Safeguarding Policy

1. Introduction

Safeguarding of Children and Vulnerable Adults requires certain actions and responsibilities from Management and Staff alike to protect all involved with the business activities. Policies and procedures do not in themselves keep people safe. It is only people who keep other people safe. However, it is important that anyone working within Bristol Riding School understands that the organisation has a system in place to enable reporting of abuse concerns (in any form).

To achieve this, it is important that Proprietors, supervisors, staff and volunteers understand that they have a duty to report abuse and understand what action they should take if they suspect that someone is being abused.

2. Policy Statement

Bristol Riding School to safeguarding all children, young people and vulnerable adults that come into contact with our work. We believe that all children, young people and vulnerable adults have an equal right to protection from abuse and significant harm, regardless of their age, race, religion, ability, gender, language, background or sexual identity and consider the welfare of the child / young person / vulnerable adult is paramount.

We will take every reasonable step to ensure that children, young people and vulnerable adults are protected when our staff and associates are involved in the delivery of our work. All suspicions and allegations of abuse will be taken seriously and responded to swiftly and appropriately.

We require all involved with the business to understand the process and actively promote reporting of suspected/actual issues without detrimental effects upon themselves. We expect everyone (proprietors, staff, associates, volunteers and anyone working on behalf of the Company) to have read, understood and adhere to this policy and related procedures.

Signed: ______________________ (Carrie Vinson (Proprietor))

Dated: 18th December 2025

3. Duties staff have a role within the safeguarding structure:

3.1) Proprietor Responsibilities

Ensuring that any safeguarding concern that is identified is investigated by themselves or an appointed deputy and the findings are acted upon.
Ensuring that any allegations against or involving Bristol Riding School staff and volunteers are investigated and acted upon.
Provide independent scrutiny.
Responsibility for ensuring the process and procedures are consistent for recognising and reporting issues of abuse of children, young people or vulnerable adults.
Ensure links with partner organisations, such as the Police, Social Services are effective.
Provide systems and structures to support safeguarding e.g. procedures, training.
Act as a role model for best safeguarding practice
Make decisions about and making Safeguarding referrals to the local Social Care Services
Ensure deputies are appointed when they are not available
To report any actual or suspected case of abuse
Safeguard the rights of a Whistle blower
Ensure all staff are trained in their responsibilities

3.2) Supervisors

Act as a role model for best safeguarding practice
Manage any immediate protection issues
Coordinate any required action.
Implement any recommendations
Support the implementation of the safeguarding practices
encourage subordinates to comply
To report any actual or suspected case of abuse to the most senior person available.
ensuring that staff are aware of the policies and of the relevant non-policy procedural documents.

3.3) Staff

Manage any immediate protection issues
Support the implementation of the safeguarding practices
To report any actual or suspected case of abuse to the most senior person available.

4. Actions if Concerns raised

Anyone could see abuse taking place, be told about abuse or suspect abuse is occurring. It is your duty to report this. In doing so, you become an ‘alerter’.

Role of the Alerter

An alerter can be anybody – for example: Instructors, Managers, Office staff, Yard staff, weekend helpers, carers or any member of the public.

The concern may be about a specific incident or it could be about an on-going situation of concern:

The alerter should listen carefully to what they are being told, and carefully observe any actions. They should ask questions only for clarification. They should remain calm.
The alerter should not promise confidentiality but where necessary, should reassure the vulnerable adult / young person that they will be kept safe.
The alerter must record in writing their observations and any relevant conversations at their earliest opportunity, while the memory is fresh. This record should be signed and dated.
The alerter must NOT become involved in any investigation at this stage.
The alerter should respect the confidentiality of staff and clients and only discuss this situation with persons who need to know.
The alerter must report the concern immediately to the proprietor (if not available their deputised replacement).

You must report your concern to the proprietor or, in their absence, another senior member of staff.

The line manager and the alerter must decide whether the allegation/ incident falls within the Safeguarding policy. Where people are in immediate danger the Supervisor/Proprietors should contact the police immediately. Dial 999

Referral to the Police

A referral to the police must be made at any step in the process if there is reason to believe that a crime has been committed. However, only the Proprietors or their deputised replacement may contact the police, unless an immediate threat exists.

Refer to Appendix A for Decision Process Chart

5. Definitions

Vulnerable Adult

A person who is over 18 years old and 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 him or herself, or unable to protect him or herself against significant harm or exploitation”.

The term “community care services” includes all social and health care services provided in any setting or context.

The last two parts of the definition are crucial:

• Is this person dependent on others for basic needs including protection from abuse [i.e. is or may be unable to take care of him/herself]; OR

• Because of circumstances [e.g. living in a care setting, does not have capacity to decide on risk, is under duress from others] they are unable to protect themselves against significant harm or exploitation.

Abuse

Abuse is a violation of an individual’s human and civil rights by any other person or persons.

Abuse may be perpetrated as the result of deliberate intent, negligence or ignorance.

Abuse can consist of a single act or repeated acts, either to one or more people in any relationship or service context and may result in significant harm to, or exploitation of, the person subjected to it is important to look beyond the single incident patterns of harm. Vulnerable Persons are entitled to the protection of the law in the same way as any other member of the public.

Types of Abuse

Physical abuse – including hitting, slapping, pushing, kicking, misuse of medication or inappropriate sanctions or restraint.
Sexual abuse – including rape and sexual assault or sexual acts to which the vulnerable adult has not consented, could not consent or was pressured into consenting.
Psychological abuse – including emotional abuse, threats of harm or abandonment, deprivation of contact, humiliation or blaming.
Financial or material abuse – including theft, fraud, exploitation, pressure in connection with wills, property or inheritance or financial transactions or the misuse or misappropriation of property, possessions or benefits.
Neglect and acts of omission – including ignoring medical or physical care needs.
Discriminatory abuse – including abuse motivated by discriminatory and oppressive attitudes towards race, gender, cultural background, religion, physical and/or sensory impairment, sexual orientation and age.

Significant Harm and Serious Exploitation

‘Any ill treatment that leads to the impairment of or avoidable deterioration in the individual’s physical or mental health, or the impairment of or avoidable deterioration in physical, intellectual emotional social or behavioural development’