{"id":525,"date":"2024-02-07T15:16:54","date_gmt":"2024-02-07T15:16:54","guid":{"rendered":"https:\/\/bask.org.uk\/?page_id=525"},"modified":"2024-02-09T12:27:13","modified_gmt":"2024-02-09T12:27:13","slug":"safeguarding-policy-adults","status":"publish","type":"page","link":"https:\/\/bask.org.uk\/index.php\/safeguarding-policy-adults\/","title":{"rendered":"Safeguarding Policy Adults"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n

BRITISH ACADEMY OF SHOTOKAN KARATE<\/strong><\/h2>\n\n\n\n

Safeguarding Adults<\/strong><\/strong> Policy and Procedures<\/strong><\/strong><\/h1>\n\n\n\n

Index<\/strong><\/h1>\n\n\n\n

Introduction<\/a>
Principles<\/a>
Guidance and Legislation <\/a>
Definitions<\/a>
Types of abuse and neglect<\/a>
Signs and indicators of abuse<\/a>
What to do if you have a concern<\/a>
How to record a disclosure<\/a>
Safeguarding Adults Flow Chart<\/a>
Roles and responsibilities<\/a>
Good practice, poor practice and abuse <\/a>
Relevant policies <\/a>
Further Information<\/a>
Appendix 1 \u2013 Incident Report Form<\/a>
Appendix 2 \u2013 Guidance and information<\/a>
Capacity \u2013 Guidance on Making Decisions<\/a>
Understanding the MCA<\/a>
Consent and Information Sharing<\/a>
Appendix 3 \u2013 Legislation and Government Initiatives<\/a>
Appendix 4 \u2013 Useful Contacts<\/a><\/p>\n\n\n\n

Introduction<\/strong><\/p>\n\n\n\n

British Academy of Shotokan Karate is committed to creating and maintaining a safe and positive environment and accepts our responsibility to safeguard the welfare of all adults involved in Karate and associated fitness activities in accordance with the Care Act 2014.<\/p>\n\n\n\n

British Academy of Shotokan safeguarding adults policy and procedures apply to all individuals involved in or associated with <\/strong>British Academy of Shotokan, we will encourage and support partner organisations, including clubs, counties, suppliers, and sponsors to adopt and demonstrate their commitment to the principles and practice of equality as set out in this safeguarding adults policy and procedures.<\/p>\n\n\n\n

    \n
  1. Principles<\/strong><\/li>\n<\/ol>\n\n\n\n

    The guidance given in the policy and procedures is based on the following principles:<\/p>\n\n\n\n

      \n
    • All adults, regardless of age, ability or disability, gender, race, religion, ethnic origin, sexual orientation, marital or gender status have the right to be protected from abuse and poor practice and to participate in an enjoyable and safe environment.<\/li>\n<\/ul>\n\n\n\n
        \n
      • British Academy of Shotokan will seek to ensure that our sport is inclusive and make reasonable adjustments for any ability, disability or impairment, we will also commit to continuous development, monitoring and review. <\/li>\n\n\n\n
      • The rights, dignity and worth of all adults will always be respected.<\/li>\n\n\n\n
      • We recognise that ability and disability can change over time, such that some adults may be additionally vulnerable to abuse, in particular those adults with care and support needs<\/li>\n\n\n\n
      • We all have a shared responsibility to ensure the safety and well-being of all adults and will act appropriately and report concerns whether these concerns arise within British Academy of Shotokan karate, <\/strong>for example inappropriate behaviour of a coach, or in the wider community.  <\/li>\n\n\n\n
      • All allegations will be taken seriously and responded to quickly in line British Academy of Shotokan karate Adults Policy and Procedures.<\/li>\n\n\n\n
      • British Academy of Shotokan karate recognises the role and responsibilities of the statutory agencies in safeguarding adults and is committed to complying with the procedures of the Local Safeguarding Adults Boards.<\/li>\n<\/ul>\n\n\n\n

