Safeguarding Policy
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Holistic Support Connections – Safeguarding Children Policy
1. Introduction
Holistic Support Connections is committed to providing a safe, supportive, and nurturing environment for all children and young people who engage with our services. This policy outlines our approach to safeguarding and child protection, ensuring the welfare of every young person remains paramount.
This policy applies to all staff, volunteers, mentors, and partners involved in the delivery of services provided by Holistic Support Connections.
2. Key Contacts
Designated Safeguarding Lead (DSL)
Name: [Insert Name]
Phone: [Insert Number]
Email: [Insert Email]
Deputy DSL
Name: [Insert Name]
Phone: [Insert Number]
Email: [Insert Email]
Safeguarding Email Address
safeguarding@holisticsupportconnections.org.uk
3. Policy Statement
Holistic Support Connections believes that:
- Every child has the right to be protected from harm, regardless of their background or circumstances.
- A child-centred and trauma-informed approach is essential in promoting the well-being and safety of all children and young people.
- Safeguarding is everyone's responsibility, and we are committed to embedding a culture of vigilance and care throughout our organisation.
4. Aims and Objectives
We will:
- Appoint a Designated Safeguarding Lead (DSL) and Deputy DSL to oversee safeguarding procedures.
- Ensure all staff and volunteers receive safeguarding training appropriate to their roles.
- Maintain robust recruitment procedures, including relevant vetting checks.
- Work in partnership with families, schools, and agencies to promote the safety of children and young people.
- Encourage a culture of listening to children, valuing their views and actively involving them in decisions affecting their welfare.
- Respond to concerns swiftly, professionally, and in accordance with our safeguarding procedures.
- Promote anti-bullying and inclusion, ensuring that our services are delivered in a respectful and empowering environment.
5. Legal Framework
This policy is underpinned by the following legislation and guidance:
- Children Acts 1989 & 2004
- Children and Social Work Act 2017
- Working Together to Safeguard Children (2018)
- Keeping Children Safe in Education (2023)
- Human Rights Act 1998
- Equality Act 2010
- Data Protection Act 2018 (GDPR compliant)
- United Nations Convention on the Rights of the Child (1991)
6. Safeguarding Practices
6.1 Recruitment and Training
We follow safer recruitment practices and ensure:
- All staff undergo DBS checks.
- References are obtained and verified.
- Safeguarding responsibilities are outlined in job roles and volunteer agreements.
6.2 Training and Induction
All staff and volunteers:
- Receive safeguarding induction.
- Undertake regular training in child protection.
- Are supported to reflect on safeguarding issues during supervision.
6.3 Code of Conduct
All individuals working with children will:
- Model respectful, professional behaviour.
- Understand the boundaries of their role.
- Report any concerns or disclosures without delay.
6.4 Reporting Concerns
Any concern or disclosure will be:
- Taken seriously.
- Reported to the DSL.
- Documented securely and confidentially.
- Escalated to statutory services where appropriate.
6.5 Working with Partner Organisations
We will ensure all partner organisations:
- Have appropriate safeguarding policies.
- Assign safeguarding leads.
- Collaborate on shared safeguarding responsibilities.
7. Anti-Bullying and Inclusion
We are committed to:
- Preventing bullying, including cyberbullying.
- Promoting respect, kindness, and belonging.
- Creating inclusive environments for all children and young people.
8. Listening to Young People
We actively:
- Seek the views of young people in shaping services.
- Provide clear routes for feedback and complaints.
- Empower young people to speak up if they feel unsafe or unhappy.
9. Information Sharing and Confidentiality
- We respect the privacy of young people but will always prioritise safety.
- Information is shared on a ‘need to know’ basis when there is a safeguarding concern.
- Records are kept securely and in accordance with data protection regulations.
10. Policy Review
This policy will be reviewed annually, or sooner if required, in line with changes in legislation, guidance, or best practice.
Date Created: [Insert Date]
Next Review Date: [Insert Date]
Version: 1.0
Connecting people
Special Educational Needs and Disability (SEND) Policy – Holistic Support.
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At Holistic Support UK Ltd, we value the mental health and wellbeing of every client, ensuring that all our practices reflect our core commitment to respect, support, and inclusivity. Our SEND Policy is designed to create an environment where children, young people, families, and schools feel safe, valued, and empowered to reach their full potential. We believe that by working collaboratively, everyone within our community can thrive while acknowledging and celebrating each individual’s unique strengths and differences.
1. Aims
The SEND Policy at Holistic Support UK Ltd aims to outline how we include, support, and make appropriate provisions for learners with special educational needs and disabilities (SEND). Our policy details the responsibilities of all those involved in delivering support to learners with SEND, ensuring that our services enable every individual to access an adapted curriculum that meets their needs. In doing so, we work to develop both academic and social-emotional literacy, prepare learners for successful transitions, and proactively identify and address any underlying or previously unidentified learning needs. We prioritise effective communication with parents, carers, and external agencies, guaranteeing that every aspect of our provision is aligned with best practices and statutory requirements.
2. Legislation and Guidance
This policy is underpinned by the statutory SEND Code of Practice and aligned with current legislation, including Part 3 of the Children and Families Act 2014, which details the responsibilities for supporting learners with SEND; the Special Educational Needs and Disability Regulations 2014, which set the framework for education, health and care plans (EHCPs) and the roles of SEND coordinators; as well as the Equality Act 2010, which outlines the responsibilities relating to disability as a protected characteristic. These legislative frameworks ensure that our practice remains robust and responsive to the evolving needs of our community.
3. Definitions
A learner is considered to have SEND if they exhibit a learning difficulty or disability that necessitates additional or modified educational provision. This condition may be due to a significantly greater difficulty in learning compared to peers or a disability that inhibits the full use of facilities generally available in mainstream educational settings. Special educational provision refers to the additional, tailored educational or training support provided beyond what is offered to the general population of children or young people of the same age group.
4. Roles and Responsibilities
At Holistic Support UK Ltd, our SEND provision is a team effort that involves several key roles. The SEND Coordinators are responsible for the day-to-day coordination and delivery of support for learners with SEND, ensuring that each individual’s needs are met, whether they have an EHCP or require tailored interventions. They work closely with our management team to develop, evaluate, and refine our strategic SEND provision, providing professional guidance to colleagues and liaising with parents, carers, and external agencies. #
The SEND Coordinators also advise on the allocation of resources, deployment of budgets, and ensure compliance with relevant safeguarding and equality legislation. The designated SEN representative within our management team plays a critical role in raising awareness of SEND issues, monitoring the quality of provision, and keeping the leadership informed of any developments that impact our services. In addition, our leadership, including the Head of Service, holds overall accountability for the success of our SEND provision, supported by classroom educators and specialist staff who differentiate learning content to meet the diverse needs of all learners and ensure an inclusive environment across every intervention.
5. Monitoring Arrangements
The SEND Policy and associated reports are subject to regular review and monitoring by our SEND Coordinators and senior management. This process includes annual reviews and updates to reflect any changes in legislation or practice, ensuring that our service remains current and effective. These reports also support ongoing development and improvement in service delivery, affirming our commitment to accountability and quality in all aspects of our SEND provision.
6. Links with Other Policies and Documents
This SEND Policy is closely aligned with our broader operational framework, linking with our Behaviour Policy and Guide, our Inclusive Practice Framework, and our Equality, Diversity and Inclusion (EDI) Policy. By integrating these policies, Holistic Support UK Ltd ensures that every aspect of our service supports the comprehensive development of learners and upholds our core values of respect, inclusivity, and continuous improvement.
This policy, approved by our committee, ensures that every child and Young Person is provided with quality, individualised support through a rigorous and reflective approach. Our commitment to the ‘Assess, Plan, Do, Review’ cycle underpins our practice, guaranteeing that the voices of our learners are heard and that their progress is continually evaluated. Holistic Support UK Ltd is dedicated to creating an environment where all learners feel valued, respected, and equipped to succeed, both academically and personally.
July 2025
INSPIRED
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INSPIRED
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