Policies & Statutory Information

Below are our regularly asked for policies, this page will be updated as existing policies are renewed.

Contact Details

Daisyfield Business Centre, Appleby Street, Blackburn, BB1 3BL
Telephone: 01254 693 999
E-mail: training@enterprise4all.co.uk

Admission Arrangements

Our skills bootcamps help anyone unemployed, self-employed, or in full or part-time employment, who want to learn digital marketing skills to improve their career prospects, become or continue as self-employed, or advance in their current job.
‍
You may be eligible if you are aged 19 or over; have lived in the UK for 3 or more years, or are a qualifying refugee; live in Lancashire (including Blackburn with Darwen and Blackpool), the West Midlands, or Northwest of England; Willing to commit the time to improve your skills and increase your earnings.

Curriculum

We are constantly updating our curriculum content to keep pace with the ever-changing digital marketing landscape. A list of topics we cover is available here and provided to learners during on-boarding.

Financial Declaration

No Enterprise4all employees have a gross annual salary of £100,000 or more. All policies and documents here are available as a free of charge hard copy upon request, and this website can be translated using Google Translate.

Health & Wellbeing for Learners Policy

Our Commitment

Enterprise4All is committed to supporting the physical and mental wellbeing of all learners throughout their learning journey. We recognise that wellbeing is essential for successful learning and will provide appropriate support, resources, and a healthy learning environment.

Legislative Framework

This policy is underpinned by current UK legislation and statutory guidance:

Health and Safety at Work etc. Act 1974 - Requires us to ensure, so far as reasonably practicable, the health, safety and welfare of all learners. This includes managing risks to mental health and providing a safe learning environment.

Equality Act 2010 - Protects learners from discrimination based on protected characteristics (age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation). We have a duty to make reasonable adjustments for disabled learners and promote equality of opportunity.

Working Together to Safeguard Children 2023 - Sets out our multi-agency responsibilities for safeguarding learners under 18, including duties to share information, participate in safeguarding partnerships, and respond to concerns about abuse, neglect or exploitation.

Keeping Children Safe in Education 2025 - Requires us to have appropriate safeguarding policies and procedures, including designated safeguarding leads, staff training, and clear reporting mechanisms for learners under 18.

Children's Wellbeing and Schools Bill 2024-25 - Strengthens multi-agency safeguarding arrangements and emphasises mental health support, including mental health practitioners in assessment processes where appropriate.

Data Protection Act 2018 and UK GDPR - All health-related information shared by learners is handled confidentially and in accordance with data protection legislation. Information can be shared for safeguarding purposes where necessary, with or without consent if required to protect welfare.

Introduction
This policy has been developed to support learner wellbeing and covers the organisation's commitment to learner health, the responsibilities of managers and others for maintaining psychological health, health promotion initiatives, communication and training on the range of support available for the maintenance of mental health, and organisational commitment to handling individual issues.

Who Does What

Enterprise4All's Responsibility

We will:

Ensure learning demands are manageable and appropriately paced
Provide policies and procedures to support learners experiencing mental or physical health challenges
Create a mentally healthy culture through staff training and regular awareness initiatives
Comply with the Health and Safety at Work etc. Act 1974 and all relevant health and safety legislation
Meet our duties under the Equality Act 2010, including making reasonable adjustments for disabled learners
Maintain safeguarding procedures in line with Working Together to Safeguard Children 2023 and Keeping Children Safe in Education 2025
Participate in multi-agency safeguarding arrangements where required
Appoint designated safeguarding leads/deputies with appropriate training
Conduct risk assessments following Health and Safety Executive standards, including work-related stress assessments
Foster an inclusive, supportive learning environment free from discrimination and harassment
Handle all personal and health-related data in accordance with Data Protection Act 2018 and UK GDPR
Review and update this policy regularly to reflect legislative changes

Line Managers & Trainers' Responsibility

Our managers and trainers will:

Match learners to appropriate courses during onboarding
Keep learners informed about programme developments and changes
Ensure learners know who to contact with concerns
Design fair and accessible training sessions that comply with the Equality Act 2010
Provide regular mentoring, coaching, and pastoral support through 1-to-1s and reviews
Conduct workstation assessments to ensure learning environments are fit for purpose
Follow Health and Safety Executive stress management standards
Address bullying, harassment, or inappropriate behaviour promptly in line with the Equality Act 2010
Recognise and respond to safeguarding concerns in accordance with statutory guidance
Complete safeguarding training and understand their responsibilities under Keeping Children Safe in Education 2025 (for those working with learners under 18)
Report safeguarding concerns to the designated safeguarding lead or deputy DSL
Maintain confidentiality while ensuring information sharing where necessary for safeguarding purposes

HR Department's Responsibility

Our HR team will:

Develop organisation-wide wellbeing policies and procedures that comply with current legislation
Support managers in assisting learners who need help
Coordinate with occupational health and medical professionals when needed
Act as designated safeguarding lead or support the safeguarding function
Ensure all staff receive appropriate safeguarding training
Maintain confidentiality of all health-related information in accordance with Data Protection Act 2018
Share information appropriately for safeguarding purposes where required by Working Together to Safeguard Children 2023
Monitor compliance with the Equality Act 2010 and address any discrimination concerns
Keep records of health and safety risk assessments

Your Responsibility as a Learner

You should:

Take reasonable care for your own health and safety and that of others (as required by the Health and Safety at Work etc. Act 1974)
Inform us if your training or learning environment poses a risk to your health
Participate in health promotion initiatives
Communicate openly with trainers and managers about any concerns
Maintain good health behaviours where possible
Cooperate with our health and safety procedures and reasonable adjustments
Report any incidents of bullying, harassment or discrimination
Follow our safeguarding procedures if you have concerns about yourself or another learner

All health information you share is treated confidentially in accordance with the Data Protection Act 2018, though information may be shared without consent where necessary to protect your welfare or that of others.

Support Available to You

Health Promotion Programmes

We offer awareness and support in:

Stress management
Disability awareness and reasonable adjustments
Bullying and harassment prevention (in line with the Equality Act 2010)
Handling traumatic incidents during training
Lifestyle behaviours (alcohol, drugs, smoking)
Physical activity and fitness
Online safety awareness (particularly for under-18s)
Mental health and wellbeing

We also encourage learner-led wellbeing groups such as lunchtime walking or activity clubs.

Occupational Health Support

Contact the Office/HR Manager to access:

Workstation assessments
Fitness-for-work assessments
Eye tests for screen users
Health risk screening
Vaccination services
Post-incident support
Health and safety training

All discussions with occupational health professionals are confidential.

Additional Support Resources

Fresh fruit and water
Subsidised gym/sports facilities (DW Fitness, RE:FRESH leisure)
Special leave arrangements
Flexible working opportunities where possible
Support for learners with SEND/Vulnerabilities
Grievance policy for raising concerns

How to Get Help

If you're experiencing wellbeing concerns:

First step: Speak to your trainer, line manager, or the HR department
Discuss: Your workload, training demands, and any support needs
Referral: If appropriate, we'll arrange occupational health support

Communication options available to you:

1-to-1 meetings and reviews
Email or telephone
Direct messages or chat
WhatsApp groups

Understanding Stress

What is Stress?

The Health and Safety Executive defines stress as "the adverse reaction a person has to excessive pressure or other types of demand placed on them."

Pressure can be positive when managed correctly, but stress can harm your health.

Recognising Stress Symptoms

Common symptoms include:

Sleep problems or fatigue
Dietary changes or mood swings
Difficulty concentrating
Anxiety, anger, or irritability
Physical symptoms: breathlessness, chest pains, palpitations, dizziness, sweating

If you experience these symptoms, consult your GP.

What We'll Do About Stress

Conduct workplace stress risk assessments where appropriate
Train managers in good management practices
Give you freedom to carry out training in your own way
Involve you in setting targets and objectives
Support your work-life balance
Provide confidential counselling when needed

What You Can Do

If you notice stress symptoms in a colleague, notify your supervisor, trainer, or manager (handled confidentially)
If you're experiencing stress, raise concerns through our grievance procedure
Maintain regular communication with your trainer and participate in feedback exercises

Training & Communication

We will:

Regularly review your training needs with you
Provide communication and feedback opportunities including stress audits and learner surveys
Ensure you receive regular performance feedback
Create clear channels for raising concerns
Provide enhanced communication during periods of change

Related Policies

This policy works alongside our other policies on:

Safeguarding and Child Protection (in line with Working Together to Safeguard Children 2023 and Keeping Children Safe in Education 2025)
Equality and Diversity (Equality Act 2010)
Data Protection and Confidentiality (Data Protection Act 2018 and UK GDPR)
Health and Safety (Health and Safety at Work etc. Act 1974)
Attendance and health management
Work-life balance and flexible working
Special leave
Short and long-term absence management
Bullying and harassment
Staff training and development
Grievance procedures

Policy Review

This policy is reviewed annually or when legislation changes to ensure compliance with:

Health and Safety at Work etc. Act 1974
Equality Act 2010
Working Together to Safeguard Children 2023
Keeping Children Safe in Education 2025
Children's Wellbeing and Schools Bill (as enacted)
Data Protection Act 2018 and UK GDPR

Prevent Policy

SCOPE AND PURPOSE

Enterprise4All (e4a) is committed to safeguarding all learners and staff from the risks associated with radicalisation and extremism. This Prevent Policy sets out our approach to fulfilling the Prevent Duty as specified in the Counter-Terrorism and Security Act 2015, ensuring that we prevent people from being drawn into terrorism.