        The six principles of adult safeguarding <\/strong><\/p>\n\n\n\n

        The Care Act 2014 sets out the following principles that should underpin safeguarding of adults<\/p>\n\n\n\n

          \n
        • Empowerment<\/strong> – People being supported and encouraged to make their own decisions and informed consent.<\/li>\n<\/ul>\n\n\n\n

          \u201cI am asked what I want as the outcomes from the safeguarding process and these directly inform what happens.\u201d<\/p>\n\n\n\n

            \n
          • Prevention<\/strong> \u2013 It is better to take action before harm occurs.<\/li>\n<\/ul>\n\n\n\n

            \u201cI receive clear and simple information about what abuse is, how to recognise the signs and what I can do to seek help.\u201d<\/p>\n\n\n\n

              \n
            • Proportionality<\/strong> \u2013 The least intrusive response appropriate to the risk presented.<\/li>\n<\/ul>\n\n\n\n

              \u201cI am sure that the professionals will work in my interest, as I see them and they will only get involved as much as needed.\u201d<\/p>\n\n\n\n

                \n
              • Protection<\/strong> \u2013 Support and representation for those in greatest need.<\/li>\n<\/ul>\n\n\n\n

                \u201cI get help and support to report abuse and neglect. I get help so that I am able to take part in the safeguarding process to the extent to which I want.\u201d<\/p>\n\n\n\n

                  \n
                • Partnership<\/strong> \u2013 Local solutions through services working with their communities. Communities have a part to play in preventing, detecting and reporting neglect and abuse<\/li>\n<\/ul>\n\n\n\n

                  \u201cI know that staff treat any personal and sensitive information in confidence, only sharing what is helpful and necessary. I am confident that professionals will work together and with me to get the best result for me.\u201d<\/p>\n\n\n\n

                    \n
                  • Accountability<\/strong> \u2013 Accountability and transparency in delivering safeguarding.<\/li>\n<\/ul>\n\n\n\n

                    \u201cI understand the role of everyone involved in my life and so do they.\u201d<\/p>\n\n\n\n

                    Making Safeguarding personal<\/strong><\/p>\n\n\n\n

                    \u2018Making safeguarding personal\u2019 means that adult safeguarding should be person led and outcome focussed. It engages the person in a conversation about how best to respond to their safeguarding situation in a way that enhances involvement, choice and control. As well as improving quality of life, well-being and safety. <\/p>\n\n\n\n

                    Wherever possible discuss safeguarding concerns with the adult to get their view of what they would like to happen and keep them involved in the safeguarding process, seeking their consent to share information outside of the organisation where necessary.<\/p>\n\n\n\n

                    Wellbeing Principle<\/strong><\/p>\n\n\n\n

                    The concept of wellbeing is threaded throughout the Care Act and it is one that is relevant to adult safeguarding in sport and activity. Wellbeing is different for each of us however the Act sets out broad categories that contribute to our sense of wellbeing. By keeping these themes in mind, we can all ensure that adult participants can take part in Karate fully. <\/p>\n\n\n\n

                      \n
                    • Personal dignity (including treatment of the individual with respect)<\/li>\n\n\n\n
                    • Physical and mental health and emotional wellbeing<\/li>\n\n\n\n
                    • Protection from abuse and neglect<\/li>\n\n\n\n
                    • Control by the individual over their day-to-day life (including over care and support provided and the way they are provided)<\/li>\n\n\n\n
                    • Participation in work, education, training or recreation<\/li>\n\n\n\n
                    • Social and economic wellbeing<\/li>\n\n\n\n
                    • Domestic, family and personal domains<\/li>\n\n\n\n
                    • Suitability of the individual\u2019s living accommodation<\/li>\n\n\n\n
                    • The individual\u2019s contribution to society.<\/li>\n<\/ul>\n\n\n\n
                        \n
                      1. Legislation  <\/strong><\/li>\n<\/ol>\n\n\n\n

