effective learning environment for tutoring, allowing students to focus and thrive.

5.2 One-to-one sessions

One-to-one tutoring offers valuable personalised support but also carries increased safeguarding risks. These sessions must always take place in conditions that are accountable, transparent, and safe, with clear records and safeguards in place.

To ensure this:

One-to-one sessions must only be conducted through approved Shani’s Tutoring platforms or in authorised face-to-face locations.
All online one-to-one sessions are routinely recorded to provide a safeguarding record.
For face-to-face one-to-one sessions, a parent, guardian, or school representative must be aware of the time, date, and location of the session.
Face-to-face sessions must not take place in bedrooms, isolated areas, or any environment where safeguarding cannot be assured.
Tutors must never communicate privately with students outside of approved channels.
Tutors and students must not exchange personal contact details.
A record of attendance and session notes must be kept for every session.
Any safeguarding concern arising in a one-to-one session must be reported immediately through the safeguarding reporting link.
If accountability or professional boundaries cannot be maintained, the session must be ended and reported.

Should any safeguarding concerns arise about a one-to-one session, all documentation of the session must be produced for safeguarding review. This includes, but is not limited to, recordings, attendance records, session notes, and communications between the student and tutor.

Further details on managing risks in one-to-one settings can be found in the Shani’s Tutoring Lone Working Policy.

5.3 Face-to-face sessions

Face-to-face tutoring creates valuable opportunities for direct engagement, but also carries safeguarding risks linked to the physical environment. These sessions must always be accountable and transparent, with clear safeguards in place.

To ensure this:

Face-to-face sessions must only take place in authorised and appropriate locations (such as schools, libraries, the Shani’s Tutoring Hub, or other agreed professional settings).
All approved locations must undergo a risk assessment before the first session and be reviewed regularly to ensure ongoing suitability. The risk assessment must consider safeguarding factors, health and safety hazards, emergency procedures, and whether the environment is appropriate for learning.
A parent, guardian, or school representative must be aware of the time, date, and location of the session.
Sessions must not take place in bedrooms, private homes without prior agreement, or isolated areas where safeguarding cannot be assured.
Tutors must not provide transport to students unless this has been formally risk-assessed and agreed in advance.
The learning environment must be safe, respectful, and appropriate with risks (such as health and safety hazards) minimised.
Tutors must maintain professional boundaries at all times and avoid being left alone with a student in situations where safeguarding or accountability could be compromised.
Attendance records and session notes must be completed for every face-to-face session.
Any safeguarding concern arising in a face-to-face session must be reported immediately through the safeguarding reporting link.
If accountability or professional boundaries cannot be maintained, the session must be ended and reported.

Further details on risk assessments and lone working considerations can be found in our Lone Working Policy

5.4 Group sessions

Group tutoring creates opportunities for collaborative learning but also introduces safeguarding risks linked to group dynamics. These sessions must always be accountable and transparent, with clear procedures to protect every student.

To ensure this:

Group sessions must take place on approved Shani’s Tutoring platforms or authorised face-to-face locations.
Tutors and moderators must actively monitor group dynamics to prevent bullying, exclusion, or inappropriate behaviour.
Responses to bullying must be in line with the Anti-Bullying Statement.
Attendance registers and session notes must be completed for every group session.
Expectations for respectful behaviour must be clearly communicated and reinforced in line with the Community Code of Conduct.
Students must not share personal or identifying information with each other.
Safeguarding concerns that arise in group sessions must be reported immediately through the safeguarding reporting link.
If accountability or professional boundaries cannot be maintained, the session must be paused or ended and reported.

Further expectations for behaviour and conduct in group sessions are set out in the Terms and Conditions, Community Code of Conduct, Anti-Bullying Statement, and Moderation Policy.

6. Online safety and digital practice

Many of the services offered by Shani’s Tutoring take place online. Digital spaces create opportunities for students to connect, learn, and build supportive communities. However, they also present specific risks that must be managed with care. All staff, volunteers, students, and parents must understand that the same safeguarding standards apply online as offline.

Alongside these shared responsibilities, there are also specific expectations for how community members conduct themselves in online settings. These cover issues such as secure platforms, camera use, privacy, communication boundaries, moderation, and the handling of digital content.