This policy applies to all e4a programmes, including Skills Bootcamps and other learning provision, and covers all individuals aged 15 and over who engage with e4a services. It is a condition of our funding that we comply with relevant legislation and any statutory responsibilities associated with the delivery of education and safeguarding of learners.

Enterprise4All recognises that safeguarding learners from radicalisation is an integral part of our wider safeguarding responsibilities and is committed to creating a safe learning environment where extremist views are challenged and learners are supported to develop resilience against radicalising influences.

LEGISLATIVE FRAMEWORK

This policy has been developed in accordance with:

Counter-Terrorism and Security Act 2015 (Section 26)

Prevent Duty Guidance: England and Wales (2023)

Working Together to Safeguard Children (2023)

Keeping Children Safe in Education (2025)

Children's Wellbeing and Schools Bill (2024-25)

The Education Act 2002

The Equality Act 2010

UK GDPR and Data Protection Act 2018

Channel Duty Guidance (2025)

(Review date: October 2026)

DEFINITIONS

Prevent: A strand of the UK's counter-terrorism strategy (CONTEST) which aims to stop people becoming terrorists or supporting terrorism.

Radicalisation: The process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.

Extremism: The vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs.

Terrorism: An action that endangers or causes serious violence to a person or people, causes serious damage to property, or seriously interferes with or seriously disrupts an electronic system. The use or threat must be designed to influence the government or to intimidate the public and must be made for the purpose of advancing a political, religious, or ideological cause.

Channel: A voluntary, confidential early intervention multi-agency process designed to safeguard vulnerable people from being drawn into violent extremist or terrorist behaviour.

Vulnerability: Factors that may make an individual more susceptible to radicalisation, which can include personal circumstances, emotional state, access to extremist narratives, social influences, or identity crises.

British Values: Democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

STRATEGIC AIMS

Enterprise4All will fulfil the Prevent Duty by:

Creating and maintaining a safe learning environment that promotes mutual respect, tolerance, and British values

Ensuring all staff understand the risks of radicalisation and extremism and can recognise warning signs

Building learners' resilience to extremist narratives and ideologies through curriculum design and pastoral support

Implementing robust procedures for identifying, referring, and supporting individuals at risk of radicalisation

Working in partnership with local Prevent teams, police, local authorities, and other agencies

Ensuring compliance with all relevant statutory guidance and best practice

Monitoring and reviewing the effectiveness of our Prevent arrangements regularly

ROLES AND RESPONSIBILITIES

Management Team

The Management Team is accountable for ensuring that e4a has effective Prevent policies and procedures in place and for monitoring compliance. They will:

Ensure adequate resources are allocated to fulfil the Prevent Duty

Receive regular updates on Prevent matters at management meetings

Review Prevent-related incidents and referrals

Ensure all staff receive appropriate Prevent training

Board of Governance

The Board of Governance will:

Receive Prevent updates at every meeting

Monitor the implementation and effectiveness of this policy

Ensure strategic oversight of Prevent compliance

Challenge and support the Management Team on Prevent matters

Designated Safeguarding Lead (DSL) & Deputy Designated Safeguarding Lead (DDSL)

Louise Jolly is the Designated Safeguarding Lead (DSL) and Irfana Desai is the Deputy Designated Safeguarding Lead (DDSL) with overall responsibility for Prevent, including:

Acting as the single point of contact for Prevent matters within e4a

Coordinating risk assessments and action plans

Managing Prevent referrals to the Channel programme

Ensuring staff receive appropriate Prevent training bi-annually or as needed

Maintaining secure records of all Prevent concerns and referrals

Liaising with local Prevent coordinators, police, and local authority partners

Reporting on Prevent matters to management and governance

Keeping up to date with Prevent guidance and local threat assessments

Designated Safeguarding Lead (DSL)

Contact: louise@enterprise4all.co.uk | Tel: 01254 693999

Deputy Designated Safeguarding Lead (DDSL)

Irfana Desai (Director of Operations) acts as Deputy DSL and will deputise in the absence of the DSL with the same responsibilities.

Contact: irfana@enterprise4all.co.uk | Tel: 01254 693999

All Staff and Trainers

All staff, trainers, and volunteers have a responsibility to:

Complete mandatory Prevent training bi-annually

Be alert to signs of radicalisation and extremism

Report concerns promptly to the DSL or DDSL

Challenge extremist views appropriately

Promote British values through teaching and interactions

Create an inclusive learning environment

Maintain appropriate professional boundaries

Keep accurate records of any concerns

Learners

Learners are expected to:

Engage positively with the learning environment

Respect the views and beliefs of others

Report concerns about themselves or others to staff or the DSL/DDSL

Participate in activities designed to build resilience against extremism

RISK ASSESSMENT

Enterprise4All conducts regular risk assessments to identify and mitigate Prevent-related risks. These assessments consider:

Contextual Factors

The local and national threat picture

Community demographics and tensions

Online risks and exposure to extremist content

Current affairs and their potential impact on learners

Feedback from local Prevent coordinators and police

Organisational Factors

Programme delivery locations and venues

Use of external speakers or visiting organisations

IT systems and online safety measures

Staff training and awareness levels

Learner demographics and known vulnerabilities

Individual Vulnerabilities

Risk assessments recognise that various factors may increase an individual's susceptibility to radicalisation:

Identity crisis or search for meaning and belonging

Personal or emotional grievances

Exposure to extremist ideology through family, peers, or online

Mental health issues or learning difficulties

Experience of discrimination, racism, or social exclusion

Lack of positive role models

Transition or change in circumstances

Low self-esteem or feelings of isolation

Risk assessments are reviewed annually and whenever circumstances change significantly.

BUILDING RESILIENCE

Enterprise4All promotes resilience to radicalisation through:

Curriculum and Teaching

Embedding British values across all learning programmes

Encouraging critical thinking and healthy debate

Developing learners' understanding of diverse cultures and beliefs

Promoting digital literacy and safe internet use

Creating opportunities for learners to discuss and challenge ideas

Learner Support

Providing appropriate pastoral care and wellbeing support

Ensuring learners know how to raise concerns

Creating an inclusive environment where all learners feel valued

Addressing bullying, discrimination, and hate incidents promptly

Supporting learners through transitions and challenging periods

Safe Environment

Maintaining clear policies on acceptable behaviour and use of facilities

Monitoring online activities on e4a equipment and networks

Implementing appropriate filtering and monitoring systems

Managing external speakers and events effectively

Ensuring physical security measures are appropriate

IDENTIFICATION AND RESPONSE

Recognising Signs of Radicalisation

Staff should be alert to behavioural changes that may indicate vulnerability to radicalisation, including:

Changes in behaviour, appearance, or friendship groups

Isolating themselves from family, friends, or usual activities

Expressing extremist views or showing intolerance of difference

Accessing or sharing extremist material online

Using extremist rhetoric or language

Changes in online behaviour or social media activity

Advocating violence or illegal activity

Showing sympathy for extremist causes

Attempting to recruit others to an extremist ideology

Possessing or sharing extremist literature or symbols

Important Note: These indicators are not definitive and may relate to other safeguarding concerns. Staff should consider the context and exercise professional judgement.