                        The practices and procedures within this policy are based on the principles contained within the UK legislation and Government Guidance and have been developed to complement the Safeguarding Adults Boards policy and procedures They take the following into consideration:<\/p>\n\n\n\n

                          \n
                        • The Care Act 2014<\/li>\n\n\n\n
                        • The Protection of Freedoms Act 2012<\/li>\n\n\n\n
                        • Domestic Violence, Crime and Victims (Amendment) Act 2012<\/li>\n\n\n\n
                        • The Equality Act 2010 <\/li>\n\n\n\n
                        • The Safeguarding Vulnerable Groups Act 2006<\/li>\n\n\n\n
                        • Mental Capacity Act 2005<\/li>\n\n\n\n
                        • Sexual Offences Act 2003<\/li>\n\n\n\n
                        • The Human Rights Act 1998<\/li>\n\n\n\n
                        • The Data Protection Act 1998<\/li>\n<\/ul>\n\n\n\n
                            \n
                          1. Definitions<\/strong><\/li>\n<\/ol>\n\n\n\n

                            To assist working through and understanding this policy a number of key definitions need to<\/p>\n\n\n\n

                            be explained:  <\/p>\n\n\n\n

                            Adult<\/strong> is anyone aged 18 or over. <\/p>\n\n\n\n

                            Adult at Risk <\/strong>is a person aged 18 or over who:<\/p>\n\n\n\n

                              \n
                            • Has needs for care and support (whether or not the local authority is meeting any of those needs);<\/li>\n<\/ul>\n\n\n\n

                              and;<\/p>\n\n\n\n

                                \n
                              • Is experiencing, or is at risk of, abuse or neglect;<\/li>\n<\/ul>\n\n\n\n

                                and;<\/p>\n\n\n\n

                                  \n
                                • As a result of those care and support needs is unable to protect themselves from either the risk of, or the experience of, abuse or neglect.<\/li>\n<\/ul>\n\n\n\n

                                  Adult in need of care and support <\/strong>is determined by a range of factors including personal characteristics, factors associated with their situation or environment and social factors.<\/p>\n\n\n\n

                                  Naturally, a person\u2019s disability or frailty does not mean that they will inevitably experience harm or abuse.<\/p>\n\n\n\n

                                  In the context of safeguarding adults, the likelihood of an adult in need of care and support experiencing harm or abuse should be determined by considering a range of social, environmental and clinical factors, not merely because they may be defined by one or more of the above descriptors.<\/p>\n\n\n\n

                                  In recent years there has been a marked shift away from using the term \u2018vulnerable\u2019 to describe adults potentially at risk from harm or abuse.  <\/p>\n\n\n\n

                                  Abuse<\/strong> is a violation of an individual\u2019s human and civil rights by another person or persons.<\/p>\n\n\n\n

                                  See section 4 for further explanations.<\/p>\n\n\n\n

                                  Adult safeguarding <\/strong>is protecting a person\u2019s right to live in safety, free from abuse and neglect.<\/p>\n\n\n\n

                                  Capacity<\/strong> refers to the ability to make a decision at a particular time, for example when under considerable stress. The starting assumption must always be that a person has the capacity to make a decision unless it can be established that they lack capacity (MCA2005).  (link to Appendix 2)<\/p>\n\n\n\n

                                    \n
                                  1. Types of Abuse and Neglect <\/strong><\/li>\n<\/ol>\n\n\n\n

                                    There are different types and patterns of abuse and neglect and different circumstances in which they may take place. The Care Act 2014 identifies the following as an illustrative guide and is not intended to be exhaustive list as to the sort of behaviour which could give rise to a safeguarding concern.<\/p>\n\n\n\n

                                    Self-neglect<\/strong>\u2013 this covers a wide range of behaviour: neglecting to care for one\u2019s personal hygiene, health or surroundings and includes behaviour such as hoarding. <\/p>\n\n\n\n

                                    Modern Slavery<\/strong>\u2013 encompasses slavery, human trafficking, forced labour and domestic servitude.  Traffickers and slave masters use whatever means they have at their disposal to coerce, deceive and force individuals into a life of abuse, servitude and inhumane treatment<\/p>\n\n\n\n