We are committed to creating a safe and respectful online environment. Concerns that arise in digital spaces are treated with the same seriousness as those in physical settings.

For more information on online safety and digital practice, see the following policies:

Privacy Policy
Cookie Policy
GDPR Policy
Community Code of Conduct
Staff Code of Conduct
Anti-Bullying Statement
Lone Working Policy
Digital Safety Policy
Moderation Policy
Session Recording Policy

6.1 Safe online environment

Shani’s Tutoring takes active steps to create an online environment where students can learn safely and confidently. The platforms we use must be secure, reliable, and configured to protect the privacy of all community members.

To support this, staff, students, and all other community members are expected to follow these principles:

Use only approved platforms provided or authorised by Shani’s Tutoring for lessons, communication and community interaction.
Keep devices updated with security software such as firewalls and antivirus protection.
Join live sessions from appropriate, quiet, and professional spaces that are free from distractions.
Ensure that video backgrounds do not reveal private or identifying details such as addresses, street names, school logos, or other geographical markers.
Avoid sharing personal or identifying information about themselves or others in any online space, including full names, contact details, or social media accounts.
Check that no appropriate or private material is visible before switching on a camera.
Never share meeting links, passwords, or login details with anyone outside the intended group.
Never arrange to meet other community members outside of approved and pre-booked in-person tutoring sessions. In-person tuition must only take place at authorised and agreed locations, and with the knowledge and approval of a parent/guardian.
Ensure that all online sessions are monitored appropriately and that moderation tools are used to prevent harmful or disruptive behaviour.

These expectations apply to all live sessions, recorded sessions, and online community spaces.

Please see the Community Code of Conduct for more information on expected behaviour while using Shani’s Tutoring.

6.2 Professional online conduct

Staff and volunteers at Shani’s Tutoring are expected to uphold the highest professional standards when working online. Professionalism in digital spaces is as important as in face-to-face settings, and boundaries must be maintained at all times.

Staff and volunteers must:

Use only approved Shani’s Tutoring platforms for lessons, communication, and community interaction.
Never share personal contact details (such as phone numbers, email addresses, social media accounts, or banking information) with students or community members.
Avoid sharing personal or identifying information about themselves or others.
Keep communication focused on learning and safeguarding, avoiding casual or private conversations that fall outside the professional relationship.
Do not accept or send friend or connection requests or personal follows on social media.
Never arrange to meet students or community members outside of approved tutoring sessions, and ensure that all in-person tuition takes place only at authorised and agreed locations.
Use professional, respectful language at all times, avoiding slang, discriminatory language, or anything that could be misinterpreted.
Ensure video backgrounds are neutral and professional, with no personal or inappropriate material visible.
Dress appropriately for sessions, in the same way as they would for face-to-face tuition. Ensure that t-shirts do not contain words, logos or iconography that may be offensive or inappropriate.
Report any safeguarding concerns that arise in online interactions immediately through the official safeguarding reporting link.
Follow the Staff Code of Conduct at all times.

These standards apply across all Shani’s Tutoring platforms and community spaces. All communication on Shani’s Tutoring platforms may be subject to monitoring for safeguarding purposes. This helps to protect all community members and ensures that professional standards are upheld at all times.

Please see the Staff Code of Conduct for the additional expectations applicable to staff and volunteers.

6.3 Student guidance

Students are expected to behave responsibly and respectfully in all online interactions. Safeguarding applies just as much in digital spaces as in face-to-face settings. By following these expectations, students help to keep themselves and others safe.

Students must:

Use only the approved platforms provided by Shani’s Tutoring for lessons, communication, and community interaction.
Avoid sharing personal or identifying information about themselves or others (such as full names, phone numbers, addresses, school details, or social media accounts).
Ensure that video backgrounds do not reveal private or identifying details, such as addresses, street names, or school logos.
Never attempt to arrange in-person meetings with staff or other community members outside of approved and pre-booked tutoring sessions.
Use respectful and appropriate language in lessons, chats, and community spaces.
Avoid posting or sharing content that is offensive, discriminatory, or harmful.
Follow the Community Code of Conduct and respect moderators’ instructions.
Report any inappropriate messages, content, or behaviour through the safeguarding reporting link or directly to a trusted adult.
Understand that online interactions on Shani’s Tutoring platforms may be monitored for safeguarding purposes.