Responding to Concerns

If a member of staff has concerns that a learner may be vulnerable to radicalisation:

1. Listen without judgement – Allow the individual to share their views

2. Do not debate ideology – Avoid challenging views in a confrontational manner

3. Record observations – Document specific behaviours, statements, or incidents with dates and context

4. Report immediately – Contact the DSL or DDSL without delay

5. Maintain confidentiality – Do not discuss concerns with colleagues outside the safeguarding framework

6. Continue to support – Maintain normal professional relationships while concerns are assessed

What NOT to Do

Do not promise confidentiality

Do not conduct your own investigation

Do not confront the individual about extremist views

Do not dismiss concerns or delay reporting

Do not share information with unauthorised persons

REFERRAL PROCESS

Internal Assessment

Upon receiving a concern, the DSL/DDSL will:

1. Gather all relevant information from the referrer and other sources

2. Review the concern against Prevent indicators and vulnerability factors

3. Consider what support can be provided within e4a

4. Determine whether a referral to external partners is necessary

5. Document all decisions and actions taken

External Referral to Channel

If the DSL/DDSL assesses that there is a genuine risk of radicalisation, a referral will be made to the Channel programme using the National Prevent Referral Form. The referral will be sent to:

Lancashire Police Prevent Team

Local Authority Prevent Coordinator

The Channel referral process involves:

1. Initial Police Assessment – Police Counter-Terrorism team screens the referral to determine if there is an immediate threat and whether Channel is appropriate

2. Channel Panel Discussion – If suitable, a multi-agency panel chaired by the local authority discusses the case

3. Consent and Engagement – The individual (or parent/guardian if under 18) must consent to receive Channel support

4. Support Package – If adopted, a tailored support plan is developed addressing identified vulnerabilities

5. Ongoing Review – Progress is reviewed monthly by the panel

6. Exit and Follow-up – When risk is reduced, the case exits Channel with 6 and 12-month reviews

Information Sharing

Enterprise4All will share information in accordance with UK GDPR and Data Protection Act 2018, recognising that safeguarding concerns may necessitate sharing without consent when:

There is a risk of serious harm to the individual or others

There is a risk to public safety

Sharing is necessary for the prevention or detection of crime

All information sharing decisions will be documented with clear rationale.

Supporting the Individual

Throughout the process, e4a will:

Maintain normal learning opportunities where safe to do so

Provide appropriate pastoral support

Liaise with the Channel panel to understand how e4a can contribute to the support package

Respect confidentiality requirements

Involve parents/carers appropriately (for learners under 18)

Monitor and review the individual's progress and wellbeing

PARTNERSHIP WORKING

Enterprise4All works collaboratively with:

Lancashire Prevent Partnership – Engaging with local Prevent strategies and training

Lancashire Partnership Against Crime (LANPAC) – Sharing intelligence and best practice

Local Authority Safeguarding Boards – Coordinating safeguarding responses

Police Counter-Terrorism Teams – Managing referrals and risk assessments

Channel Panels – Contributing to multi-agency support packages

Educational Partners – Sharing information and learning appropriately

Community Organisations – Building cohesion and understanding

STAFF TRAINING AND AWARENESS

All staff and trainers will receive:

Induction Training

Overview of the Prevent Duty and e4a's responsibilities

Recognition of radicalisation indicators

Reporting procedures and DSL/DDSL contact details

Safeguarding policies including Prevent

Bi-Annual Training

All staff complete comprehensive Prevent and Safeguarding training every two years (or when new legislation demands), covering:

Current threat landscape and local context

Ideologies associated with terrorism

Vulnerability factors and radicalisation processes

Recognition of concerning behaviours

Appropriate response and referral procedures

British values and building resilience

Online safety and extremist content

Case studies and scenarios

Specialist Training

The DSL and DDSL receive enhanced training including:

Channel awareness training

Advanced risk assessment

Multi-agency working

Managing complex Prevent cases

Legal frameworks and information sharing

Updates and Refreshers

Staff receive regular updates through:

Management meetings

Briefings on emerging threats or guidance changes

Access to online resources and guidance

Communication from the DSL

LEARNER AWARENESS

Enterprise4All ensures learners are aware of:

Safeguarding procedures including Prevent

DSL and DDSL contact details (displayed at the beginning and end of every lesson/guided learning session)

How to report concerns about themselves or others

Sources of support available

British values and the importance of mutual respect

Information is provided through:

Learner induction processes

Learner packs (containing safeguarding information)

Regular reminders in teaching sessions

e4a website (displaying safeguarding and Prevent information)

Posters and visual materials in learning environments

ONLINE SAFETY

Enterprise4All recognises the role of the internet in radicalisation and will:

Implement appropriate filtering and monitoring systems on all e4a IT equipment

Have clear policies on acceptable use of technology

Educate learners about online safety and evaluating online content critically

Monitor for inappropriate online behaviour or content sharing

Ensure staff working on sensitive research have clear protocols

Report illegal online content to appropriate authorities

EXTERNAL SPEAKERS AND EVENTS

To manage the risk of extremist views being promoted through external speakers or events, e4a will:

Conduct due diligence on all external speakers and organisations before confirming bookings

Assess whether speakers' views risk drawing people into terrorism

Not provide a platform for speakers who encourage terrorism or support proscribed organisations

Ensure any potentially contentious event includes balancing views and appropriate challenge

Require speakers to agree to terms prohibiting extremist content

Have a member of staff present at all external events

Cancel events if risks cannot be adequately mitigated

Share information about speakers with partner organisations where appropriate

WHISTLEBLOWING AND COMPLAINTS

Staff who have concerns about how Prevent is being implemented at e4a, or who believe that concerns are not being handled appropriately, should:

1. Raise concerns with the DSL or a member of the Management Team

2. If concerns are not addressed, contact the Board of Governance

3. Use e4a's Whistleblowing Policy if necessary

4. Contact the Home Office Prevent Standards and Compliance Unit if institutional concerns remain unaddressed

Learners or parents/carers who wish to make a complaint about Prevent should use e4a's complaints procedure, with escalation to the Home Office complaint’s function if necessary.

RECORDING AND MONITORING

Record Keeping

The DSL will maintain secure, confidential records of:

All Prevent concerns raised by staff

Risk assessments and action plans

Referrals made to Channel

Feedback from external agencies

Support provided to individuals

Training completed by staff

Records will be stored in accordance with UK GDPR and retained in line with e4a's retention schedule.

Reporting

The DSL provides Prevent/Safeguarding updates to Senior Management at weekly Management Meetings

The Board of Governance receives Prevent updates at every meeting

Annual reporting includes numbers of concerns, referrals, outcomes, and training compliance

Anonymised case studies may be used for learning and development

Monitoring and Review

The effectiveness of this policy and associated procedures is monitored through:

Regular review of Prevent concerns and referrals

Analysis of training completion rates and effectiveness

Feedback from staff, learners, and external partners

Self-assessment against Prevent Duty requirements

Inspection and audit processes

Benchmarking against sector best practice

This policy is reviewed annually or whenever statutory guidance changes, with the next review due in October 2026.

EQUALITY AND DIVERSITY

Enterprise4All is committed to ensuring that the Prevent Duty is implemented fairly and proportionately, without discrimination. We recognise that:

Prevent is about safeguarding vulnerable individuals from all backgrounds

All forms of terrorism and extremism are addressed, including Islamist, Extreme Right-Wing, and other ideologies

Implementation must not lead to stereotyping or profiling of particular communities

The Prevent Duty must be balanced with freedom of speech and academic freedom

Concerns should be based on behaviour and indicators, not assumptions about individuals' backgrounds

Equality impact assessments inform policy and practice

Any concerns about discriminatory implementation of Prevent should be raised through e4a's complaints or whistleblowing procedures.

POLICY COMPLIANCE

Failure to comply with this policy may result in disciplinary action. All staff have a professional duty to report Prevent concerns appropriately.

KEY CONTACTS

Internal Contacts:

Designated Safeguarding Lead (DSL)

Louise Jolly

Email: louise@enterprise4all.co.uk

Tel: 01254 693999

Deputy Designated Safeguarding Lead (DDSL)

Irfana Desai

Email: irfana@enterprise4all.co.uk

Tel: 01254 693999

External Contacts:

ACT Early (for public concerns about radicalisation)

Website: www.actearly.uk

Support Line: 0800 011 3764

Emergency Services

Tel: 999 (immediate danger)

Anti-Terrorist Hotline

Tel: 0800 789 321 (confidential)

Lancashire Police Prevent Team

Contact via local police or through DSL

Lancashire Prevent Partnership

Contact via DSL

Home Office Prevent Complaints

Details available through GOV.UK

Policy Approved by: Board of Governance

Date of Approval: October 2025

Next Review Date: October 2026

Policy Owner: Designated Safeguarding Lead

This policy should be read in conjunction with e4a's Safeguarding Policy, Health & Wellbeing Policy, Online Safety Policy, Equality & Diversity Policy, and Safer Recruitment Policy.

‍

Our Commitment

Legislative Framework

This policy is underpinned by current UK legislation and statutory guidance:

Introduction
This policy has been developed to support learner wellbeing and covers the organisation's commitment to learner health, the responsibilities of managers and others for maintaining psychological health, health promotion initiatives, communication and training on the range of support available for the maintenance of mental health, and organisational commitment to handling individual issues.