                                    Domestic Abuse and coercive control<\/strong>\u2013 including psychological, physical, sexual, financial and emotional abuse. It also includes so called ‘honour’ based violence. It can occur between any family members. <\/p>\n\n\n\n

                                    Discriminatory Abuse<\/strong>\u2013 discrimination is abuse which centres on a difference or perceived difference particularly with respect to race, gender or disability or any of the protected characteristics of the Equality Act.  <\/p>\n\n\n\n

                                    Organisational Abuse<\/strong>\u2013 including neglect and poor care practice within an institution or specific care setting such as a hospital or care home, for example, or in relation to care provided in one\u2019s own home. This may range from one off incidents to on-going ill-treatment. It can be through neglect or poor professional practice as a result of the structure, policies, processes and practices within an organisation. <\/p>\n\n\n\n

                                    Physical Abuse <\/strong>\u2013 including hitting, slapping, pushing, kicking, misuse of medication,<\/p>\n\n\n\n

                                    restraint or inappropriate sanctions.  <\/p>\n\n\n\n

                                    Sexual Abuse <\/strong>\u2013 including rape, indecent exposure, sexual harassment, inappropriate looking or touching, sexual teasing or innuendo, sexual photography, subjection to pornography or witnessing sexual acts, indecent exposure and sexual assault or sexual acts to which the adult has not consented or was pressured into consenting. <\/strong><\/strong><\/p>\n\n\n\n

                                    Financial or Material Abuse <\/strong>\u2013 including theft, fraud, internet scamming, coercion in relation to an adult\u2019s financial affairs or arrangements, including in connection with wills, property, inheritance or financial transactions, or the misuse or misappropriation of property, possessions or benefits.<\/p>\n\n\n\n

                                    Neglect <\/strong>\u2013 including ignoring medical or physical care needs, failure to provide access to<\/p>\n\n\n\n

                                    appropriate health social care or educational services, the withholding of the necessities of<\/p>\n\n\n\n

                                    life, such as medication, adequate nutrition and heating.  <\/p>\n\n\n\n

                                    Emotional or Psychological Abuse <\/strong>\u2013 this includes threats of harm or abandonment,<\/p>\n\n\n\n

                                    deprivation of contact, humiliation, blaming, controlling, intimidation, coercion, harassment,<\/p>\n\n\n\n

                                    verbal abuse, isolation or withdrawal from services or supportive networks. <\/p>\n\n\n\n

                                    Not included in the Care Act 2014 but also relevant:<\/strong><\/p>\n\n\n\n

                                    Cyber Bullying<\/strong> \u2013 cyber bullying occurs when someone repeatedly makes fun of another<\/p>\n\n\n\n

                                    person online or repeatedly picks on another person through emails or text messages, or<\/p>\n\n\n\n

                                    uses online forums with the intention of harming, damaging, humiliating or isolating another<\/p>\n\n\n\n

                                    person.  It can be used to carry out many different types of bullying (such as racist bullying,<\/p>\n\n\n\n

                                    homophobic bullying, or bullying related to special educational needs and disabilities) but <\/p>\n\n\n\n

                                    instead of the perpetrator carrying out the bullying face-to-face, they use technology as a <\/p>\n\n\n\n

                                    means to do it.  <\/p>\n\n\n\n

                                    Forced Marriage<\/strong> \u2013 forced marriage is a term used to describe a marriage in which one or both of the parties are married without their consent or against their will. A forced marriage differs from an arranged marriage, in which both parties consent to the assistance of a third party in identifying a spouse. The Anti-social Behaviour, Crime and Policing Act 2014 make it a criminal offence to force someone to marry. The forced marriage of adults with learning disabilities occurs when the adult does not have the capacity to consent to the marriage.<\/p>\n\n\n\n