These expectations are in place to protect all students and to make sure that Shani’s Tutoring remains a safe and supportive learning community.

Please see the Community Code of Conduct for more information on the expectations when using Shani’s Tutoring.

6.4 Moderation and community spaces

Shani’s Tutoring provides online forums, chat spaces, and group sessions to support collaborative learning and community interaction. These spaces must always remain safe, respectful, and supportive.

To support this:

All community spaces are subject to active moderation, with inappropriate content removed promptly.
Moderators have the authority to intervene where posts, comments, or behaviour pose a safeguarding concern.
Harmful or illegal content (including harassment, bullying, sexual content, or hate speech) is reported immediately to the safeguarding lead.
Community members must not share personal or identifying information about themselves or others.
Private messaging between students and staff/volunteers outside approved platforms is not permitted.
Staff model respectful behaviour and reinforce the Community Code of Conduct.
Safeguarding concerns raised in community spaces are recorded and reported through the safeguarding reporting link.
Where Shani’s Tutoring uses third-party platforms (e.g. for discussion or group interaction), the same safeguarding standards apply on top of the platform’s own rules. Moderation and conduct expectations remain binding regardless of the platform used.

Moderation is carried out in line with the safeguarding responsibilities, with the safety and well-being of children, young people, and vulnerable adults always taking priority.

6.5 Recording sessions

All tutoring sessions at Shani’s Tutoring are routinely recorded. Recordings serve multiple purposes: they provide students with the opportunity to review material for recap and revision, they support quality assurance, and they strengthen safeguarding by creating a verifiable record of interactions.

However, recordings also create privacy risks and must therefore be managed with particular care.

The following rules apply to all session recordings:

Students and parents/guardians will be informed at the point of enrolment that all sessions will be recorded.
Participants are reminded at the start of sessions that recording is in place, usually by Zoom’s built-in alerting system.
Recordings are stored securely in line with the Data Protection Act 2018 and UK GDPR, with access limited to authorised staff and relevant community members.
Unauthorised recording or screenshotting of sessions is strictly prohibited.
Recordings that capture safeguarding concerns are removed immediately from revision resources and preserved securely as part of the safeguarding record.
Concerns identified within a recording must be reported immediately through the safeguarding reporting link.

By making recording a standard practice and by controlling access carefully, Shani’s Tutoring strengthens its safeguarding culture. Recordings exist to protect students and staff, and any misuse of them will be treated as a safeguarding issue.

Recordings are created for safeguarding, educational and quality assurance purposes. Where recordings are used for training, internal review, promotional material, or the creation of new material, they will always be anonymised so that students cannot be identified, and student faces or names will not be included, unless parent/guardian and student permission has been explicitly given prior to the creation of new material.

7. Training, supervision and awareness

Safeguarding is not static. New risks emerge as technology develops, the nature of existing risks can evolve over time, blind spots are discovered, guidance is updated, and our responsibilities develop as we learn from practice. At Shani’s Tutoring, we are committed to ensuring that our staff, tutors, and volunteers are confident in their safeguarding duties, understand how those duties apply to their roles, and remain up to date with best practice. We treat safeguarding as a core professional responsibility, not an optional extra.

All staff and volunteers are expected to complete induction training and update their safeguarding training annually. However, training alone is not enough. Safeguarding must be reinforced through regular supervision, open discussion, and clear opportunities to ask questions or raise concerns. We encourage staff and volunteers to bring safeguarding into everyday practice, and we provide structured forums to make this possible, such as supervision meetings and line management reviews.

Awareness also requires reflection. We recognise that Shani’s Tutoring is a unique platform with its own specific safeguarding considerations in addition to those identified within national guidance. Therefore, we review safeguarding concerns, trends, and patterns internally to identify risks, blind spots, areas for improvement, and lessons that can be built into future training.

This includes reflecting on safeguarding incidents, reviewing how concerns were managed, and monitoring emerging issues such as new forms of online abuse. In this way, safeguarding training and supervision are not only about compliance, but about building a proactive culture that evolves with experience.