Who Does What

Enterprise4All's Responsibility

We will:

Ensure learning demands are manageable and appropriately paced
Provide policies and procedures to support learners experiencing mental or physical health challenges
Create a mentally healthy culture through staff training and regular awareness initiatives
Comply with the Health and Safety at Work etc. Act 1974 and all relevant health and safety legislation
Meet our duties under the Equality Act 2010, including making reasonable adjustments for disabled learners
Maintain safeguarding procedures in line with Working Together to Safeguard Children 2023 and Keeping Children Safe in Education 2025
Participate in multi-agency safeguarding arrangements where required
Appoint designated safeguarding leads/deputies with appropriate training
Conduct risk assessments following Health and Safety Executive standards, including work-related stress assessments
Foster an inclusive, supportive learning environment free from discrimination and harassment
Handle all personal and health-related data in accordance with Data Protection Act 2018 and UK GDPR
Review and update this policy regularly to reflect legislative changes

Line Managers & Trainers' Responsibility

Our managers and trainers will:

Match learners to appropriate courses during onboarding
Keep learners informed about programme developments and changes
Ensure learners know who to contact with concerns
Design fair and accessible training sessions that comply with the Equality Act 2010
Provide regular mentoring, coaching, and pastoral support through 1-to-1s and reviews
Conduct workstation assessments to ensure learning environments are fit for purpose
Follow Health and Safety Executive stress management standards
Address bullying, harassment, or inappropriate behaviour promptly in line with the Equality Act 2010
Recognise and respond to safeguarding concerns in accordance with statutory guidance
Complete safeguarding training and understand their responsibilities under Keeping Children Safe in Education 2025 (for those working with learners under 18)
Report safeguarding concerns to the designated safeguarding lead or deputy DSL
Maintain confidentiality while ensuring information sharing where necessary for safeguarding purposes

HR Department's Responsibility

Our HR team will:

Develop organisation-wide wellbeing policies and procedures that comply with current legislation
Support managers in assisting learners who need help
Coordinate with occupational health and medical professionals when needed
Act as designated safeguarding lead or support the safeguarding function
Ensure all staff receive appropriate safeguarding training
Maintain confidentiality of all health-related information in accordance with Data Protection Act 2018
Share information appropriately for safeguarding purposes where required by Working Together to Safeguard Children 2023
Monitor compliance with the Equality Act 2010 and address any discrimination concerns
Keep records of health and safety risk assessments

Your Responsibility as a Learner

You should:

Take reasonable care for your own health and safety and that of others (as required by the Health and Safety at Work etc. Act 1974)
Inform us if your training or learning environment poses a risk to your health
Participate in health promotion initiatives
Communicate openly with trainers and managers about any concerns
Maintain good health behaviours where possible
Cooperate with our health and safety procedures and reasonable adjustments
Report any incidents of bullying, harassment or discrimination
Follow our safeguarding procedures if you have concerns about yourself or another learner

Support Available to You

Health Promotion Programmes

We offer awareness and support in:

Stress management
Disability awareness and reasonable adjustments
Bullying and harassment prevention (in line with the Equality Act 2010)
Handling traumatic incidents during training
Lifestyle behaviours (alcohol, drugs, smoking)
Physical activity and fitness
Online safety awareness (particularly for under-18s)
Mental health and wellbeing

We also encourage learner-led wellbeing groups such as lunchtime walking or activity clubs.

Occupational Health Support

Contact the Office/HR Manager to access:

Workstation assessments
Fitness-for-work assessments
Eye tests for screen users
Health risk screening
Vaccination services
Post-incident support
Health and safety training

All discussions with occupational health professionals are confidential.

Additional Support Resources

Fresh fruit and water
Subsidised gym/sports facilities (DW Fitness, RE:FRESH leisure)
Special leave arrangements
Flexible working opportunities where possible
Support for learners with SEND/Vulnerabilities
Grievance policy for raising concerns

How to Get Help

If you're experiencing wellbeing concerns:

First step: Speak to your trainer, line manager, or the HR department
Discuss: Your workload, training demands, and any support needs
Referral: If appropriate, we'll arrange occupational health support

Communication options available to you:

1-to-1 meetings and reviews
Email or telephone
Direct messages or chat
WhatsApp groups

Understanding Stress

What is Stress?

The Health and Safety Executive defines stress as "the adverse reaction a person has to excessive pressure or other types of demand placed on them."

Pressure can be positive when managed correctly, but stress can harm your health.

Recognising Stress Symptoms

Common symptoms include:

Sleep problems or fatigue
Dietary changes or mood swings
Difficulty concentrating
Anxiety, anger, or irritability
Physical symptoms: breathlessness, chest pains, palpitations, dizziness, sweating

If you experience these symptoms, consult your GP.

What We'll Do About Stress

Conduct workplace stress risk assessments where appropriate
Train managers in good management practices
Give you freedom to carry out training in your own way
Involve you in setting targets and objectives
Support your work-life balance
Provide confidential counselling when needed

What You Can Do

If you notice stress symptoms in a colleague, notify your supervisor, trainer, or manager (handled confidentially)
If you're experiencing stress, raise concerns through our grievance procedure
Maintain regular communication with your trainer and participate in feedback exercises

Training & Communication

We will:

Regularly review your training needs with you
Provide communication and feedback opportunities including stress audits and learner surveys
Ensure you receive regular performance feedback
Create clear channels for raising concerns
Provide enhanced communication during periods of change

Related Policies

This policy works alongside our other policies on:

Safeguarding and Child Protection (in line with Working Together to Safeguard Children 2023 and Keeping Children Safe in Education 2025)
Equality and Diversity (Equality Act 2010)
Data Protection and Confidentiality (Data Protection Act 2018 and UK GDPR)
Health and Safety (Health and Safety at Work etc. Act 1974)
Attendance and health management
Work-life balance and flexible working
Special leave
Short and long-term absence management
Bullying and harassment
Staff training and development
Grievance procedures

Policy Review

This policy is reviewed annually or when legislation changes to ensure compliance with:

Health and Safety at Work etc. Act 1974
Equality Act 2010
Working Together to Safeguard Children 2023
Keeping Children Safe in Education 2025
Children's Wellbeing and Schools Bill (as enacted)
Data Protection Act 2018 and UK GDPR

Safeguarding Policy

Enterprise4All Safeguarding Policy

Policy Reference: SAF-001
Effective Date: October 2025
Review Date: October 2026
Policy Owner: Designated Safeguarding Lead

1. SCOPE AND PURPOSE

Enterprise4All (e4a) is committed to safeguarding and promoting the welfare of all learners, regardless of age, gender, ethnicity, disability, language, faith, sexual orientation, or gender identity. This policy applies to all individuals aged 15 and over, including vulnerable adults who may require community care services by reason of mental or other disability, age, or illness.

Our safeguarding commitment encompasses:

Protecting all learners and staff from harm, abuse, neglect, and exploitation
Preventing unsuitable people from working with children, young people, and vulnerable adults
Promoting safe working environments and positive wellbeing
Identifying early signs of concern and taking timely, appropriate action
Supporting learners to develop resilience, healthy lifestyles, and positive contributions to society

This policy ensures compliance with statutory duties and reflects e4a's values of respect, dignity, and learner-centred support.

Legislation & Statutory Guidance

This policy is informed by and compliant with current UK legislation and statutory guidance, including:

Primary Legislation

Children Act 1989 and 2004
Care Act 2014
Safeguarding Vulnerable Groups Act 2006
Mental Capacity Act 2005
Data Protection Act 2018 and UK GDPR
Equality Act 2010
Human Rights Act 1998
Sexual Offences Act 2003
Counter-Terrorism and Security Act 2015 (Prevent Duty)
Education and Training (Welfare of Children) Act 2021
Apprenticeships, Skills, Children and Learning Act 2009 (as amended)
Health and Safety at Work Act 1974
Protection of Freedoms Act 2012

Statutory Guidance

Keeping Children Safe in Education 2025 (applicable to all independent training providers with learners under 18)
Working Together to Safeguard Children 2023 (statutory multi-agency guidance)
Children's Wellbeing and Schools Bill 2024-25 (pending legislation with safeguarding provisions)
Local Safeguarding Children Partnership procedures
Local Safeguarding Adults Board procedures
Ofsted Education Inspection Framework (November 2025)

Prevent Duty

As an independent training provider, e4a has a statutory duty under the Counter-Terrorism and Security Act 2015 to have due regard to the need to prevent people from being drawn into terrorism. This duty is embedded within our safeguarding framework. See also Prevent Stratagy Policy.

3. DEFINITIONS

Safeguarding

Safeguarding refers to the measures taken to ensure the wellbeing, safety, and protection of learners and staff in the learning environment from harm, abuse, neglect, exploitation, and all other forms of maltreatment.

Child

Any person under the age of 18 years.

Vulnerable Adult

An individual aged 18 or over who is, or may be, in need of community care services by reason of mental or other disability, age, or illness, and who is, or may be, unable to take care of themselves or protect themselves against significant harm or exploitation.

