Steelpointe Theatre Arts
6 Gilpin Street, Sheffield, S6 3BL

Nikki Furness
07968 129729


Updated: January 2025
Review Date: January 2026




Policies and Procedures


Contents




1. Health & Safety Pg. 3

2. First Aid Policy Pg. 10

3. Fire Safety Policy Pg. 13

4. Safeguarding Policy & Children Protection Pg. 18

5. Complaints Policy & Procedure Pg. 28

6. Anti-Bullying Policy Pg. 32

7. Chaperone Policy Pg. 35





1. Health & Safety

Steelpointe Theatre Arts (SPTA) regards the promotion of Health and safety measures as a common objective for all personnel at all levels. It is therefore the school’s policy to do all that is reasonably practical to prevent personal injury and damage to property and to ensure the mental and physical welfare of all staff and visitors to SPTA. SPTA has responsibility to provide and maintain a safe working environment.

SPTA carries out risk assessments to assess any health and safety risks to employees carrying out office duties and provide appropriate equipment for their role.

Aim
The purpose of this document is to establish:
• Staff Responsibilities in implementing health and safety policies and procedures.
• Procedures to help prevent and in case of any incident or accident.

Employer Responsibilities
• To ensure the working environment is free from hazards and health risks in accordance with governmental guidelines.
• To ensure equipment and appliances are/ have been set up and have been safety checked and are used in accordance with the manufacture’s guidelines and instructions.
• To ensure all items are stored, moved, or removed in accordance with the manufacture’s guidelines and instructions.
• To ensure provide sufficient information, instruction, training supervision to ensure his/her own health and safety and that of all staff and personnel Provide adequate First-Aid facilities.
• To report injuries, diseases and dangerous occurrences to the appropriate health and safety enforcing authority.
• To always display the school’s current insurance policy certificate.
• To review the health and safety policy periodically and implement any changes.


Staff Responsibilities
• To take reasonable care and be constantly vigilant of his/her own as well as other’s actions in the working environment.
• To respect and comply with health and safety practices and procedures in accordance with the CDA’s Policy.
• To use, store, move items, equipment, and appliances in accordance with instruction provided by the employer.
• To report any incident or accident immediately to the employer.
• In all cases parents will be informed, in the case of minor injuries at the end of the class, when professional medical assistance is required, they will be informed immediately.
• Staff must complete a risk assessment of the school every six months and act on any of its findings.
• All documents are to be made accessible to staff, located in the online drive labelled, Policies and procedures.
• Staff will practice good housekeeping: keeping floor space clear of all potential hazards, including files and personal documents, student files, images. Potential hazards.
• The fire procedures are displayed on numerous walls throughout the premises.
• All hazardous substances must be labelled with the correct sign and always kept in a locked cupboard. This includes all stationary and domestic substances that may be considered harmful.
• The first aid box is in the kitchen. Staff will check first aid supplies and replenish, when necessary, as well as routinely every six months.
• If an accident occurs, call emergency services immediately by dialing 999.
• First-aid should be administered only to the limit of the aide’s knowledge.
• Any accident should be reported and logged as close to the incident as soon as possible.
• An accident report form should be completed and filed.
• A member of staff should not travel alone after an accident. They should be accompanied, taxied, or allowed to rest under supervision for as long as is necessary.
• The school must keep an up-to-date record of all personnel, detailing emergency contacts, next of kin, and any allergies or illness that may be triggered in the workplace. This information is strictly confidential and may only be accessed in case of an emergency.

In case of a fire, all staff are to evacuate the building immediately, leaving all possessions behind; ensuring they have their class register with them. In a fire evacuation, one member of the staff should lead the class safely out the building and the other member of staff should follow ensuring all pupils have left.

Health & Safety in other locations
SPTA regards the promotion of Health and Safety measures as a common objective for all staff, teachers, and participants at all levels of activity. It is therefore the school’s policy to do all that is reasonably practical to prevent personal injury and damage to the property and to ensure the mental and physical welfare of all staff, teachers and participants at venues used outside of SPTA. This policy applies to instances such as the annual show, teaching workshops and residencies in the community or at schools or colleges.

Aim
• To ensure staff responsibilities in implementing health and safety practices and procedures, when using venues outside of SPTA.
• To ensure procedures are in place to help prevent any incident or accident.

Employer Responsibilities
• To ensure a safe working environment for the staff and teachers and ensure courses and workshops take place in a safe and suitable venue.
• To ensure training in health and safety matters relevant to the activities is provided for potential or certified teachers.
• To ensure that any equipment provided for use by staff and teachers is kept in good condition and checked for faults before use.
• To provide information and guidance with regards to First-Aid training insurance cover.
• To review health and safety policy periodically and implement any changes.

Employee Responsibilities
• To provide a safe dance session suitable for the participants.
• To complete a Risk Assessment before the session begins.
• To ensure that correct clothing is worn by the teacher and participants.
• To update his/her knowledge of First-Aid practice.
• To report any incident in the session which may lead or have injury or damage.
• To take steps to prevent the recurrence of any incidence leading to injury.
• All members of staff at SPTA reserve the right, based on their professional judgement, to exclude any students from an activity who may be at risk to themselves or others, regarding Health and Safety, due to injury or harm be it mental or physical.
• To make sure he/she is adequately covered by insurance.

The attention of all teachers is directed to the following areas which constitute risks to health and safety.

Risks to Health and Safety
Location
• At each session the floor surface on which activity takes place will be checked and cleaned by a professional cleaning company. It should be dry, clean, and free from litter.
• The size of the area is adequate for the number of participants.
• The area is ventilated and well lit, the air quality is good, and the temperature is appropriate for the dance class.
• No items of furniture or equipment should impede the free movement of any participant.
• Any provision for electricity supply must be in a safe condition. Light fittings must not be used for power.
• Fire exits must be clearly labelled and free from restriction.
• Toilets, changing rooms will be cleaned at the end of every working day and be fully functional.
• If students are permitted to have beverages in the dance space, please ensure they are kept to the side of the room, off the floor.
• Ensure all teacher/ student belongings and clothing’s are kept out of the dance area to avoid accidents.

