Safeguarding Policy and Procedures

Defining Dyslexia aims to enable, equip and empower practitioners and parents to meet the needs of learners with specific learning difficulties in schools. This work can also include working directly with schools, and involves training, consultancy, tutoring and advisory work.

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

The purpose of this policy statement is:

• to protect children and young people who receive Defining Dyslexia's services from harm;
• to provide staff, associates and volunteers, as well as children and young people and their families, with the overarching principles that guide our approach to child protection.

This policy applies to anyone working on behalf of Defining Dyslexia.

At Defining Dyslexia, we understand that the safety and well-being of our students is paramount. Our safeguarding policy is designed to ensure that each child receives the highest standard of care in a secure and nurturing environment. We have implemented comprehensive safeguarding measures that are integral to our practice, including training, clear reporting procedures for any concerns, and regular reviews of our practice.

We actively promote a culture of vigilance and support, encouraging open communication between staff, students and parents. This policy sets out the responsibilities of everyone working on behalf of Defining Dyslexia in maintaining a safe space, and the specific procedures in place to protect the physical and emotional welfare of every individual we work with.

This policy has been drawn up on the basis of legislation, policy and guidance that seeks to protect children in England. We refer to the following documents:

• Prevent Duty Guidance (updated March 2024)
• Working Together to Safeguard Children (updated February 2024)
• Keeping Children Safe in Education (updated September 2024)
• What to Do If You're Worried a Child Is Being Abused, A Guide for Practitioners (2015)
• Information Sharing Advice for Safeguarding Practitioners (2018)

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

• the welfare of children is paramount in all the work we do and in all the decisions we take;
• working in partnership with children, young people, their parents, carers and other agencies is essential in promoting young people's welfare;
• child abuse can be classified as physical, sexual, emotional or neglect, and can also be a combination of these;
• all children, regardless of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation have an equal right to protection from all types of harm or abuse;
• some children are additionally vulnerable because of the impact of previous experiences, their level of dependency, communication needs or other issues;
• extra safeguards may be needed to keep children who are additionally vulnerable safe from abuse.

• valuing, listening to and respecting them;
• recording, storing and using information professionally and securely, in line with data protection legislation and guidance;
• making sure that children, young people and their families know where to go for help if they have a concern;
• sharing concerns and relevant information with agencies who need to know, and involving children, young people, parents, families and carers appropriately;
• ensuring that we have effective complaints measures in place;
• ensuring that we provide a safe physical environment for children, young people, staff and volunteers, by applying health and safety measures in accordance with the law and regulatory guidance;
• ensuring that we have read, understood and work within the safeguarding policy of schools we are visiting;
• staying up to date with safeguarding training;
• keeping up to date with any new information about safeguarding and child protection, and updating this policy accordingly;
• recognising signs of abuse when working with children and young people;
• liaising with parents and/or the child's teachers and support staff so that we are notified of any concerns, accidents, incidents, injuries or changes in circumstances which may affect the child;
• reporting any concerns;
• ensuring that parents and stakeholders are aware of our complaints procedure in our terms and conditions;
• when working with children at home (for example a face-to-face dyslexia assessment), ensuring that the child's parent, or an adult trusted by the child's parent, is in the next room within earshot;
• when working online with a child, ensuring that the child's parent, or an adult trusted by the child's parent, is within earshot and present within the building;
• when working with children in a school setting, ensuring that the school's safeguarding procedures are known and followed.

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

• significant changes in a child's behaviour;
• deterioration in a child's general wellbeing and/or appearance;
• unexplained bruising, marks or signs of possible abuse or neglect;
• children's comments which give cause for concern;
• any reasons to suspect neglect or abuse outside the setting, for example in the child's home or while with a friend or family member.

If a child tells us that they or another child is being abused, we will:

• show that we have heard what they are saying, and that we take their allegations seriously;
• listen to what is being said without displaying shock or disbelief;
• encourage the child to talk, without prompting them or asking leading questions, providing supporting communication aids where needed;
• reassure the child that they can tell us anything that is worrying them, but that we cannot promise not to tell anybody, because some things have to be passed on in order to keep them safe;
• reassure the child that what has happened is not their fault and stress that it was the right thing to tell;
• not criticise the alleged perpetrator;
• explain what actions we must take, in a way that is appropriate to the age and understanding of the child;
• record what we have been told as soon as we can, using exact words where possible, and note the date, time, place and people present during the disclosure;
• when working in a school, pass the information to the Designated Safeguarding Lead (DSL), or Deputy DSL in their absence, without delay. If a DSL or Deputy is not available, we would inform a senior member of staff if there is reason to believe that the child may be at risk of immediate harm. If no one is available, we would report to the relevant bodies;
• if we have any cause for concern and are not working in a school or education setting, or a DSL/Deputy DSL is not available, report it to the relevant bodies, following the Local Safeguarding Partner procedures. We will record the concern and all contact with Children's Services in a safeguarding log, which will be kept locked away securely for the legally required length of time.

In all instances of concern about a child, we will record:

• the child's full name and address;
• the date and time of the record;
• factual details of the concern, for example bruising, what the child said, who was present;
• details of any previous concerns;
• any action taken, such as speaking to parents;
• details of any explanations from the parents or carers, if we feel it is safe to discuss the matter with them.

It is not our responsibility to attempt to investigate the situation further.

• NSPCC Helpline: 0808 800 5000
• Childline: 0800 1111
• National Youth Advocacy Service: 0808 808 1001
• Bullying UK: 0808 800 2222

If a child is in immediate danger, call 999.

• MacAlister, J. (2022) The independent review of children’s social care: final report.
• Department for Education (2015) What to do if you’re worried a child is being abused: advice for practitioners (PDF). London: HM Government.

Policy contact: Mark Wilson, mark@definingdyslexia.org.