Safeguarding Risk

Any situation, behaviour, or circumstance that poses a threat to the safety, wellbeing, or welfare of a learner or staff member.

4. CATEGORIES OF ABUSE

Safeguarding concerns may involve one or more of the following:

Physical Abuse

Assault, hitting, slapping, pushing, restraint, or any form of physical harm or violence.

Sexual Abuse

Sexual assault, exploitation, harassment, exposure to sexual content, or any non-consensual sexual activity.

Emotional/Psychological Abuse

Harassment, bullying (including cyberbullying), intimidation, humiliation, threats, isolation, or coercive control.

Neglect

Failure to provide adequate care, support, supervision, or access to appropriate services including education, healthcare, or basic needs.

Financial/Material Abuse

Theft, fraud, exploitation, misuse of property, money, or possessions.

Discriminatory Abuse

Abuse motivated by discrimination based on protected characteristics including race, ethnicity, religion, disability, sexual orientation, or gender identity.

Radicalisation and Extremism

Exposure to extremist ideologies or being drawn into terrorism. This falls under the Prevent Duty and requires early intervention through appropriate referral channels.

Online Abuse

Cyberbullying, grooming, exploitation, exposure to harmful content, or sharing of inappropriate images.

Modern Slavery and Human Trafficking

Exploitation through forced labour, debt bondage, or trafficking.

Domestic Abuse

Violence, coercive control, or abuse within intimate or family relationships.

Self-Harm and Suicidal Ideation

Behaviours that indicate a learner may be harming themselves or at risk of suicide.

5. SAFEGUARDING THRESHOLD

When Health and Safety Becomes Safeguarding

Health and safety concerns typically relate to the physical environment (e.g., faulty equipment, hazardous materials). Mental health concerns may include stress, anxiety, or depression affecting learning or functioning.

A concern crosses the threshold into safeguarding when:

There is a significant risk to a learner's or staff member's safety or wellbeing
A mental health concern is severe enough to cause risk of harm to self or others
There is evidence of abuse, neglect, exploitation, or maltreatment
A learner discloses abuse or concerning behaviour
There are indicators of radicalisation or extremism

When in doubt, staff should always consult the DSL or DDSL.

6. ROLES AND RESPONSIBILITIES

6.1 Management Team

The e4a Management Team is accountable for:

Ensuring effective safeguarding policies and procedures are in place
Monitoring compliance with statutory requirements
Providing adequate resources and training
Receiving regular safeguarding reports and updates
Reviewing and approving this policy annually

6.2 Board of Governance

The Board of Governance:

Receives safeguarding updates at every board meeting
Ensures oversight of safeguarding arrangements
Holds senior management accountable for safeguarding effectiveness
Reviews serious incidents and lessons learned

6.3 Designated Safeguarding Lead (DSL)

Louise Jolly is the Designated Safeguarding Lead for e4a.

Contact: louise@enterprise4all.co.uk | Tel: 01254 693999

The DSL is responsible for:

Leading on all safeguarding matters across the organisation
Coordinating referrals to external agencies (Children's Social Care, Adult Safeguarding, Police, Channel Panel)
Providing advice, support, and guidance to staff on safeguarding concerns
Maintaining detailed, accurate, and secure records of all safeguarding concerns and disclosures
Ensuring all staff receive appropriate safeguarding and Prevent training (bi-annually minimum & updated as necessary)
Liaising with Local Authority Designated Officers (LADO), safeguarding partnerships, and external agencies
Attending and contributing to multi-agency meetings, case conferences, and strategy meetings
Monitoring the implementation of this policy and reporting to senior management
Updating this policy at least every two years or when legislation changes
Ensuring new staff receive safeguarding induction training
Attending regular DSL training and network meetings to maintain expertise

6.4 Deputy Designated Safeguarding Lead (DDSL)

Irfana Desai (Director of Operations) is the Deputy Designated Safeguarding Lead.

Contact: irfana@enterprise4all.co.uk | Tel: 01254 693999

The DDSL deputises in the absence of the DSL and shares responsibility for safeguarding oversight. The DDSL has received the same level of training as the DSL.

6.5 All Staff and Associates

Every member of staff, trainer, assessor, and volunteer has a responsibility to:

Recognise signs of abuse, neglect, or concerning behaviour
Report any safeguarding concerns immediately to the DSL or DDSL
Never promise confidentiality to learners when a safeguarding concern is disclosed
Listen to learners with respect and without judgement
Keep minimal written records of concerns or disclosures
Participate in mandatory safeguarding and Prevent training (bi-annually & as necessary)
Understand and follow this policy and associated procedures
Create safe, inclusive learning environments
Challenge poor or unsafe practice
Promote learner wellbeing and resilience

Staff must not investigate concerns or allegations themselves, as this could compromise safeguarding investigations and legal proceedings.

6.6 Learners

Learners are encouraged to:

Raise concerns about their own or others' safety and wellbeing
Know how to contact the DSL or DDSL
Engage with safeguarding information provided during induction and throughout their programme
Report any bullying, harassment, or abuse they experience or witness

7. SAFER RECRUITMENT

e4a is committed to preventing unsuitable people from working with learners. Our Safer Recruitment Policy ensures:

All staff, trainers, assessors, and volunteers undergo DBS checks appropriate to their role
References are obtained and verified before employment commences
All applicants complete a disclosure of criminal convictions and relevant information
Gaps in employment history are explored
Identity verification is conducted
Qualifications are verified
Recruitment panels include at least one member trained in safer recruitment
Regular DBS rechecks are conducted in accordance with best practice
The Single Central Record (SCR) is maintained and regularly audited

8. TRAINING AND DEVELOPMENT

8.1 Staff Training

All staff receive:

Safeguarding and Prevent induction training within their first month
Bi-annual refresher training on safeguarding and Prevent
Updates on new legislation, local procedures, and emerging risks
Training on recognising signs of abuse and how to respond to disclosures

8.2 DSL and DDSL Training

The DSL and DDSL receive:

Specialist DSL training every two years (minimum)
Regular updates through safeguarding networks and briefings
Training on multi-agency working, case conferences, and legal frameworks

8.3 Governance and Leadership Training

Board members and senior leaders receive training on:

Safeguarding governance and oversight responsibilities
Understanding safeguarding data and trends
Ofsted safeguarding requirements

9. LEARNER SAFEGUARDING INFORMATION

Safeguarding information is:

Displayed prominently in all learning environments
Explained to learners at induction and at the beginning and end of each session
Included in the Learner Handbook and Pack
Available on the e4a website with clear contact details for the DSL and DDSL
Accessible in formats appropriate to learner needs (e.g., easy read, translations)

Learners receive information on:

How to recognise abuse and safeguarding concerns
How to report concerns (to staff, DSL, or external agencies)
Support services available (e.g., Childline, Samaritans, local safeguarding partnerships)
British Values and Prevent awareness

10. RESPONDING TO DISCLOSURES AND CONCERNS

10.1 If a Learner Discloses Abuse

DO:

Listen attentively with an open mind and without interrupting
Reassure the learner they have done the right thing by telling you
Believe what you are being told and take it seriously
Explain that you must share this information with the DSL to keep them safe
Record the conversation as soon as possible, noting:
- Date, time, and location
- What was said (verbatim where possible)
- Observations (e.g., demeanour, visible injuries)
- Who was present
Report immediately to the DSL or DDSL

DO NOT:

Promise confidentiality – explain that information will be shared on a need-to-know basis to keep them safe
Ask leading questions – avoid "why" questions or suggesting what might have happened
Investigate – this is the role of statutory agencies
Confront the alleged perpetrator
Delay reporting the concern

10.2 If You Observe Signs of Abuse or Have Concerns

Signs may include:

Unexplained injuries, bruises, or marks
Changes in behaviour (withdrawal, aggression, fearfulness)
Unexplained absences or lateness
Disclosure from another person
Concerning online activity or communications
Indicators of radicalisation (isolation, extreme views, secretive behaviour)
Poor hygiene, malnutrition, or signs of neglect
Inappropriate sexual behaviour or knowledge
Self-harm or suicidal ideation

Action: Report your concerns immediately to the DSL or DDSL using the Safeguarding Concern Form. Do not wait for absolute proof – it is better to report and be wrong than not to report.

11. REFERRAL PROCEDURES

11.1 Internal Process

Staff member reports concern to DSL/DDSL (verbally immediately, written within 24 hours)
DSL/DDSL reviews the concern and decides on appropriate action
Record all information on the Safeguarding Log (secure, confidential system)
Determine if the threshold for external referral is met

11.2 External Referrals

The DSL will make referrals to:

Children's Social Care – for concerns about children under 18
Adult Safeguarding (Local Authority Safeguarding Adults Team) – for vulnerable adults
Police – for immediate danger, criminal offences, or missing persons
Channel Panel – for Prevent concerns (extremism/radicalisation)
Local Authority Designated Officer (LADO) – for allegations against staff

Referrals are made by telephone and confirmed in writing using the appropriate multi-agency referral forms within 24 hours.