7.1 Induction training

No member of staff or volunteer may interact with students unsupervised until they have completed a safeguarding induction. Induction makes safeguarding responsibilities clear from the outset and ensures that all staff understand both the organisation’s expectations and the practical steps they must take to keep students safe.

This requirement applies to all roles, not only those directly involved in teaching. Every member of staff, regardless of their duties, may encounter children, young people, or vulnerable adults in the course of their work. Each role offers a unique perspective that can help identify risks, whether through direct contact with students, contact with other adults, oversight of data, moderation of online spaces, or administrative responsibilities.

For this reason, all staff and volunteers are expected to complete a safeguarding induction and to treat safeguarding as a shared responsibility.

Induction includes:

Training in recognising, responding to, and reporting safeguarding concerns.
Familiarisation with this Safeguarding Policy and related policies such as the Terms and Conditions, Lone Working Policy, Staff Code of Conduct, Moderation Policy, and Digital Safety Policy.
Clear guidance on professional boundaries in both online and face-to-face contexts.
Discussion of role-specific safeguarding risks to ensure new staff understand how safeguarding intersects with their duties.
Confirmation of how to access support from the safeguarding lead or deputy.

When knowledge gaps in safeguarding are identified during recruitment or induction, these are addressed immediately through bespoke training. Induction also makes clear that safeguarding is not a one-off exercise, but an ongoing responsibility that will be revisited throughout supervision, training, and reviews.

7.2 Ongoing training and updates

Safeguarding is not static, and training cannot be confined to induction alone. All staff and volunteers must complete regular safeguarding refreshers to ensure that knowledge and practice remain current. This applies to every role in the organisation, as anyone may observe or receive information that raises a safeguarding concern.

Refresher training is provided annually in August for all staff. This ensures that everyone begins each academic year with up-to-date safeguarding knowledge. New staff may therefore be required to complete safeguarding training twice in their first year: once at induction, and then at the annual training point.

Additional training is also provided whenever there are significant changes in legislation, statutory guidance, or organisational policies, or in response to emerging safeguarding issues such as new forms of online abuse or risks associated with new technologies.

Ongoing training covers:

Recognising and responding to the four main categories of abuse and their specific manifestations.
Awareness of particular risks relevant to older students, such as grooming, exploitation, and radicalisation.
Updates on statutory responsibilities and organisational procedures.
Reinforcement of professional boundaries and conduct in both online and face-to-face contexts.
The importance of professional curiosity and accurate record-keeping.
Review of recent safeguarding incidents and lessons learned within Shani’s Tutoring (while maintaining confidentiality).

Training records are maintained as part of the Single Central Record to demonstrate compliance and accountability. Completion of refresher training is mandatory, and staff will not be permitted to carry out their duties until they have completed it.

7.3 Supervision and support

Safeguarding responsibilities must be reinforced and supported beyond induction and training. At Shani’s Tutoring, supervision provides a regular opportunity for staff and volunteers to reflect on their safeguarding duties, raise concerns, and receive guidance. Supervision is not limited to those with teaching responsibilities. It applies to all roles, as anyone may encounter or observe a safeguarding issue.

Line managers are expected to make safeguarding a standing item in supervision and appraisal meetings. This ensures that safeguarding is discussed openly and routinely, rather than only when a concern arises. These conversations help staff understand how safeguarding intersects with their particular role, whether through direct contact with students, contact with other adults, oversight of data, moderation of online spaces, or administrative responsibilities.

Support is also available from the safeguarding lead and deputy, who provide advice, guidance, and case-specific input. Staff are encouraged to seek support whenever they feel uncertain about how to handle a situation. No concern should be carried in isolation, and raising safeguarding questions is always treated as responsible practice.

Due to the current small size of Shani’s Tutoring, Shani Cipro and Patrick Cipro are acting as safeguarding lead and deputy safeguarding lead, respectively. However, as the business expands, a dedicated safeguarding team will be appointed.

Through this combination of line management supervision and safeguarding-specific support, staff are reminded that they are never alone in carrying safeguarding responsibilities. The organisation takes collective responsibility, with systems in place to ensure that individual staff are supported, and that safeguarding standards are maintained consistently across all roles.