                                    Mate Crime<\/strong> \u2013 a \u2018mate crime\u2019 as defined by the Safety Net Project as \u2018when vulnerable people are befriended by members of the community who go on to exploit and take advantage of them. It may not be an illegal act but still has a negative effect on the individual.\u2019 Mate Crime is carried out by someone the adult knows and often happens in private. In recent years there have been a number of Serious Case Reviews relating to people with a learning disability who were murdered or seriously harmed by people who purported to be their friend.<\/p>\n\n\n\n

                                    Radicalisation<\/strong> \u2013 the aim of radicalisation is to attract people to their reasoning, inspire new recruits and embed their extreme views and persuade vulnerable individuals of the legitimacy of their cause. This may be direct through a relationship, or through social media.<\/p>\n\n\n\n

                                      \n
                                    1. Signs and indicators of abuse and neglect<\/strong>
                                      <\/strong><\/li>\n<\/ol>\n\n\n\n

                                      Abuse can take place in any context and by all manner of perpetrator. Abuse may be<\/p>\n\n\n\n

                                      inflicted by anyone in the club who an athlete comes into contact with. Or club members,<\/p>\n\n\n\n

                                      workers, volunteers or coaches may suspect that an athlete is being abused or neglected<\/p>\n\n\n\n

                                      outside of the club setting. There are many signs and indicators that may suggest someone<\/p>\n\n\n\n

                                      is being abused or neglected, these include but are not limited to:<\/p>\n\n\n\n

                                        \n
                                      • Unexplained bruises or injuries \u2013 or lack of medical attention when an injury is present.<\/li>\n\n\n\n
                                      • Person has belongings or money going missing.<\/li>\n\n\n\n
                                      • Person is not attending \/ no longer enjoying their sessions, you may notice that a participant in a team has been missing from practice sessions and is not responding to reminders from team members or coaches.<\/li>\n\n\n\n
                                      • Someone losing or gaining weight \/ an unkempt appearance, this could be a player whose appearance becomes unkempt, does not wear suitable sports kit and deterioration in hygiene.<\/li>\n\n\n\n
                                      • A change in the behaviour or confidence of a person. For example, a participant may be looking quiet and withdrawn when their brother comes to collect them from sessions, in contrast to their personal assistant whom they greet with a smile.<\/li>\n\n\n\n
                                      • They may self-harm.<\/li>\n\n\n\n
                                      • They may have a fear of a particular group or individual.<\/li>\n\n\n\n
                                      • They may tell you \/ another person they are being abused \u2013 i.e. a disclosure.<\/li>\n\n\n\n
                                      • Harassing of a club member because they are or are perceived to have protected characteristics.<\/li>\n\n\n\n
                                      • Not meeting the needs of the participant. E.g. this could be training without a necessary break.<\/li>\n\n\n\n
                                      • A coach intentionally striking an athlete. <\/li>\n\n\n\n
                                      • This could be a fellow athlete who sends unwanted sexually explicit text messages to a learning disabled adult they are training alongside.<\/li>\n\n\n\n
                                      • This could be an athlete threatening another athlete with physical harm and persistently blaming them for poor performance.  <\/li>\n<\/ul>\n\n\n\n
                                          \n
                                        1. What to do if you have a concern or someone raises concerns with you.<\/strong><\/li>\n<\/ol>\n\n\n\n

                                          Safeguarding is everyone\u2019s responsibility.<\/strong><\/p>\n\n\n\n

                                          If you have concerns about an adult\u2019s safety and or wellbeing you must act on these.
                                          It is not your responsibility to decide whether or not an adult has been abused. It is however your responsibility to act on any concerns. <\/p>\n\n\n\n

                                          \"\"<\/figure>\n\n\n\n
                                            \n
                                          • It is not your responsibility to decide whether or not an adult has been abused. It is however everyone’s responsibility to respond to and report concerns.<\/li>\n<\/ul>\n\n\n\n
                                              \n
                                            • If you are concerned someone is in immediate danger, contact the police on 999 straight away. Where you suspect that a crime is being committed, you must involve the police.<\/li>\n\n\n\n
                                            • If you have concerns and or you are told about possible or alleged abuse, poor practice or wider welfare issues you must report this to British Academy of Shotokan karate<\/li>\n<\/ul>\n\n\n\n

                                              Lead Safeguarding or Welfare Officer,(Mis) or, if the Lead Safeguarding or Welfare Officer is implicated then report to <\/p>\n\n\n\n

                                              British Academy of Shotokan Karate: CEO.(S.Ganesh)<\/p>\n\n\n\n

                                                \n
                                              • When raising your concern with the Club Welfare Officer or Lead Safeguarding Officer, remember Making Safeguarding Personal. It is good practice to seek the adult\u2019s views on what they would like to happen next and to inform the adult you will be passing on your concern<\/li>\n\n\n\n
                                              • It is important when considering your concern that you also ensure that you keep the person informed about any decisions and action taken about them and always consider their needs and wishes.<\/li>\n<\/ul>\n\n\n\n
                                                  \n
                                                1. How to respond to a concern <\/strong><\/li>\n<\/ol>\n\n\n\n
                                                    \n
                                                  • Make a note of your concerns.<\/li>\n<\/ul>\n\n\n\n

                                                    Make a note of what the person has said using his or her own words as soon as practicable. Complete an Incident Form and submit to the <\/p>\n\n\n\n

                                                      \n
                                                    • British Academy of Shotokan Lead Safeguarding or Welfare Officer.<\/li>\n\n\n\n
                                                    • Remember to make safeguarding personal. Discuss your safeguarding concerns with the adult, obtain their view of what they would like to happen, but inform them it\u2019s your duty to pass on your concerns to your lead safeguarding or welfare officer.<\/li>\n\n\n\n
                                                    • Describe the circumstances in which the disclosure came about.<\/li>\n\n\n\n
                                                    • Take care to distinguish between fact, observation, allegation and opinion. It is important that the information you have is accurate.<\/li>\n\n\n\n
                                                    • Be mindful of the need to be confidential at all times, this information must only be shared with your Lead Safeguarding or Welfare Officer and others on a need to know basis.<\/li>\n\n\n\n
                                                    • If the matter is urgent and relates to the immediate safety of an adult at risk then contact the emergency services immediately. <\/li>\n<\/ul>\n\n\n\n
                                                        \n
                                                      1. Safeguarding Adults Flowchart<\/strong><\/li>\n<\/ol>\n\n\n\n

                                                        Dealing with Concerns, Suspicions or Disclosure<\/p>\n\n\n\n

                                                        \"\"<\/figure>\n\n\n\n

                                                        Roles and responsibilities of those within <\/strong>British Academy of Shotokan<\/p>\n\n\n\n

                                                          \n
                                                        1. <\/li>\n<\/ol>\n\n\n\n

                                                          British Academy of Shotokan is committed to having the following in place:<\/p>\n\n\n\n

                                                            \n
                                                          • A Lead Safeguarding\/Welfare Officer to produce and disseminate guidance and resources to support the policy and procedures. <\/li>\n<\/ul>\n\n\n\n
                                                              \n
                                                            • A clear line of accountability within the organisation for work on promoting the welfare of all adults.<\/li>\n\n\n\n
                                                            • Procedures for dealing with allegations of abuse or poor practice against members of staff and volunteers. <\/li>\n<\/ul>\n\n\n\n

                                                              A Steering Group or Case Management or Case Referral Group that effectively deals with issues, manages concerns and refers to a disciplinary panel where necessary (i.e. where concerns arise about the behaviour of someone within <\/p>\n\n\n\n