11.3 Following Up

The DSL will:

Follow up if acknowledgement is not received within 3 working days
Record feedback from external agencies on the Safeguarding Log
Update relevant staff on a need-to-know basis (maintaining confidentiality)
Review and monitor ongoing concerns
Ensure appropriate support is in place for the learner

12. ALLEGATIONS AGAINST STAFF

If an allegation is made against a member of e4a staff, the following process applies:

Report immediately to the DSL or, if the allegation involves the DSL, to the Director of Operations
Do not investigate or inform the alleged perpetrator
DSL contacts LADO within one working day
Follow LADO guidance on investigation and safeguarding measures
Suspend or redeploy the staff member if advised (not automatic)
Maintain confidentiality to protect all parties
Support the learner and any witnesses
Record all actions taken
Disciplinary procedures may run parallel to safeguarding investigations
DBS referrals will be made if appropriate

Allegations are taken seriously regardless of whether they relate to behaviour inside or outside work.

13. RECORD KEEPING AND CONFIDENTIALITY

13.1 Records

All safeguarding records must be:

Accurate, factual, and detailed
Recorded promptly (within 24 hours)
Stored securely (password-protected electronic systems or locked cabinets)
Separate from learner files
Retained in accordance with data protection legislation and retention policies
Accessible only to the DSL, DDSL, and authorised personnel

13.2 Information Sharing

Information sharing is essential for effective safeguarding. e4a shares information:

Lawfully under UK GDPR (legal obligation, public task, or vital interests)
On a need-to-know basis with relevant agencies and staff
Without delay when a child or adult is at risk
With transparency (informing learners/parents where safe to do so)

Consent is not required for safeguarding information sharing when there is a risk of harm. However, it is good practice to inform learners unless doing so would increase risk.

14. MULTI-AGENCY WORKING

e4a is committed to effective multi-agency working. We liaise with:

Local Safeguarding Children Partnerships
Safeguarding Adults Boards
Children's Social Care Services
Adult Social Care Services
Police (including School Liaison Officers where applicable)
Channel Panel (Prevent)
Lancashire Prevent Partnership
LANPAC (Lancashire Partnership Against Crime)
Health Services
Employers and workplace supervisors (for work-based learners)

We participate in:

Strategy meetings
Case conferences
Core groups
Safeguarding audits and reviews
Local safeguarding network meetings

15. PREVENT DUTY AND BRITISH VALUES

15.1 Prevent Duty

e4a has a statutory duty to prevent learners from being drawn into terrorism. This includes:

Identifying learners at risk of radicalisation
Providing early intervention and support
Referring concerns to the Channel programme (via the DSL)
Promoting British Values throughout the curriculum
Training all staff in Prevent awareness (bi-annually)
Ensuring external speakers and online safety policies reduce radicalisation risks

15.2 British Values

e4a promotes the fundamental British Values:

Democracy – encouraging learners to have a voice and make informed decisions
Rule of Law – helping learners understand laws protect individuals and consequences of breaking them
Individual Liberty – supporting learners to develop self-knowledge, self-esteem, and confidence
Mutual Respect and Tolerance – promoting respect for different faiths, cultures, and lifestyles

These values are embedded in teaching, learning activities, and organisational culture. See also the Prevent Strategy Policy.

16. ONLINE SAFETY

e4a recognises the risks posed by online environments, including:

Cyberbullying and harassment
Grooming and exploitation
Exposure to extremist content
Sharing of inappropriate images (including sexting)
Online fraud and scams

Measures in place:

Clear Acceptable Use Policy for IT systems
Filtered and monitored internet access where applicable
Education on online safety and digital literacy
Reporting mechanisms for online concerns
Staff training on recognising online risks

17. SPECIFIC SAFEGUARDING ISSUES

e4a staff are trained to recognise and respond to specific safeguarding concerns, including:

Child Sexual Exploitation (CSE) and Child Criminal Exploitation (CCE)
Female Genital Mutilation (FGM) – mandatory reporting duty applies
Forced Marriage
Honour-based Abuse
Domestic Abuse
Mental Health concerns
Peer-on-peer Abuse (including sexual harassment and violence)
County Lines (drug trafficking)
Modern Slavery and Human Trafficking
Substance Misuse
Gang Involvement
Missing Learners
Self-Harm and Suicidal Ideation
Homelessness

18. WORK-BASED LEARNERS AND EMPLOYER RESPONSIBILITIES

For learners on apprenticeships and work-based programmes:

Employers are provided with safeguarding information and expectations
Single Point of Contact (SPOC) at each employer must have Prevent and safeguarding awareness training
Employer handbooks outline safeguarding responsibilities and reporting procedures
Regular contact is maintained between e4a staff and employers
Workplace visits include safeguarding observations and learner welfare checks
Concerns identified in the workplace are reported immediately to the DSL

19. SUPPORTING LEARNERS

e4a is committed to supporting learners who have experienced abuse or are at risk. Support includes:

Pastoral support from trainers, assessors, and support staff
Referrals to specialist services (e.g., counselling, mental health services, advocacy)
Reasonable adjustments to learning programmes where needed
Safety planning in collaboration with external agencies
Continuity of learning wherever possible
Trauma-informed approaches to teaching and support

20. MONITORING AND EVALUATION

20.1 Reporting

The DSL provides weekly safeguarding updates to Senior Management and CEO
The Board of Governance receives safeguarding reports at every meeting
Annual safeguarding report is produced and reviewed by the Board
Serious incidents are reported immediately to relevant parties and funders
Trends and themes are analysed to inform policy and practice improvements

20.2 Policy Review

This policy is reviewed:

Annually by the DSL and Management Team
Every two years (minimum) with full approval by the Board of Governance
When legislation changes or new guidance is issued
Following serious incidents or safeguarding reviews
In response to Ofsted recommendations or audits

20.3 Quality Assurance

Safeguarding arrangements are monitored through:

Safeguarding group meetings chaired by the DSL
Regular audits of safeguarding records and procedures
Learner feedback (surveys, focus groups)
Staff supervision and performance reviews
External audits and Ofsted inspections

21. EQUALITY AND DIVERSITY

e4a is committed to safeguarding all learners without discrimination. We:

Recognise that some groups may face additional vulnerabilities (e.g., learners with SEND, care leavers, LGBTQ+ learners)
Provide accessible safeguarding information and support
Challenge discrimination and promote equality
Ensure safeguarding responses are culturally sensitive and appropriate

22. BULLYING, HARASSMENT, AND DISCRIMINATION

e4a has a zero-tolerance approach to bullying, harassment, and discrimination. All incidents are:

Taken seriously and investigated promptly
Recorded as safeguarding concerns where appropriate
Addressed through support, mediation, or disciplinary action
Used to inform preventative education and culture change

Learners and staff are encouraged to report all incidents without fear of reprisal.

23. WHISTLEBLOWING

Staff who have concerns about safeguarding practices at e4a or the conduct of colleagues can:

Report concerns to the DSL or Director of Operations
Use the organisation's Whistleblowing Policy
Contact external agencies (e.g., LADO, Ofsted, NSPCC Whistleblowing Helpline: 0800 028 0285)

e4a is committed to a culture of transparency and will take all concerns seriously without reprisal.

24. KEY CONTACTS

Internal Contacts

Louise Jolly

Designated Safeguarding Lead (DSL)

louise@enterprise4all.co.uk

01254 693999

Irfana Desai

Deputy Designated Safeguarding Lead (DDSL)

irfana@enterprise4all.co.uk

01254 693999

External Contacts

Contact Details

Lancashire Children's Social Care (Emergency Duty Team)

Tel: 0300 123 6720 (out of hours)

Lancashire Adult Safeguarding

Tel: 0300 123 6721

Lancashire Police (Non-emergency)

Tel: 101

Emergency Services

Tel: 999

Lancashire LADO (Allegations against staff)

Tel: 01772 536694

Channel Panel (Prevent)

Contact via local police or DSL

NSPCC Helpline

Tel: 0808 800 5000

Childline

Tel: 0800 1111

Samaritans

Tel: 116 123

Victim Support

Tel: 08 08 16 89 111

25. RELATED POLICIES

This policy should be read in conjunction with:

Safer Recruitment Policy
Health and Wellbeing Policy
Equality and Diversity Policy
Behaviour and Discipline Policy
Online Safety and Acceptable Use Policy
Whistleblowing Policy
Data Protection and Privacy Policy
Anti-Bullying Policy
Prevent Duty Policy

26. POLICY APPROVAL

Approved by:

Board of Governance

Date:

October 2025

Review Date:

October 2026

Version:

4.0

This policy is publicly available on the e4a website and is provided to all staff, learners, governors and stakeholders.