7.4 Awareness across the community

Safeguarding is a shared responsibility that extends beyond staff and volunteers. Students, parents, guardians, and school representatives also play an important role in maintaining a safe environment. For safeguarding to be effective, the whole community must be aware of the standards, expectations, and reporting routes in place.

Shani’s Tutoring, therefore, makes safeguarding information visible and accessible to all community members. This includes publishing policies on the website and Learning Hub, signposting to the safeguarding reporting link, and making clear how concerns can be raised. Students and families are reminded regularly of their responsibilities, and community spaces reinforce expected standards of behaviour in line with the Community Code of Conduct.

Awareness is also promoted proactively through community updates, campaigns, and reminders. These may include reference to national initiatives such as Anti-Bullying Week or Safer Internet Day, as well as tailored communications highlighting safe online behaviour, respectful interactions, and how to seek help. In this way, safeguarding is kept active in the community’s awareness, not treated as a one-time message.

By promoting safeguarding awareness across the community, we aim to create an environment where students feel confident to speak up, knowing that concerns will always be taken seriously and acted upon.

7.5 Well-being support for staff and volunteers

Safeguarding can be emotionally demanding, and staff or volunteers may at times feel distressed or uncertain when dealing with concerns. Shani’s Tutoring recognises that effective safeguarding depends not only on training and procedures, but also on supporting the mental and physical well-being of those carrying out safeguarding responsibilities.

Staff who feel supported are more likely to safeguard effectively. It will help them to understand that they can raise questions and share observations without fear of being judged, no matter how small these observations may appear. If staff feel that they will be criticised for ‘overreacting’ or ‘wasting time’, they may stay silent, and safeguarding concerns may be missed. Creating a culture of openness, reassurance, and care for our staff and volunteers ensures that all concerns will be brought forward.

Support also matters when safeguarding touches on sensitive or distressing issues. Disclosures may trigger difficult memories or emotions for staff. It is important that children, young people, and vulnerable adults always feel safe, heard and respected, and calm staff reactions are essential for this. Therefore, staff and volunteers must know how to recognise their triggers, access support, and step back when needed. Staff and volunteers must also be supported to notice when their own emotional reactions may cloud their judgement, so they can seek guidance before taking further action.

Safeguarding is only sustainable when staff and volunteer mental well-being is maintained. By prioritising this, Shani’s Tutoring ensures that safeguarding practice remains consistent, professional, and effective over the long term.

To provide this support:

Line managers must include space for reflection and well-being during supervision and reviews.
The safeguarding lead and deputy are available to provide advice, reassurance, and case-specific guidance.
Staff are encouraged to seek external support where needed, including through the NSPCC Helpline and other professional resources.
Guidance will be shared on strategies to protect one’s own mental health while providing safeguarding support, such as recognising limits, practising self-care and knowing when to seek help.

We want all staff and volunteers to feel able to raise questions or uncertainties without fear of judgement. Seeking guidance is always treated as responsible practice. By embedding well-being support into our safeguarding culture, we build confidence, reduce the risk of burnout, and limit the need for punitive measures.

Safeguarding is a collective responsibility. This includes not only protecting children, young people, and vulnerable adults, but also ensuring that the staff and volunteers who uphold these protections are supported and cared for.

8. Monitoring and evaluating safeguarding practice

Safeguarding is a continuous responsibility that requires active monitoring. Shani’s Tutoring does not treat this policy as a static document but as a framework that must be tested, reviewed, and strengthened through practice. Monitoring and evaluation ensure that safeguarding measures remain effective, consistent, and responsive to the needs of children, young people, and vulnerable adults.

We monitor safeguarding through record-keeping, supervision, and feedback, and we evaluate it by reflecting on incidents, trends, and community input. This process helps us to identify what is working well, where risks may be emerging, and how our procedures can be improved.

In a tutoring environment, where sessions may be one-to-one, online, or outside of traditional school structures, continuous monitoring is especially important. Risks can present themselves in subtle ways and may only become clear when patterns are reviewed over time. By embedding monitoring and evaluation into daily practice, Shani’s Tutoring ensures that safeguarding does not depend on individual vigilance alone but on a wider system of accountability.

Feedback from staff, students, parents, and school representatives is also a key part of this process. Their perspectives help us to identify blind spots, test the effectiveness of our procedures, and adapt our safeguarding culture to meet the needs of the community we serve.

8.1 Monitoring safeguarding activity

Safeguarding activity must be monitored consistently to ensure that procedures are being followed and concerns are being addressed promptly. Monitoring is not about surveillance or blame, but about accountability and assurance that safeguarding is embedded across all roles.

To achieve this:

The Designated Safeguarding Lead reviews safeguarding records regularly to ensure concerns are logged, escalated, and resolved appropriately.
Line managers include safeguarding in supervision meetings to monitor how staff are applying policy in practice.
The Single Central Record is maintained and audited to ensure safer recruitment and training needs are accurate and up to date.
Routine checks are carried out on safeguarding reporting routes (e.g. the safeguarding reporting link) to ensure that they remain accessible and functional.
Safeguarding is a standing agenda item at leadership meetings, ensuring risks and updates are discussed openly and routinely.

This monitoring ensures that safeguarding is not reactive but proactive, identifying issues early and reinforcing that safeguarding is part of the daily life of Shani’s Tutoring.

8.2 Reviewing incidents

Every safeguarding concern or incident provides an opportunity to strengthen our practice. At Shani’s Tutoring, incidents are not only addressed on a case-by-case basis but are also reviewed afterwards to identify what can be improved. Reviews focus on learning and improvement, not blame.

When reviewing incidents:

The safeguarding lead records the outcome of each concern and any actions taken.
Line managers and the safeguarding lead consider whether procedures were followed correctly and whether they were effective.
Staff involved in handling the concern are supported to reflect on their role and receive feedback or further training if needed.
Patterns or recurring issues are flagged for further analysis to prevent future risks.
Findings that highlight gaps in policy or practice are fed into training, supervision, and future policy updates.

This reflective approach ensures that safeguarding practice is continually improved, and that both staff and students benefit from lessons learned.

8.3 Evaluating safeguarding trends

Beyond individual incidents, Shani’s Tutoring evaluates safeguarding concerns collectively to identify wider patterns and emerging risks. Analysing trends helps us to anticipate issues, allocate resources, and adapt our policies to the real safeguarding needs of our community.

This evaluation includes:

Analysing the frequency and nature of safeguarding concerns to identify recurring themes.
Reviewing anonymised safeguarding data to spot potential blind spots or under-reported areas.
Identifying whether certain groups of students face particular risks, ensuring equality and inclusivity are considered.
Monitoring the effectiveness of online safety measures and moderation in preventing digital safeguarding incidents.
Drawing on external reports and national trends (e.g. NSPCC, CEOP, Safer Internet Centre) to compare our experiences with wider safeguarding developments.

By evaluating safeguarding trends in this way, Shani’s Tutoring ensures that its approach is not only reactive to individual cases but also proactive in strengthening protection against systemic or emerging risks.

8.4 Continuous improvement

Monitoring and evaluation are only valuable if they lead to change. At Shani’s Tutoring, safeguarding practice is strengthened by a commitment to continuous improvement. We recognise that no policy or procedure can anticipate every circumstance, and that our safeguarding culture must evolve as new risks emerge and as we learn from experience.

Improvements may be prompted by the review of safeguarding incidents, the identification of trends, changes in statutory guidance, or feedback from staff, students, families and other community members. When updates are needed, they are implemented promptly and communicated clearly across the organisation.

Continuous improvement means more than correcting weaknesses. It also involves building on good practice, sharing successful approaches, and ensuring that safeguarding knowledge and confidence grow steadily across the organisation. By treating safeguarding as a living process, we maintain a culture that is proactive, reflective, and responsive to the needs of our community.

9. Allegations against staff and volunteers

Safeguarding applies to everyone. This includes ensuring that any concerns or allegations about staff, volunteers, contractors, or agency workers are handled fairly, promptly, and in line with statutory guidance. Allegations may relate to actions inside or outside Shani’s Tutoring and must always be taken seriously, regardless of the role or seniority of the individual concerned.

An allegation may include any behaviour that has harmed, or may have harmed, a child, young person, or vulnerable adult; any possible criminal offence; or any behaviour that indicates that an individual may not be suitable to work with children, young people, or vulnerable adults. This applies equally to paid staff, volunteers, contractors, and agency workers.