                                                                \n
                                                              • British Academy of Shotokan A Disciplinary Panel will be formed as required for a given incident, if appropriate and should a threshold be met.<\/li>\n\n\n\n
                                                              • Arrangements to work effectively with other organisations to safeguard and promote the welfare of adults, including arrangements for sharing information. <\/li>\n\n\n\n
                                                              • Appropriate whistle blowing procedures and an open and inclusive culture that enables safeguarding and equality and diversity issues to be addressed.<\/li>\n\n\n\n
                                                              • Clear codes of conduct are in place for coaches, participants, officials, spectators and other relevant individuals. <\/li>\n<\/ul>\n\n\n\n
                                                                  \n
                                                                1. Good practice, poor practice and abuse<\/strong><\/li>\n<\/ol>\n\n\n\n

                                                                  Introduction<\/strong><\/p>\n\n\n\n

                                                                  It can be difficult to distinguish poor practice from abuse, whether intentional or accidental. <\/p>\n\n\n\n

                                                                  It is not the responsibility of any individual involved with <\/p>\n\n\n\n

                                                                  British Academy of Shotokan to make judgements regarding whether or not abuse is taking place, however, all (insert name of your organisation) personnel have the responsibility to recognise and identify poor practice and potential abuse, and act on this if they have concerns.<\/p>\n\n\n\n

                                                                  Good practice<\/strong><\/p>\n\n\n\n

                                                                  British Academy of Shotokan expects that the coaches of adult athletes: <\/p>\n\n\n\n

                                                                  Adopt and endorse <\/p>\n\n\n\n

                                                                    \n
                                                                  • British Academy of Shotokan Coaches Codes of Conduct.<\/li>\n\n\n\n
                                                                  • Have completed a course in basic awareness in working with and Safeguarding Adults. <\/li>\n<\/ul>\n\n\n\n

                                                                    Everyone should: <\/strong><\/p>\n\n\n\n

                                                                      \n
                                                                    • Aim to make the experience of British Academy of Shotokan karate fun and enjoyable. <\/li>\n\n\n\n
                                                                    • Promote fairness and playing by the rules. <\/li>\n\n\n\n
                                                                    • Not tolerate the use of prohibited or illegal substances.<\/li>\n\n\n\n
                                                                    • Treat all adults equally and preserve their dignity; this includes giving more and less talented members of a group similar attention, time and respect.<\/li>\n<\/ul>\n\n\n\n
                                                                        \n
                                                                      1. Relevant Policies <\/strong><\/li>\n<\/ol>\n\n\n\n

                                                                        This policy should be read in conjunction with the following policies<\/p>\n\n\n\n

                                                                          \n
                                                                        • Whistle Blowing<\/li>\n\n\n\n
                                                                        • Social media<\/li>\n\n\n\n
                                                                        • Complaints<\/li>\n\n\n\n
                                                                        • Disciplinary<\/li>\n<\/ul>\n\n\n\n
                                                                            \n
                                                                          1. Further Information<\/strong><\/li>\n<\/ol>\n\n\n\n

                                                                            Policies, procedures and supporting information are available on the <\/p>\n\n\n\n

                                                                            British Academy of Shotokan website www.bask.org.uk<\/strong><\/p>\n\n\n\n

                                                                            Lead Safeguarding or Welfare Officer: AHALYA JUDE (OFFICER) 07865686811<\/strong><\/p>\n\n\n\n

                                                                            Review date<\/strong><\/p>\n\n\n\n

                                                                            This policy will be reviewed every two years or sooner in the event of legislative changes or revised policies and best practice. <\/p>\n\n\n\n

                                                                            Appendix 1<\/strong><\/p>\n\n\n

                                                                            <\/div>
                                                                            <\/div>

                                                                            Incident Report Form<\/strong><\/p><\/div><\/div><\/div>

                                                                            Safeguarding Adults Incident form<\/strong><\/p><\/div><\/div><\/div>

                                                                            To be completed as fully as possible if you have concerns regarding an adult. It is important to inform the adult about your concerns and that you have a duty to pass the information on to the safeguarding officer. The safeguarding officer will then look at the information and start to plan a course of action, in conjunction with yourself, the adult involved and if necessary social care or other relevant organisations.<\/p><\/div><\/div><\/div>

                                                                            Section 1<\/strong> - Details of adult at risk<\/p><\/div><\/div><\/div>