‍

Teaching & Learning Policy

‍

Enterprise4all

Version: 3.0

Effective Date: October 2025

Review Date: October 2026

Policy Owner: Quality Lead

_____________________________________________________________

1. SCOPE AND PURPOSE

This policy establishes the framework for high-quality teaching, learning and assessment at Enterprise4All (E4A). It applies to all staff delivering or supporting learning programmes, including Skills Bootcamps and other educational provision.

Our purpose is to:

• Ensure learners achieve their full potential through excellent teaching and learning

• Maintain consistently high standards across all provision

• Support continuous improvement through evidence-based practice

• Create inclusive, safe and supportive learning environments

• Meet regulatory requirements and sector best practice

This policy aligns with our core values and informs quality assurance activities, self-assessment and development priorities.

____________________________________________________________________

2. LEGISLATIVE AND REGULATORY FRAMEWORK

This policy complies with:

• Education and Skills Act 2008

• Equality Act 2010

• Further Education and Skills Act 2017

• Health and Safety at Work etc. Act 1974

• Skills and Post-16 Education Act 2022

• UK General Data Protection Regulation (UK GDPR) and Data Protection Act 2018

• Working Together to Safeguard Children 2023

• Keeping Children Safe in Education 2025

• Children's Wellbeing and Schools Bill 2024-25

• Ofsted Education Inspection Framework (current)

• ESFA Funding Rules and Performance Management Requirements

____________________________________________________________________

3. OUR LEARNING ETHOS

We are committed to:

Excellence and Inclusion

• Providing inclusive education that meets the needs of learners, employers and regional priorities

• Establishing high expectations within safe and supportive learning environments

• Placing learners at the centre of everything we do

Quality and Support

• Delivering robust information, advice and guidance (IAG) throughout the learner journey

• Matching provision to individual learner needs including SEND/vulnerable or signposting to appropriate alternatives

• Recognising and building on prior learning and experience

Teaching and Resources

• Providing tailored approaches that respond to diverse learning needs

• Offering learning resources appropriate to varied learning styles

• Encouraging independent and flexible learning through an ambitious curriculum

Personal Development

• Developing functional skills, critical thinking and problem-solving abilities

• Focusing on personal development, behaviour and wellbeing

• Providing clear progression pathways and next steps guidance

Accessibility

• Making reasonable adjustments for learners with additional needs

• Ensuring compliance with the Equality Act 2010 duty to make reasonable adjustments

____________________________________________________________________

4. LEARNER EXPECTATIONS AND RESPONSIBILITIES

Learners are expected to:

Engagement and Attendance

• Take responsibility for their own learning, development and progression

• Attend and actively participate in all scheduled training sessions

• Promptly inform us of any barriers affecting learning or attendance

• Engage with follow-up communications for up to six months post-completion to support progression monitoring

Communication and Conduct

• Treat trainers, staff and fellow learners with courtesy and respect

• Use appropriate language and maintain professional standards in all communications

• Avoid offensive or inappropriate language, images or behaviour

• Report any inappropriate communications or safeguarding concerns immediately

• Handle personal matters through private communication with support staff

Online Learning Participation

• Use webcams and microphones to facilitate interactive learning (where possible)

• Maintain appropriate backgrounds and settings in video platforms

• Notify us in advance if unable to attend live sessions, with reasons provided

• Engage with catch-up materials (recordings and slides) if sessions are missed

Assessment and Progression

• Complete all required paperwork, including signing the Participation Agreement

• Submit requested evidence to support quality monitoring

• Disclose any additional learning support needs as early as possible

• Complete final assessments, ILP reviews, Skills Scans and progression activities as required

Intellectual Property

• Not distribute, copy or use course materials for purposes other than private study without permission

Withdrawal or Transfer

• Notify support staff via email if wishing to withdraw or transfer, providing reasons

Post-Completion Requirements

For unemployed or career-change learners:

• Attend post-course interviews as requested

For employer-sponsored learners:

• Employers must pay required contributions and provide relevant digital marketing responsibilities

For self-employed learners:

• Complete self-declaration explaining business application of learning

____________________________________________________________________

5. LEARNER INDUCTION

All learners receive a comprehensive induction and learner pack covering:

Programme Information

• Clear overview of the programme structure and content

• Assessment methods and progress review processes

• Funding arrangements and any financial obligations

Expectations and Conduct

• Code of conduct and behavioural expectations

• Stakeholder responsibilities

Support and Safeguarding

• Key support contacts and available services

• Safeguarding and Prevent information, including reporting procedures

• Careers education, information, advice and guidance (CEIAG) and Mindset Awareness

Policies and Procedures

• Health, Safety and Wellbeing Policy

• Safeguarding and Prevent Strategy

• Equality and Diversity Policy

• Data Protection and Confidentiality

• Whistleblowing procedures

• Complaints and Appeals Policy

Additional Support

• Reasonable adjustments available

• How to request additional learning support

• Disclosure procedures for disabilities or learning difficulties

Resources

• Learner handbook provision

• Access to learning materials and platforms

____________________________________________________________________

6. REASONABLE ADJUSTMENTS AND ACCESSIBILITY

In accordance with the Equality Act 2010, we make reasonable adjustments to ensure learners with disabilities can participate on an equal basis.

6.1 Disclosure and Assessment

• Learners are encouraged to confidentially disclose learning, mental or physical disabilities during application, onboarding, induction or initial ILP Reviews

• Support is arranged following identification of need, whether before or during the programme

• Adjustments are made to enable full participation whilst maintaining academic integrity

6.2 Benefits of Online Learning

Online learning offers particular advantages for learners with disabilities:

• Flexibility in access times and locations

• Reduced need for travel

• Optional disclosure of disability

• Ability to modify electronic materials to suit individual needs

• Conversion of text to audio for learners with visual impairments or learning disabilities

6.3 Our Learning Materials

Learners access:

• Recorded Zoom sessions

• PDF learning materials

• PowerPoint presentations

• Live Zoom sessions

• WhatsApp digital drop-in (text, audio and video)

• Online learning portal for forms, submissions and materials

6.4 Determining Reasonable Adjustments

Adjustments are determined considering:

• Practicality and effectiveness

• Potential disruption to learning or health and safety impacts

• Impact of disability on learning, participation and independence

• Learner's views on preferred adjustments

• Impact on other learners, staff and the organisation

• Cost-benefit analysis

• Need to maintain essential course requirements and academic integrity

6.5 Examples of Reasonable Adjustments

May include:

• Supplying learning materials in advance

• Alternative formats for course materials

• Live captioning for learners who are deaf or hearing impaired

• Use of learner's own assistive software

• Access to session recordings for easy content review

• Transcription of recordings as separate text files

• Separate chat logs with session recordings

• Consistent formatting and heading structures for screen reader navigation

• Accessible hyperlinks and image alt tags

• Written assessment task descriptions

• Consistent fonts and colours with sufficient contrast

• Text-only or voice-only participation options for learners with anxiety or other conditions

Note: Adjustments benefiting learners with disabilities often improve access for all learners.

___________________________________________________________________

7. TEACHING, LEARNING AND ASSESSMENT

7.1 Teaching Excellence

We commit to:

• Delivering high-quality teaching and continuous improvement of learner experience

• Establishing learner starting points through initial assessment, initial ILP reviews with skills scans and prior learning recognition

• Ensuring appropriate sequencing of learning components

• Setting challenging targets through an ambitious curriculum that raise aspirations and enable achievement

• Supporting staff reflection and development of teaching strategies

• Providing internal and external continuous professional learning development (CPD)

• Offering ongoing coaching and support from quality and operational management teams

• Supporting effective use of technology and remote teaching techniques

• Maintaining safe online learning environments with appropriate learner guidance

• Providing diverse online resources and technology solutions

• Making reasonable efforts to contact learners if sessions must be cancelled

7.2 Trainer Professional Standards

Trainers are 'dual professionals' – both vocational/subject specialists/business owners and educators committed to maintaining expertise for optimal learner outcomes.