When an allegation is made:

It must be reported immediately to the Designated Safeguarding Lead, or to the deputy if the allegation concerns the DSL.
No attempt should be made by staff to investigate an allegation themselves.
The safeguarding lead will contact the Local Authority Designated Officer (LADO) or equivalent statutory body without delay, and follow their advice on how the allegation should be managed.
The individual concerned will be informed of the allegation and given appropriate support, but not before consultation with the LADO to avoid compromising investigations.
Appropriate steps may be taken to remove the individual from contact with students while enquiries are ongoing, which may include suspension or temporary reassignment.
Accurate records will be kept of all allegations, actions, and outcomes, and stored securely in line with data protection requirements.

False, unfounded, or malicious allegations can cause significant distress. Shani’s Tutoring is committed to supporting any individual who is the subject of an allegation, while maintaining the priority of protecting children, young people, and vulnerable adults. Allegations found to be malicious will be addressed through appropriate disciplinary action, and the student or community member involved may also be subject to sanctions.

By setting out clear procedures for handling allegations, Shani’s Tutoring ensures that safeguarding is upheld consistently, while protecting both students and staff through fair, transparent and accountable processes.

9.1 Low-level concerns

Not all behaviours that raise questions will meet the threshold of an allegation, but they may still pose a safeguarding risk if they go unchallenged. Low-level concerns are behaviours that are inconsistent with professional standards or safeguarding expectations, but which do not meet the definition of an allegation.

Examples of low-level concerns may include:

Communication with students that blurs professional boundaries or could be misinterpreted.
Repeatedly failing to maintain expected boundaries, such as accepting personal friend requests on social media.
Entering into unnecessary one-to-one situations that are not in line with policy.
Showing favouritism or giving gifts to students,
Failing to challenge inappropriate comments or behaviour from others.

All low-level concerns must be reported to the safeguarding lead, recorded, and reviewed in line with this policy. Recording even seemingly minor concerns ensures that patterns can be identified early and addressed before they escalate into more serious risks. Low-level concerns may also be a sign of more serious underlying issues, so keeping accurate records and monitoring trends is essential to safeguarding practice.

Staff will not be penalised for raising low-level concerns in good faith. Creating a culture where staff feel confident to share small observations or doubts is essential to maintaining a safe environment for children, young people, and vulnerable adults.

Safeguarding Policy

1. Introduction and Scope

1.1 Definitions

1.2 Relationship to other policies

1.3 Core safeguarding principles

1.4 Purpose of this policy

1.5 Legal and statutory framework

1.6 Policy review

2. Roles and responsibilities

2.1 Shani’s Tutoring (the Organisation)

2.2 Designated Safeguarding Lead (DSL)

2.3 Staff and tutors

2.4 Parents/Guardians

2.5 School representatives

2.6 Students

3. Safer recruitment

3.1 Policy statement and planning

3.2 Defining the role

3.3 Advertising and application

3.4 Shortlisting and interviewing

3.5 Pre-apointment and vetting checks

3.6 Managing concerns and risk assessment

3.7 Induction and supervision

3.8 Ongoing suitability monitoring

3.9 Record-keeping

4. Recognising and responding to concerns

4.1 Definitions of abuse and harm

4.2 Recognising signs of abuse and neglect

4.3 Responding to a disclosure

4.4 Recording concerns

4.5 Escalation

4.6 Confidentiality and information sharing

4.7 Whistleblowing

5. Safeguarding in tutoring sessions

5.1 Lone working

5.2 One-to-one sessions

5.3 Face-to-face sessions

5.4 Group sessions

6. Online safety and digital practice

6.1 Safe online environment

6.2 Professional online conduct

6.3 Student guidance

6.4 Moderation and community spaces

6.5 Recording sessions

7. Training, supervision and awareness

7.1 Induction training

7.2 Ongoing training and updates

7.3 Supervision and support

7.4 Awareness across the community

7.5 Well-being support for staff and volunteers

8. Monitoring and evaluating safeguarding practice

8.1 Monitoring safeguarding activity

8.2 Reviewing incidents

8.3 Evaluating safeguarding trends

8.4 Continuous improvement

9. Allegations against staff and volunteers

9.1 Low-level concerns