Clothing
• Clothing worn by the teacher or participants must allow ease of movement. It is recommended that the teacher should always have a neat clean appearance and that her/his clothing should allow her to demonstrate movement effectively.
• Warm clothing must be worn when the body is in danger of cooling down to quickly.
• All jewelry must not be worn during the class.
• Footwear must be clean and appropriate for each dance session. If the session does not require footwear, students should remove their socks.
• The teacher will advise all participants of the above before the session starts.

Equipment
• Any equipment used by the teacher must be in working order.
• Electrical equipment should be safety checked.
• Any sound equipment used by staff must be maintained and stored following the manufacturer’s instructions.
• Plugs must be wired correctly.
• Portable equipment must be carried by a secure handle using the correct lifting techniques.
• Extension leads must be in a safe working condition without joins or an extra extension lead attached.
• All leads, wires should be secured and taped down out of the way of students.

Dance Sessions
• The teacher must plan and conduct movement / dance sessions in accordance with the level of ability of the pupils (e.g. Level 1,2,3).
• The teacher should enquire about existing physical activity injuries and make sure that no participant is chewing gum before the session starts.
• All students are to sign in and out using the diary at the front of the building.
• The session must include an appropriate warm-up and cool down.
• The teacher must be mindful of existing physical injuries and differing abilities, giving alternative movement options when necessary.
• The teacher must recognise signs of distress and know how to decrease intensity safely.


Emergency Procedures
• The teacher must be familiar with fire and emergency procedures required by the management of the venue of the session.
• The teacher must know the location of the First-aid kit on premises.
• The teacher must be able to administer First-Aid, knowing which conditions are to be dealt with by professionals and which he/she may treat, understanding principles of First Aid and safeguard his/her own safety as well as the student or visitor.

Reporting an incident
• Teachers must make written reports at the time of any incident or accident that has resulted in injury. It is essential to carry an Accident report Form to each session so that a report can be witnessed. Some follow-up enquires must be made about injured participants showing due care.
• Any incident should be reported immediately to SPTA
• It is important that teachers do not become complacent about safety measures which have been checked once, particularly if returning to a familiar venue.
• Constant vigilance and checking are required. If a teacher is concerned with any health or safety issues and does not feel able to continue the session, he/she should contact the principal immediately.

Safety Checks
SPTA make sure the school is a safe environment for children, parents, pupils, staff, and visitors by carrying out safety checks on a regular basis. This policy should be read in conjunction with the health and safety, fire safety, risk assessments. All staff should be aware of the potential hazards at SPTA’s environment and always monitors safety.

Risk Assessments
Risk assessments documents the hazards, who could be harmed, existing controls, the seriousness of the risk or injury, any further action needed to control the risk, who is responsible for what action, when and how often the action be undertaken, and how will this be monitored and checked and by whom.

Electrical Equipment
• All equipment is checked before use, any damaged or broken electrical equipment is removed and disposed or recycled of immediately and appropriately.
• All electrical cables are kept out of the reach wherever possible and shielded by furniture where they need to be at floor level.
• Electrical sockets are all risk assessed and any appropriate safety measures are in place to ensure the safety of pupils, teachers, visitors and staff.

Dangerous Substances
All dangerous substances including chemicals will be kept in locked areas out of reach of pupils, children, parents and visitors. All substances must be kept in their original containers with original labels attached.

Transport and Outings
SPTA has comprehensive documents relating to outings, which incorporates all aspects of health and safety procedures including the arrangements for transporting and the supervision of pupils when away from the premises.


2. First Aid Policy

The safety and wellbeing of pupils and staff at SPTA is of the highest priority. This policy is applicable to all pupils, staff, visitors, and examiners at SPTA including those in the EYFS and those attending.

Most pupils will have a medical condition at some point during their dance classes that may impact on their daily activities. Positive, supportive management at these times will enable students to continue to access education, as is their right. The medical condition may be short- term e.g., antibiotics or long term e.g., diabetes or emergency aid anaphylaxis.

All parents are required to update all medical conditions of their children via the portal link which they will receive once enrolled.

Employer Responsibilities
• To provide adequate numbers of appropriately trained first aiders to deal with incidents or accidents, including pediatrics first aid training where appropriate. A list of those qualified in first aid is maintained by the health and safety officer.
• To provide all first aiders with an effective means of communication that will enable anyone requiring the assistance of a first aider to contact them in a timely manner.
• To ensure that first aiders are trained to deal with additional specified hazards that are not included in the standard training course.
• To provide and maintain in good condition adequate stocks of first aid provisions in clearly labelled and readily accessible areas as deemed necessary.
• To be in a position to deal with or assist in dealing with any members of public who may suffer or be suffering from recognisable symptoms whilst on school premises.
• To ensure that adequate provisions and staff are provided and available during any external activities or journeys to external location.

Employee Responsibilities
• To maintain the health and comfort of all students and allow them to continue education.
• To manage conditions in a safe, clam manner.
• To give support and advice to staff.
• To store and administer any medication safely.
• To ensure easy access to first aid kits.
• To ensure a qualified first aider is on sit at all times when children are on site, including weekends.
• Medication and accidents are recorded in the health book, including a student refusing to take treatment.
• Parents will be informed by telephone call, email or portal notification is a student has had an accident on premises.
• Cleaning staff wear the correct P.P.E when dealing with spillage of body fluids.
• Staff are involved in appropriate training every three years to keep up to date with first aid policies and procedures.

Asthma Policy
Students with asthma may carry their own inhalers. A spare inhaler should be kept at the school in case of emergency. Parents are asked to provide a spare inhaler to be kept on the premises. Younger pupils may require assistance with the administration of their inhaler. Parents should advise and instruct the teacher if this is the case.
• Ensure that the reliever inhaler is used immediately.
• Stay calm and reassure the child. DO NOT hold the pupil tight restricting their breathing.
• Sit the student in a peaceful cool situation, ideally with a desk or a table in front of them so they can sit well supported and lean forward.
• Loosen any tight clothing.
• Encourage the student to breath slowly and deeply. A sip of water may help to relax the child.
• Remain with the pupil until the attack is over.

If the inhaler has no effect after five to ten minutes, the student becomes distressed, is unable to talk or is very exhausted it will be classified as an emergency:
• Dial 999 and ask for the ambulance.
• Continue to give the reliever inhaler every few minutes until the ambulance arrive.
• Contact parents as soon as possible.

Hygiene Policy
Good hygiene is always essential for the prevention of the spread of any infection. This is especially important in a school environment, where young children are prone to all sorts of infections and illnesses. Good hygiene practices will be promoted and implemented by following the below procedures:
• All staff are required to wear rubber gloves when dealing when any type of body fluid spillage or bleeding.
• Cuts and open sores must be covered with a dressing, whether on adults or children.
• Any type of spillage must be cleaned up as quickly and effectively as possible.
• Any clothing subjected to body fluid spillage must be placed in a bag which is then.
• Tied up ready to be passed on to the child’s parent / guardian.
• Tissues and waste bins must be readily accessible to children to encourage good hygiene practices.
• All children must wash hands after going to the toilet.
• Equipment in the school must be cleaned regularly, the school cleaners are responsible for dusting and cleaning the shelves, windows, behind the cupboards, vacuuming and mopping floors. The teachers are responsible for cleaning equipment and resources.
• In general terms, an anti-bacterial spay is suitable for most surfaces; however, on occasion bleach may be required. This will only be used in safe circumstances away from children and stored in accordance with COSHH guidelines.
• It is the duty of every member of staff to ensure that all cleaning fluids are kept in a safe place out of the reach of children.



3. Fire Safety Policy

SPTA is committed to providing a safe environment for its staff, students, and parents. Part of this safety responsibility is in the provision and management of fire safety systems and procedures. All members of SPTA have a statutory responsibility in ensuring compliance with the law and complying with the fire safety provisions defined within the policy.

Fire is recognised as a major threat to the activities of SPTA. An outbreak of even a small fire creates a risk to both life and property, damage to the environment and may compromise normal business activities. SPTA will ensure, so far as is reasonably practicable, that the risk associated with fire will be managed in compliance with the fire act (2005) and the fire safety regulations (2006), and any other relevant legislation that may impact upon it. The aim of this policy is, therefore, to provide a robust fire safety framework which will be implemented to secure the safety and wellbeing of everyone within SPTA and to protect the assets of the company.

The fire safety policy applies to all premises and activities falling, to any extent, under the control of SPTA. The policy sets down the framework by which SPTA and all members of the University’s community are expected to undertake their relevant duties. The main responsibility for statutory compliance with the fire act (2005) is held by SPTA with the management and supervision of the regulations devolved via the principal to the relevant Heads of management and supervision of the regulations, who will ensure that the requirements of the duty holder’s responsibilities in respect of the undertakings required to meet compliance with the Fire safety act regulations (2006) are diligently met. The fire act (2005) requires each employer and person who has control of a relevant premise, to any extent, to carry out an assessment of the premises to identify any risks to the safety of relevant persons in respect of harm caused by fire and to take all reasonable fire safety measures to ensure the safety of relevant persons on the premises.

Responsibilities
• Observing all instructions, information and training intended to secure fire safety.
• Co-operating with SPTA on all matters relevant to fire safety.
• Not interfering with any building fabric or equipment provided in connection with assuring fire safety.
• Reporting any obvious defects or short comings in SPTA fire safety provision, arrangements, or procedures.
• Complying with the conditions of any lease agreement for rented accommodation

NB: Failure to comply with the requirements of this policy could result in disciplinary action being taken.

Fire Safety Provision
The main purpose of the fire safety risk assessment process is to ensure that a methodical and structed approach is applied to assessing the suitability and effectiveness of the fire safety provisions applicable to a relevant premise and the fire hazards within. The fire Act 2005 places a statutory duty on each employer to carry out an assessment of the workplace for the purpose of identifying any risks to the safety of the employees, students, visitors, and others in respect of harm caused by fire. The fire safety regulations (2005), detail the arrangements that are required to meet the requirements of the fire act (2005) and include specific directions for:
• Fire safety arrangements.
• Elimination or reduction of risks from dangerous substances (ERIC).
• Eliminate, Remove, Isolate, Control.
• Means for fighting fire and means for giving warning in the event of a fire.
• Means of escape.

Dangerous Substances
The impact of dangerous substances when exposed to fire can create a hostile and unpredictable environment. Where such substances are stored and used within SPTA, particular attention should be given to the safe use and storage guidance supplied with the substances data sheet. Students and employees should only be exposed to dangerous substances in an appropriately controlled and supervised environment.

Fire Safety Management
SPTA have several fire safety provisions incorporated on the premises. These provisions are often referred to as either an active provision, examples of which can be fire safety systems and smoke extraction, or a passive provision, examples of which can be fire doors, or intumescent treatments. Irrespective of the provision it is necessary to recognise the importance of such features and ensure that their function is not compromised, as to do so will ultimately impact on the operational capability of the provision and ultimately affect the safety of occupiers and the integrity of the building.

Fire Doors
Fire doors are doors that are designed to restrict the spread of fire and the products of combusting within a predicted time and will normally feature a self-closing device. All fire doors are marked as fire door and should be kept always closed. The use of wedges and other items as hold open devices is not permitted. The use of electromagnetic hold open devices on fire doors may be considered in some instances. Where such devices require to be considered it may impact on the fire safety

Exit Routes
All exit routes are indicated by signage. To ensure exit routes are not compromised, no equipment or materials may be accommodated or stored within any protected exit route or protected stair enclosure. All exits must be maintained clear, free from any obstruction and all final exit doors require to be easily and immediately openable from the direction of travel. Additionally, the surface finish to wall lining within the stair enclosures and protected routes should be maintained free from any form of combustible wall decorations. Notice boards will be accepted in such areas if they are enclosed and effectively managed. Corridors and stairways that form part of the escape routes should be always kept clear and hazard free. Items that may be a source of fuel ignition should not be located within escape routes, such items include portable heaters, cooking appliances, upholstered furniture, coat racks, vending machines, gas pipes and meters, photocopiers and other electrical equipment, seasonal decorations and display or exhibition material.

Fire Warning System
A fire warning system is a system designed to provide an audible alarm and may include activation by means of detecting the elements of combustion. In all cases the alarm can be activated by means of a manual alarm call point. Manual alarm call points are normally situated in exit routes and at final exits. Where fire is known or suspected, the alarm should be raised immediately utilising a manual alarm call point (break glass point). On hearing an alarm all occupants of the premises must evacuate the building by the nearest available exit and assemble at the prescribed assembly point, with the exception of authorised persons for specific tasks, such as alarm investigation. Visual warning devices are incorporated within new fire warning systems to assist in warning people with hearing impairments, however, existing systems do not offer this facility. Where people with hearing impairments are within any relevant premises they will be supported by another member of staff

Fire Fighting Equipment
Equipment is provided within the fire exit routes and may be placed adjacent to some specific risks, such as computer servers, electrical transformers etc. The extinguishers are provided for use by trained competent persons by should only be used when it is safe to do so and the escape route from the seat of fire raising the alarm. All employees are required to familiarise themselves with the extinguishers provided within the relevant premise and the fire classification that may influence their limitations of use. Where any firefighting equipment has been used or is deemed unsatisfactory, the fire safety manager should be advised to facilitate replacement or investigation as necessary.

Structural Alterations
Where any structural or material alterations are carried out within a relevant premise that are likely to impact on the fire safety provision it will be the duty of the head of management to ensure that a copy of the proposals is made available to the fire safety manager. Thereafter, it will be incumbent to ensure that a review, if deemed necessary is carried out. It is also prudent to ensure the fire safety manager is included at an early stage of correspondence in regard to any proposed material is included at an early stage of correspondence in regard to any proposed material changes or alterations to any of SPTA’s premises.

External Waste Containers & Refuse Bins
External waste containers, refuse bins and industrial skips are a potential fire hazard to all buildings. Fires often occur in such receptacles and where they are placed near a building, the potential for fire spread through radiated and convicted heat currents is a realistic possibility. To ensure this risk is eliminated all such receptacles must be placed a minimum of 6m from any building. In all cases, no receptacles should be placed directly adjacent to or below any window, door, or other openings of a building. Where, due to operational reasons, a waste skip must be placed within 6M of a building, it must be of the enclosed type and sited with the access doors facing away from the building.


4. Safeguarding Children & Child Protection Policy

SPTA is fully committed to safeguarding the welfare of all children and young people up to the age of 18. A ‘Child’ is any student who has not reached their 18th birthday. We recognise our responsibility to take all reasonable steps to promote safe practice and to protect children from harm, abuse, and exploitation and our legal duty to act appropriately to any allegations, reports, or suspicions of abuse under the Child and Young Person Act, 1963, the children (performance and activities) regulations 2014, and the Children Act 2004.

All staff and volunteers will work together to encourage the development of an ethos which embraces difference and diversity and respects the rights of children, young people and adults. We believe all children, whatever their age, gender, sexuality, race, disability, educational attainment, or economic circumstance have the right to protection from abuse. We recognise some children are additionally vulnerable because of the impact of previous experiences, their level of dependency, communication needs or other issues.

This policy applies to our staff, guest teachers, volunteers, dancers or anyone working on behalf of SPTA. All staff and volunteers have strict obligation to never subject a child or young person to harm or abuse. If this is not followed, any allegations or suspicions of abuse will be taken very seriously and treated as gross misconduct. Our policy can be viewed by parents of children who attend SPTA and there will always be a copy kept in the office for visitors, staff, parents, or volunteers.

All teachers and volunteers at SPTA will read and have access to this policy. They must also understand their legal and moral responsibility to protect children and young people from harm, abuse and exploitation and be able to confirm how they will safeguard the children in their care. This includes how to report concerns that arise about a child or young person, or a workers conduct towards a child or young person to the DSL or appropriate authorities. The DSL will provide this information through training and regular meetings. Any updates will be communicated with the staff.


Purpose
The purpose of the policy is to protect children and young people who attend SPTA including regular classes, performances, workshops, or any other activities linked to the dance school. To provide parents, staff, and volunteers guidance for our approach to child protection and what they should do if they suspect a child or young person may be experiencing, or is at risk of, harm.

Designated Safeguarding Lead
SPTA has a designated safeguarding lead who oversees ensuring that the child protection policy is adhered to. They will also track and record and safeguarding concerns and ensure that any concerns are shared with correct authorities.

The DSL is Nikki Furness, and she can be contacted on: 07968 129729

Our Duties and Responsibilities
• It is our requirement that all staff (teachers and volunteers over 16) have a clear and up- to-date enhanced BDS check and that they have up to date safeguarding training.
• Our teachers and volunteers have a duty to report anything concerning that has happened in class or any other concerns to the DSL at the next available opportunity. This must also be confirmed in writing as soon as possible if the initial conversation is verbal.
• Our teachers must take practical steps to keep out children safe from harm and abuse, including no disclosing of sensitive/personal information, keeping children from hazards in class and responding appropriately in the event of an accident.

SPTA will seek to safeguard children and young people
• By ensuring everyone has the right to dance.
• By providing a safe space for our dancers where their views are valued, and they are treated with respect and dignity.
• By focusing on the benefits of dance helping individuals personally and socially as well as physically.
• By building an environment of trust and providing space to talk, communicate and be listened to.
• By making sure that children, young people, and their families know where to go for help if they have a concern.

Consent to Share Information
At SPTA, there are certain circumstances where we ask for consent from our parents such as photo/video permissions and performance permissions. If I teacher discloses information to the DSL and we have concerns about the safety of a child and which must be referred to the Sheffield safeguarding hub, we will seek consent from the parents/carers involved who will be informed that we are referring a case and why.

If parents’ carer or children refuse consent to information being shared, we are still able to refer to the Sheffield Safeguarding Hub, but it must be reported why consent is not given and this must be recorded. There are some instances where consent may not be sought:
• In the event of seeking medical attention (child is in immediate danger).
• If obtaining consent from the parent/ carer could place the child or another family member at risk.
• If having a discussion with parents/carers will put a member of staff at risk.

It is our legal duty to disclose necessary information to relevant authorities as part of our responsibility for child protection. Any decisions to share information to protect a child from harm must be recorded with the reasons for the disclosure and whether the information has been shared. If the information is shared, you must record what has been shared and who with.

Child Protection
Child protection is part of safeguarding and focuses on protecting individual children identified as suffering or likely to suffer significant harm. Significant harm is when someone may abuse or neglect a child when harm is inflicted or if there has been failure to act to prevent harm. Children may be abused by those known to them (e.g., family members or in a school/ community setting) or by those unknown to them (e.g., on the internet). Abuse can be inflicted by an adult(s) or other children. All teachers and volunteers must be able to recognise and know how to act upon evidence of harm or abuse where a child’s health or development is impaired. Any concerns must be recorded and shared with the DSL.

What we do at SPTA to Protect our Students
• Treat all students and parents with respect and dignity.
• Put the welfare of each child first.
• Ensure all paid staff and volunteers (aged over 16) who will be working with children to have a DBS check.
• Ensure all paid staff are fully insured.
• Never accepting bullying of any form.
• Ensure all adult members will provide a positive role model (including those helping in classes).
• Take action to stop inappropriate behaviour.
• Keep informed of any changes in legislation and policies for the protection of children.
• Undertake relevant professional development and training.
• Ensure all contact and medical details for every child is up to date and available at the place of teaching or performance, which is kept securely and confidential.
• Ensure all staff receive safeguarding training.
• Ensure good reporting to our DSL and onwards to children’s social care if we ever suspect harm.
• Foster an environment of good communication, transparency, and trust.

Allegations Against Staff
Any report of concern about the behaviour of a member of staff or allegation of abuse against a member of staff must immediately be reported to the DSL who will refer to the appropriate Local authority Designated Officer, if this is an allegation that a member of staff may have caused harm to a child.
The member of staff who reports the allegation or a member of staff alleged against must not have any part of any further investigation including questioning the children.

Safer Recruitment Policy
When recruiting teachers and volunteers, we will follow the process to ensure that any new staff are suitable to work with children.
We will:
• Advertise vacancies widely.
• Ask for identification.
• Ask for original copies of any qualifications.
• Conduct interviews with at least two people.
• Ask for two references (one must be an employer).
• Ask for evidence of a clean, enhanced DBS check or apply for one (teachers will not be able to start their position until this has come through).
• Ensure new staff are knowledgeable of our policies and safeguarding procedures.

Recognising Abuse
SPTA recognises that abuse can take many forms; physical abuse, emotional abuse, sexual abuse or neglect and we are committed to practice actions which protect children from harm. All members of SPTA should accept and recognise their responsibilities to develop awareness of any issues which could cause harm or distress to children in the school.

Abuse can occur within many situations including the home, school and out of school activities. SPTA are mindful that there will always be some individuals who will actively seek employment or voluntary work with young people in order to harm them. We are constantly vigilant in ensuring that all staff and helpers within the school are put through appropriate checks and SPTA would never knowingly allow any individual who was suspect to be a part of the school.

Any coach, instructor, teacher, or volunteer within the school may have regular contact with young people and be an important link in identifying cases where they need protection. All suspicious cases of poor practice should be reported following the guidelines in this document.

When a child, who has been subjected to abuse, enters SPTA we firmly believe that dance and drama can play a crucial role in improving a child's self- esteem. By informing us in confidence of the situation, SPTA is prepared to work with the appropriate agencies involved in the case to ensure the child receives the required support.

Disclosure of Abuse
If a Child confides in you that abuse has taken place:
• Remain calm and in control, but not delay in acting.
• Listen carefully to what has been said. Allow the child to tell you at their own pace and ask questions only for clarification. Don’t ask questions that suggest a particular answer.
• Don’t promise to keep it a secret. Use the first opportunity you must share the information with the designated safeguarding lead. Make it clear to the child that you will need to share the information with others and that you will only tell the people who need to know and who should be able to help.
• Reassure the child that they ‘did the right thing’ in telling someone.
• Tell the child what to do next.
• Speak immediately to the DSL. It is that person’s responsibility for a situation where a child makes a disclosure.
• As soon as possible after disclosing conversation, make a note of what was said, using the child’s own words. Note the date, time, any names that were involved or mentioned, and who you gave information to. Make sure you sign and date your record.
• The DSL would discuss concerns with a parent/carer if this was thought not to place the child at further risk. When the discourse is about something a parent/carer has done, the Designated Safeguarding lead should always seek advice from Children’s social care or Sheffield Safeguarding Hub first.

Types of Abuse
Neglect
Neglect is ‘the ongoing failure to meet a child’s basic physical and psychological needs’ (Department of Education, 2018). This is a form of abuse that can happen at any age: sometimes before a child is born due to maternal substance abuse. There are four main types: Physical neglect (not meeting basic needs such as food, clothing, or shelter and not providing safety), educational neglect (not ensuring a child receives and education), emotional neglect (ignoring, humiliating, intimidating, or isolating a child), medical neglect (not providing appropriate health care or refusing care).

Sexual Abuse
Sexual Abuse is when a child is forced or persuaded to take part in sexual activities wheatear or not they are aware what is happening. This can be physical contact (including assault by penetration or non-penetrative acts such as masturbation, kissing, touching outside of clothing) or non-contact activities (flashing at a child, encouraging or forcing a child to watch/hear sexual acts, making, viewing or disturbing child abuse images) and can be online or offline (Department of Education, 2018). Children may also be groomed with the intent of abuse or sexually exploiting a child for money, power or status.

Emotional Abuse
Emotional Abuse is emotional maltreatment of a child which has a severe and persistent negative effect on the child’s emotional development (Department of Education, 2017). Children can be emotionally abused by anyone (e.g., parents, carers, family members, other adults, other children). It may include ignoring the child and not showing affection or rejection such as verbal humiliation, criticism, or excluding a child from activities. Children may also have their social interactions restricted causing isolation. It may also include exploitation of children by encouraging or forcing them to take part in criminal activities or activities that are not appropriate for their stage of development or threatening violence. Bullying or deliberately frightening a child. Some level of emotional abuse is involved in all other types of maltreatment but can also occur alone.

Physical Abuse
Physical Abuse is defined as deliberately hurting a child and causing physical harm (Department of Health, 2017; Department of Education, 2018). Injuries may be inflicted such as bruises, broken bones, burns, cuts and may involve hitting, kicking, shaking, throwing, positioning, burning, scalding, drowning and any other of method of causing non-accidental harm to a child. Physical abuse may also occur when a parent/carer fabricates the symptoms of, or deliberately induces, illness in a child.

N.B; this is not a complete list but contains examples. It is not your responsibility to determine wheatear abuse has taken place but simply share your concerns with your DSL. For more information about types of abuse and how to recognise them please visit the NSPCC website (https://learning.nspcc.org.uk/child-abuse-and-neglect) for detailed information.

Promoting Good Practice

Good Practice Guidelines
All personnel are encouraged to demonstrate exemplary behaviour in order to promote children's welfare, protect staff and assistants and reduce the likelihood of allegations being made. The following are common sense examples of how we endeavour to create a positive culture and climate by following good practice.

Good Practice Means
• Always working in an open environment (e.g. avoiding private or unobserved situations, encouraging open communication and discouraging ‘secrets’).
• Treating all people equally, with respect and dignity.
• Always putting the welfare of students first, even before achieving goals.
• Maintaining a safe and appropriate distance with pupils (e.g it is not appropriate for staff/volunteers to have an intimate relationship with a child or to share a room with them)
• Building balanced relationships based on mutual trust which empowers children to share in the decision-making process.
• Making dance and drama fun, enjoyable.
• Promoting fair play.
• As it is sometimes necessary to guide and maintain students hand and body positions whilst being taught, care will be taken to inform students, and agreement gained if any form of manual/physical support is required. This will be provided openly and according to guidelines.
• Keeping up to date with technical skills, qualifications and insurance requirements.
• Involving parents/carers whenever possible. For example, encouraging them to take responsibility for their children in the changing rooms. If groups have to be supervised in changing rooms, always ensure parents, teachers, assistants work in pairs.
• Ensuring that at residential events, adults should not enter children's rooms or invite children into their rooms.
• Being an excellent role model - This includes not smoking or drinking alcohol in the company of young people.
• Feedback will always be provided in an enthusiastic, constructive manner rather than negative criticism.
• Recognising the developmental needs and capacity of young people and disabled adults - avoiding excessive training or competition and not pushing them against their will.
• Securing parental consent in writing to act in loco parentis, if the need arises to administer emergency first aid and/or other medical treatment.
• Keeping a written record of any injury that occurs, along with the details of any treatment given.
• Requesting parental consent if SPTA officials are required to transport young people in their cars.

Practices to be Avoided
The following should be avoided except in emergencies. If cases arise where these situations are unavoidable they should only occur with the full knowledge and consent of someone in charge at SPTA or the child’s parents. For example, a child sustains an injury and needs to go to hospital, or a parent fails to arrive to collect a child at the end of a session –
• Avoid spending excessive amounts of time alone with children away from others.
• Avoid taking children to your home where they will be alone with you.

Practices Never to be Sanctioned
The following should never be sanctioned by any member of staff:
• Engage in rough, physical or sexually provocative games, including horseplay.
• Share a room with a child.
• Allow or engage in any form of inappropriate touching.
• Allow children to use inappropriate language unchallenged.
• Make sexually suggestive comments to a child, even in fun.
• Reduce a child to tears as a form of control.
• Allow allegations made by a child to go unchallenged, unrecorded or not acted upon.
• Do things of a personal nature for children or disabled adults that they can do for themselves.
• Invite or allow children to stay at your home unsupervised.

Photography and Filming
Guidelines for use of photographic filming in classes:
Videoing as a training aid: teachers at SPTA may on occasion use video equipment as a legitimate coaching aid. However, dancers and their parents/carers should be aware that this is part of the coaching programme and care will be taken in the storage of such films.
• Images of children posted online or in printed matter will be identified by their first name only and with no other personal details.
• To reduce the risk of inappropriate use of images, only images deemed suitable will be used.
• Anyone with any complaints about images posted can speak to Nikki Furness and the images will be removed.
• Anyone concerned about inappropriate use of images can report the matter to Nikki Furness and procedures will be followed to report the matter to the appropriate authority.

SPTA requests that parents/carers adhere to the following Rules and Guidelines with regards to photography and filming.
• There will be an expectation for parents or spectators who wish to take photographs or film at an event to avoid inappropriate or intrusive photography.
• Any child or parent who has concerns regarding inappropriate or intrusive photography must report their concerns to Nikki Furness who will act in the same manner as they would with any other child protection concern.
• If any parent/carer is capturing inappropriate images of any child, we will report this action to the appropriate authority.


5. Complaints Procedure & Policy

SPTA is committed to considering and investigating genuine complaints from students and parents. SPTA defines a complaint as being an expression of dissatisfaction by one or more students about an action or lack of action by SPTA, or about the standard of service provided by or on behalf of SPTA which warrants a response.

SPTA may process complaints according to their procedures for doing so without recourse. Where such complaints are made with respect to services provided by SPTA, the following procedure should be followed.

SPTA will seek to learn from the experience of complaints and improve services for all students and parents of the school. This complaints procedure encompasses the procedure for student and parent complaints. The basis of this procedure is that it is fair, efficient, and transparent, with one informal and two formal elements.

Stage one: Informal resolution, dealt with at the most local relevant level.

Stage Two: Formal resolution, investigation by the principal

Stage Three: appeal, incorporating within it a review

• For the avoidance of doubt, in the event of the procedure being updated or amended, the version of this policy that will apply will be determined by the date the complaint is logged with SPTA.
• Most cases are satisfactorily resolved through informal discussion without the need for a formal complaint to be made and the school emphasises the importance of seeking informal and early resolution whenever possible.
• Where it is appropriate to make a complaint, the student should raise the matter him/herself. Where the issues raised in a complaint affect several students, those students can submit a complaint as a ‘group complaint’. In such circumstances, to manage the progression of the complaint, SPTA will usually ask the group to nominate one student to act as a group representative. In such cases, SPTA will normally communicate through the nominated student representative only.
• The principal may depute to another senior administrative officer any or all the responsibilities ascribed to the principal, provided the person will be able to act and be seen to act impartially, either generally or in respect of a particular case.
• The principal may delegate powers under these regulations and procedures to another member of staff, if this is not possible, SPTA will be able to act and be seen to act impartially, either generally or in respect of a particular case.

Stage One: Informal Resolution
SPTA is committed to a swift resolution of complaints, and most complaints can be resolved informally. Wherever possible they are usually best resoled directly and should initially be raised as near as possible to the point in time at which the problem occurred. Initially, attempts should be made to talk to the relevant member of staff to try and resolve the problem before taking it further.

The member of staff or nominated person as the first point of contact will listen and discuss informally the nature of the complaint. Although the nominated person will not carry out a formal investigation, they can advise on how the matter could be resolved swiftly and will normally keep informal notes for their own purposes. They may, if they deem it appropriate, provide a written ‘outcome record’ where agreement is reached or where it may be considered helpful to aid understanding for any party; in line with the informal nature of this stage, this may be articulated via e-mail. In this event, however, such a ‘record’ would still be deemed an informal complain resolution by.

If the outcome of the discussion is that no resolution can be agreed to the satisfaction of the complainant, they will be made aware of the opportunity to submit a formal complaint. Although not obliged, a complainant would normally be expected to wait for the outcome of the informal stage before making a formal complaint under stage 2 of the procedure should they feel that the matter requires a more thorough investigation, or the complaint appears to be particularly complex. If the complainant does not agree to submitting a formal complaint this is the end of the matter as far as SPTA and this procedure is concerned.

Stage Two: Investigation by the Principal (or nominee)
Should a complaint not be dealt with informally to the satisfaction of the complainant she/he may initiate a formal complaint. Stage two of the complaint procedure involves an investigation by the principal (or nominee) of SPTA. If the complaint relates to the conduct of the principal, the complaint shall be referred to another member of staff., who will decide on an appropriate mechanism for investigation.

To initiate a Stage Two Complaint, the complainant must submit a complaint form to the school via email info@mwdanceandtheatre.com explaining the complaint in detail. The principal will have 28 days from the date of receipt of the completed form to investigate and respond in writing to the complainant.

If the investigator deems it necessary, the investigation may involve interviewing the complainant and other persons directly involved. The person charged with investigating the complaint may seek opinion and information from any person with an interest in or knowledge of the matter being complained about.

At the conclusion of the investigation the principal will form a judgement on the merits of the complaint and the complainant will be informed in writing of the findings. The findings will include the judgement regarding the merits of the complaint and, if applicable, proposals for a resolution of the complaint and/or recommendations for further action arising from the complaint. The letter will also inform the complainant of the right to move to stage three of the procedure if she/he remains dissatisfied with the findings.

Stage Three: Incorporating Review, Appeal
An appeal against the findings of the principal may be allowed, subject to the discretion of the principal, if she/he is satisfied that either or both of the following criteria apply:
• There is new evidence that could not have been, or for good reason was not made available at the time of stage 1 or 2 of the investigation, and that sufficient evidence remains that the complaints warrant further consideration.
• Evidence can be produced of significant procedural error on the part of SPTA in investigating the complaint, including the allegations of prejudice or bias, and that sufficient evidence remains that the complaint warrants further consideration.
• An appeal must be requested in writing, together with a copy of the original complaint and the investigation outcome letter and submitted to the principal within 7 days from the date written notification of the decision which is to be the subject of the appeal. The grounds must be clearly stated as part of the request and appropriate documentation supplied.
• If the principal decides to allow an appeal to be heard the principal will appoint an appeal panel. The principal will normally advise the student, in writing, of the decision about allowing an appeal normally within 21 days of receiving the request. If the appeal is rejected reason will be given and a completion of procedure letter will be issued.
• The complainant and all persons and representatives of departments complained about shall normally be expected to attend the hearing to give evidence. Any other persons may be asked to attend to give evidence, or for any other reason, if the panel so wishes. The complainant and persons complained about shall have the right to invite a witness to give evidence which could be a family member or friend.
• The panel will give confidential written confirmation of the decision of the panel to the complainant and to all named individuals or parties directly involved in the dispute, within 7 days of the meeting at which the decision was made. The written confirmation will state reasons for the decision made.
• All outcomes will be recorded and monitored by a designated staff member drawn from the admin team.


6. Anti-Bullying Policy

SPTA is committed to providing a safe, secure environment for all its students. Bullying of any kind is unacceptable and is death with seriously. The effects of bullying are serious and can affect a child later in their adult life, causing psychological damage and even leading to suicide. This policy forms an important part of the school’s work with young people to ensure they can grow and develop in an environment free from bullying and discrimination of any type.

SPTA anti-bullying guidance aims to address the issue of bullying, in all its different forms, by providing a clear framework for preventing bullying in the first place and for dealing effectively with incidents when they arise. The aim of this guidance and other related policies is to reduce and ultimately eliminate incidents of bullying from SPTA and to help foster an atmosphere of respect, tolerance and acceptance of difference from students.

Although bullying is not a specific criminal offence, some types of harassing or threatening behavior could be an offence under the protection from harassment Act 1997, malicious communications act 1988, communications act 2003.

Bullying
Bullying is defined as the Anti-bullying Alliance as ‘The repetitive intentional hurting of one of more persons or group by another person or group, where the relationship involves an imbalance of power, Bullying can be physical, verbal or psychological. It can happen face to face or in cyber-space’.

Cyber Bullying
Cyber bullying is bullying that takes place using technology. Whether on social media sites, through a mobile phone, or gaming sites. There are wats to help prevent a child from been cyberbullied and to help them cope and stop bullying if it does happen.

Psychological Bullying
is when a victim is taunted, mocked, excluded from groups. Often, those who engages in this form of behaviour do not consider it to be bullying but considers it to be a joke. If the victim does not find teasing or taunting funny, then it is not. Psychological bullying can be more damaging than physical.

Physical Bullying
Should not be seen merely in terms of the student being physically assaulted. It can include damage done to the victim’s property, clothing or any other unwanted physical contact.

Verbal Bullying
Is name calling or making insulting remarks which can be a sexual/sexist, racial or homophobic nature.

Indirect Bullying
Involves spreading nasty rumours to deliberately isolate a person from their social group.

Initiation Ceremonies
Painful, humiliating, or anxiety-causing rites of passage to mark acceptance into, e.g., boarding houses, are not tolerated.

When is it not Bullying
• When a person acts assertively.
• When someone is requested to amend their behaviour.
• When disagreeing with someone’s point of view.
• When making a single critical remark about another person’s performance of a task.
• When two people have an occasional dispute or a falling out.
• When an individual excises legitimate authority in directing the behaviour of another.

The above would not generally be considered bullying unless investigation shows that they are part of a pattern of behaviour by one or more people which results in the victimisation of another. It is also possible that a single instance of discriminatory language may contravene existing polices at SPTA.

Responsibilities
• Ensuring all members of staff understand the role in the prevention of bullying.
• Maintaining an ethos of respect where all students across the school through a culture of respect, tolerance, and kindness with the expectation that all members follow policies and procedures.
• Provide education on bullying and mental health.
• Focus on the culture and climate of the school and the ways in which people accept.
• Emphasize social-emotional learning and character development.
• Having a clear anti-bullying guidance that is communicated to parents, students and staff.
• Ensuring a regular adult presence in all social area.
• Identify students who may be most at risk of bullying.
• Ensuring members of the community are willing and able to report concerns.

Management & Reporting Cases of Bullying
When a case of bullying has occurred, a member of staff should be notified immediately followed by a letter to all parties’ parents. Action will be taken to ensure that the bully received suitable guidance on how their behaviour is expected to change and what support they will be given to achieve this. Staff members will make arrangements to ensure that the wellbeing of all parties is monitored following established cases of bullying.

Parents of the young person that has been bullied will be contacts and informed of the situation, the support and interventions that have been put in to place and a review date to assess the success of these interventions.

Feedback to the students involved should happen as soon as possible. If the target of bullying agrees, a mediation meeting with an appropriate member of staff and the student will take place. Where the student bullying apologises to the student targeted by bullying and a way forward is agreed.

Secondary Intervention
Should a bullying issue not resolve following the formation of a strategy plan, the DSL will be informed. The following actions will take place:
• Parent and teacher meeting with all parties involved.
• Escalation of discussions.
• Report card to monitor behaviour, which will be available online via the parent portal.
• Social services will be contacted if it is felt that a child may suffer significant harm.

Final Intervention
• If the secondary intervention does not work the principal will conduct a meeting with the parents
• Expulsion will be discussed, and the child will not be allowed to return to the school. All outstanding invoices that the student has occurred will need to be paid in full within 24 hours.


7. Chaperone Policy

Chaperone Requirements
Chaperone Eligibility: Chaperones must be over 18 years old and hold a valid chaperone licence and DBS check.

Chaperone Training: Chaperones have to complete relevant training prior to obtaining their licence. Chaperones will be expected to read, understand and sign Steelpointe Policies and procedures along with safeguarding risk assessment.

Role of Chaperones
Supervision: Chaperones will ensure children are supervised at all times, including during rehearsals, dressing rooms, breaks, and the performance itself.

Assisting with Logistics: Chaperones help with organising children into appropriate groups, escorting them to and from different areas (e.g., dressing rooms, stage, waiting areas).

Medical Assistance: Chaperones should have basic knowledge of first aid and emergency procedures. They should also have access to any necessary medical information for the children in their care (e.g., allergies, medications).

Chaperone Responsibilities
Arriving on Time: Chaperones must arrive early to ensure all children are checked in and ready for their scheduled activities.

Communication: Chaperones should be in communication with event organisers or staff to report any issues, concerns, or emergencies.

Behavioral Management: Chaperones are responsible for helping children maintain appropriate behavior during rehearsals, performances, and in-between activities.


Dress Code and Conduct
Chaperones should be dressed in a manner that is appropriate for the setting, such as comfortable clothing and footwear.

They must maintain professional behavior and avoid engaging in any inappropriate or disruptive conduct during the event.

Security and Safety Protocols
Identification: Chaperones should carry their licence as a form of identification to ensure they can be easily recognized by event staff.

Student Sign-in/ Sign-out: All students will need to be signed in upon arrival to the venue and signed out when they are picked up at the end of the event. The chaperones should ensure this process is followed strictly.

Emergency Procedures: Chaperones must be familiar with emergency exits, evacuation procedures, and how to contact emergency services if needed.

Interaction with Children
Chaperones should maintain a respectful and appropriate distance from children while offering guidance and support.

Any physical contact, such as assisting with costumes or helping a child move to the stage, should be done respectfully and in the presence of others whenever possible.

Food and Breaks
Chaperones should monitor children during breaks to ensure they have access to snacks, hydration, and rest, while also ensuring that children with allergies or dietary restrictions are accommodated.



Parent or Guardian Involvement
Parents or guardians will be asked to sign a consent form indicating they are happy for their child’s participation in the event. They will also be asked whether there are any additional needs or medical conditions we may need to be aware of. These will be passed on a need to know basis.

A designated point of contact should be available for parents to communicate with during the event in case they need to reach their child.

Chaperone Code of Conduct
Chaperone responsibilities for a dance show are key to ensuring the event runs smoothly and that the dancers are safe and well-cared-for. Here are the main responsibilities:

Ensuring Safety: The chaperone is responsible for maintaining the safety and well-being of the dancers before, during, and after the performance. This includes monitoring their behavior, making sure they stay in designated areas, and supervising them when backstage.

Assisting with Costumes and Makeup: Helping dancers with getting into their costumes, adjusting costumes if needed, and ensuring that makeup is applied properly if necessary.

Managing Time: Ensuring that dancers are ready on time for their performance, making sure they are in the right place at the right time for rehearsals, warm-ups, and the actual performance.

Providing Emotional Support: Dance performances can be stressful, so a chaperone should offer encouragement and comfort to the dancers, especially if they feel nervous or overwhelmed.

Monitoring Breaks: Ensuring that dancers take appropriate breaks and stay hydrated before the show. Making sure they have snacks, water, and enough rest time.

Communication: Communicating with parents, instructors, and event coordinators about the schedule, any changes, and the well-being of the dancers. The chaperone should also be a point of contact in case of emergencies.

Handling Emergency Situations: Be prepared to respond quickly to any accidents or emergencies, such as a dancer being injured or becoming ill.

Ensuring Dancers Stay with the Group: Chaperones need to make sure that dancers don’t wander off or go outside designated areas. They should be supervised at all times.

Post-Performance Duties: After the performance, chaperones may help dancers with getting changed, gathering their things, and ensuring they are picked up by their guardians or heading home safely.