Our Safeguarding policy is focused on the protection of children, young people and vulnerable adults, that are in receipt of Skills Group's core services.

We believe that a young person or vulnerable adult should never experience abuse of any kind.

We are committed to establishing a safe and nurturing environment where young people and vulnerable adults are encouraged to learn and achieve.

We keep young people and vulnerable adults safe by:

• Valuing them, listening to and respecting them
• Appointing a Designated Lead Safeguarding Officer (DLSO) within Skills Group: Debra Rowan
• Adopting child protection and safeguarding practices through procedures and a code of conduct for staff and volunteers
• Developing and implementing an effective e-safety policy and related procedures
• Providing effective management for staff and volunteers through supervision, support, training and quality assurance measures
• Recruiting staff and volunteers safely, ensuring all necessary checks are made
• Recording and storing information professionally and securely, and sharing information about safeguarding and good practice with children, young people, vulnerable adults, their families, staff and volunteers via leaflets, posters and one-to-one discussions
• Using our safeguarding procedures to share concerns and relevant information with agencies who need to know, and involving young people, vulnerable adults, parents, families and carers appropriately and where it is safe to do so
• Creating and maintaining an anti-bullying environment and ensuring we have a policy and procedure to help us deal effectively with any bullying that does arise
• Ensuring that we have effective complaints and whistleblowing measures in place
• Ensuring that we provide a safe physical environment for our young people, vulnerable adults, staff and volunteers, by applying health and safety measures in accordance with the law and regulatory guidance

There are various definitions of what constitutes abuse:

Sexual Abuse
Occurs when a person uses power, force or authority to involve another in any form of unwanted or illegal sexual activity

Physical Abuse
Occurs when an individual suffers significant harm from an injury. The injury may be inflicted intentionally or may be the inadvertent consequence of physical punishment or physically aggressive treatment

Emotional Abuse
The persistent emotional maltreatment of an individual such as to cause severe and persistent adverse effects on their emotional development

The failure to provide for the young person’s or vulnerable adults basic needs such as food, clothing, medical attention, supervision or care to the extent that their health and development is, or is likely to be, placed at risk

Financial Abuse
Financial abuse in relationships is a way of controlling a person’s ability to acquire, use and maintain their own money and financial resources

Domestic Abuse
Exposure to domestic violence can include watching or hearing a family member assault or threaten another member of the family, direct involvement, or experiencing the aftermath of family violence, such as seeing bruises or observing maternal depression.




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Learner Life & Well-Being

Frequently Asked Questions


I just wanted to say the biggest thank you to Vanessa, my trainer. You have made my journey so much easier, I don’t know what I would have done without you. You have been amazing and helped me to achieve my qualification. You’ve guided me through every step of the way, I really appreciate it, Vanessa, you have been my rock.

Katie Shorland, Level 2 Hairdressing

I always struggled in school as I wasn’t very academic, so knew learning on the job would be a better option for me. I would find it difficult to get up for 9am but now I wake up and look forward to my day. I wanted to try a hair apprenticeship as I’ve always been interested in hairdressing, and by the end of the first week, I already loved it!

Jaimee Benson, Level 2 Hairdressing

I have developed a range of new skills through work including the technical, industry skills required for the job, to personal development such as ensuring I am always on time. The biggest change since leaving school is adjusting to the independence you gain from earning a salary. My advice to anyone thinking of doing an apprenticeship would be find what you like doing, and go for it!

Will Birch, Level 2 Bricklaying

Since starting the apprenticeship, I’ve become far more confident. In a classroom, you only interact with your classmates, but through working you develop your people skills as you interact with customers on a daily basis. At school, you are closely monitored and parented, however I am now more independent and feel grown up

Sam Collard, Level 2 Light Vehicle and Maintenance Repair

The most important thing I’ve learnt since leaving school is that there are other routes to success than just academia. I failed my GCSEs, as I never suited the school environment. Now though, I’m really enjoying my apprenticeship as I’ve discovered I learn more through hands-on practice.

Ben Freeman, Level 2 Carpentry

I would just like to thank you and your team for all the amazing work they do, you have provided me with the most invaluable experience which has helped to pave the way of my future. The work you do for young people is incredible!

Luke Kowalski, Teaching Assistant and former apprentice at Sir Robert Gefferys School