Trainers should:

Professional Practice

• Act with honesty and integrity, maintaining high ethical standards

• Develop critical judgement about educational practice

• Reflect on effectiveness and meet diverse learner needs

• Evaluate and challenge own practice, values and beliefs

• Maintain and update subject and vocational knowledge

Teaching and Learning

• Inspire, motivate and raise learner aspirations through enthusiasm and knowledge

• Be creative and innovative in adapting teaching strategies

• Plan and deliver effective learning programmes in safe, inclusive environments

• Manage and promote positive learner behaviour

• Support learners in using technology and overcoming barriers to learning

• Enable learners to share responsibility for learning and assessment

• Set challenging goals that stretch learners appropriately

Inclusion and Diversity

• Value and promote social and cultural diversity

• Champion equality of opportunity and inclusion

• Consider reasonable adjustments for additional learning support needs

• Adopt inclusive approaches to teaching and assessment

Assessment and Feedback

• Apply appropriate and fair assessment methods

• Provide constructive and timely feedback to support progression

• Ensure learners understand their progress and improvement needs

Professional Development

• Maintain and update training expertise and vocational skills

• Build positive, collaborative relationships with colleagues and learners

• Contribute to organisational development and quality improvement

7.3 Assessment Principles

Assessment occurs regularly throughout programmes on both formative and summative bases to:

• Assess individual progress and provide constructive, developmental feedback

• Enable grading and certification

• Establish effectiveness of memory recall/retention of knowledge and sustained learning

• Monitor progress and distance travelled towards learning goals

Assessment must:

• Be appropriate for each learner and programme

• Be fair, valid and reliable

• Provide timely feedback within agreed schedules

• Include initial assessment against screening indicators to identify additional learning support needs

Learners will:

• Understand assessment procedures and criteria

• Be informed of appeals procedures against assessment decisions

• Receive feedback that supports improvement and progression

7.4 Initial Assessment

Initial assessment will:

• Establish learner starting points

• Identify prior learning and experience

• Screen for additional learning support needs using appropriate indicators

• Inform personalisation of learning

____________________________________________________________________

8. GRADING AND CERTIFICATION

8.1 Certificate of Graduation

All learners complete a final subject assessment to measure progress. Final grades are determined by:

• Final assessment score

• Course attendance percentage

• Percentage of assignments successfully completed

____________________________________________________________________

9. EMBEDDING FUNDAMENTAL BRITISH VALUES AND WIDER DEVELOPMENT

9.1 Personal Development

Learning programmes instil:

• Employability skills and professional behaviours

• Personal development that prepares learners to respect others and contribute to wider society

• Understanding of life in modern Britain

• Self-confidence, self-awareness and successful learner attributes

• Emotional and physical health awareness

• Ability to manage feelings, behaviour and relationships

9.2 Safeguarding and Safety

Learners understand:

• How to keep themselves safe and spot potential risks

• Sexual exploitation and extremism risks, including online and on social media

• Health and wellbeing maintenance

• When and how to seek help

9.3 Equality and Diversity

• Teaching, learning and assessment promote equality and support diversity

• Staff are sensitive to and actively promote equality of opportunity

• Session plans demonstrate how equality and diversity will be promoted

• Naturally occurring opportunities are used to develop awareness of safeguarding, Prevent, health and safety, equality and diversity, and British values

____________________________________________________________________

10. QUALITY ASSURANCE

10.1 Session Observations

We take a proactive approach to ensuring educational quality through regular observations and professional learning opportunities.

Purpose:

• Ensure high-quality teaching and learner outcomes

• Support continuous improvement

• Identify developmental needs

• Recognise outstanding practice

• Provide informed feedback and development opportunities

Process:

• Observations conducted by peers, QA Lead and External organisations

• Aligned with current Ofsted guidelines

• All teaching staff observed at least once per cohort

• More frequent observations where risk factors or needs are identified

• New trainers observed during first delivery wave

• Post-development observations conducted where needs are identified

Outcomes:

• Reports documenting findings and good practice identification

• Identification of development needs

• Tracking of development impact

• Dissemination of outstanding practice

10.2 Lesson Recordings

Purpose:

• Enable learners to catch up on missed content

• Provide opportunity to review complex information and terminology

• Support learners with specific learning needs and English as an additional language

Process:

• Online lessons automatically recorded

• Links shared only with enrolled learners and for quality assurance or investigations

• Efforts made to minimise learner image capture (though cannot be guaranteed)

• Learners cannot download recordings

• No copying, circulating or secondary recording permitted by learners

Retention:

• Recordings retained for one month after cohort completion

• Then permanently deleted

Limitations:

• Reasonable efforts made to ensure availability

• IT or operational issues may occasionally affect access

10.3 Data Protection and Copyright

Legal Basis:

• GDPR Article 6(1)(e) provides lawful basis under 'public task' relating to teaching and learning

• Copyright in teaching materials resides with Enterprise4All

• Lead and presenting trainers responsible for ensuring materials do not breach copyright

• Necessary consents for third-party materials must be obtained

• Trainers temporarily assign performer's rights to Enterprise4All for learner access

• Moral rights do not apply to works created as part of employment, but can be asserted if individuals wish work attributed

Recording Use:

• Session recordings not intended as performance management tools

• Organisation reserves right to use for session observations with prior notice

• Guest lecturer recordings require explicit consent

____________________________________________________________________

11. PROFESSIONAL CONDUCT AND CONFLICTS OF INTEREST

11.1 Conflicts of Interest

Observation and Assessment:

• Family members employed by E4A will not assess or internally quality assure each other

• Family members will not act as invigilators for examinations

• Learners will not be assessed by family members

• Internal quality assurance of learner assessments will not be undertaken by family members

Goods and Services:

• No employee or associate may procure goods or services where they have an interest in the other party without CEO approval

Company Sensitive Information:

• All staff must adhere to employment contract or SLA confidentiality clauses

• No disclosure of confidential information obtained during duties

• No sharing of company-sensitive information that could provide competitive advantage to external sources

Partnership Arrangements:

• All potential partnerships must declare conflicts of interest during due diligence

• E4A will review declarations and determine how to proceed

• Arrangements with declared conflicts managed to exclude relevant parties from decision-making and monitoring.

____________________________________________________________________

12. SAFEGUARDING

Our Safeguarding Policy and associated policies establish expected standards of behaviour and our commitment to providing safe environments for all service users, particularly adults at risk and children.

Core Principles:

• Welfare of children, young people and vulnerable adults is the primary concern

• All have the right to protection from abuse

• Experts determine if abuse has occurred; everyone is responsible for reporting concerns

• All incidents and allegations taken seriously and responded to swiftly

• Confidentiality upheld in line with current legislation

Access: Full Safeguarding and related policies available at www.dms4all.co.uk/policies-and-statutory-information/

____________________________________________________________________

13. COMPLAINTS, APPEALS AND WHISTLEBLOWING

13.1 Learner Appeals

Learners dissatisfied with assessment outcomes have the right to appeal. Reasons may include:

• Inadequate access to assessment

• Dissatisfaction with assessment methods

• Belief of bias in assessment

Process: See Complaints and Appeals Policy for full procedure.

Record-keeping: Learners advised to keep copies of all documents used in appeals.

13.2 Lost Coursework

Reporting: Immediately report to management team with learner name and missing units.

Process:

• Identify completed units and gathered evidence

• Discuss with learner

• Arrange for outstanding evidence to be gathered with minimal inconvenience

13.3 Whistleblowing

Our Whistleblowing Policy sets out procedures for raising concerns about malpractice.

____________________________________________________________________

14. RELATED POLICIES AND PROCEDURES

• Complaints and Appeals Policy

• Safeguarding Policy

• Prevent Strategy

• Health and Wellbeing Policy

• Equal Opportunity Policy

• Privacy Notice

• Department for Education Complaints Procedure

• Recruitment Policy

• Whistleblowing Policy

• Data Protection Policy

_______________________________________________________________________________

15. MONITORING AND REVIEW

This policy is reviewed annually or in response to:

• Changes in legislation or regulatory requirements

• Changes in organisational structure or practice

• Outcomes of quality assurance activities

• Feedback from stakeholders

Appendices:

APPENDIX A: TRAINER SESSION CHECKLIST

Before Each Session:

☐ Review session notes and prepare all necessary resources

☐ Test Zoom link functionality and internet connection stability

☐ Open Zoom room 10 minutes early to greet learners and address technical issues

☐ Verify session is recording to cloud

During Each Session:

☐ Start promptly at scheduled time

☐ Review previous session and ensure learner understanding/retention of knowledge

☐ Present material in engaging and interactive manner using appropriate resources

☐ Encourage questions and feedback throughout

☐ Provide practical exercises or assignments to reinforce learning

☐ Schedule appropriate breaks in longer sessions

At End of Each Session:

☐ Summarise key points covered & Learning Objectives

☐ Preview next session content and remind learners of date and time

☐ Encourage final questions or feedback

☐ Remind learners of exercises or coursework due before next session

☐ Thank learners for participation and engagement

☐ Close Zoom call and verify all learners have logged out

☐ Review and address any technical issues

☐ Reflect on session and learner feedback

☐ Note areas for further development

☐ Discuss development areas with lead trainer where appropriate

APPENDIX B: