1. Purpose & relationship to our core Safeguarding Policy
This Policy explains how safeguarding is applied specifically to HEADTURNED learning, training and careers activity. It does not replace our core Safeguarding Policy; instead, it should be read alongside it.
Wherever children, young people or adults at risk take part in workshops, placements, visits or online learning connected to the Sanctuary, Innovation Hub, Vertical Farming campus or wider conservation work, this Policy applies.
2. Safe learning environments
We aim to create learning environments that are physically safe, emotionally supportive and respectful. This includes:
- risk assessing activities, spaces and routes before programmes begin;
- clearly explaining any risks linked to Sanctuary, farming or field settings (for example, animals, machinery, uneven ground);
- setting ground rules for respectful behaviour and how we work together in mixed-age or mixed-experience groups;
- designing content with care where topics involve injury, loss, climate anxiety or ecological breakdown.
Where a session or programme feels emotionally heavy, we aim to balance this with practical action, hope and ways to contribute.
3. Staff, volunteers & supervision
Learning and careers activity is delivered by staff, volunteers and partners who have the right mix of subject knowledge and people skills. In settings that involve children or adults at risk, we ensure:
- appropriate background checks, where required by law or guidance;
- clear supervision ratios and responsibilities for each session or programme;
- that no one-to-one situations take place behind closed doors or out of sight, unless clearly risk assessed and agreed (for example, mentoring calls with appropriate safeguards);
- that staff and volunteers know how to recognise and respond to safeguarding concerns, and how to escalate them.
4. On-site safety in Sanctuary, land, farming & Hub environments
Many learning activities will take place in working environments: around animals, habitats, equipment or technology. For these settings we:
- provide safety briefings in plain, accessible language;
- set clear no-go zones and supervised-only areas;
- require appropriate clothing and footwear for specific activities (for example, closed-toe shoes, high-visibility clothing, or protective equipment);
- manage group sizes so that participants can be safely supervised without overcrowding;
- design activities so that participants are never placed in roles that exceed their training or comfort levels.
Where external venues are used (for example, partner labs or farms), we work with those providers to understand and align safety expectations.
5. Online & hybrid learning safety
Some learning and careers activity may take place online or in hybrid formats. When this happens, we aim to:
- use platforms with appropriate security and moderation features (for example, waiting rooms, mute controls, reporting tools);
- make expectations clear around cameras, microphones and respectful online behaviour;
- avoid sharing personal contact details of staff, volunteers or participants;
- record sessions only where there is a clear learning purpose and with appropriate consent or notification.
Participants are encouraged not to share personal or sensitive information in group calls or chat unless it is directly relevant and they are comfortable doing so.
6. Accessibility, adjustments & inclusion
We recognise that people come to us with different access needs, backgrounds and starting points. In line with our Fair Access & Inclusion Policy, we aim to:
- invite participants to share relevant access, health or support needs confidentially where they wish to;
- consider reasonable adjustments—for example, rest breaks, alternative formats or adjusted tasks;
- avoid unnecessary barriers linked to language, digital skills or prior qualifications where alternatives can be offered;
- design learning content and facilitation styles that welcome diverse perspectives and lived experiences.
Not all activities will be suitable for everyone—for example, some roles may have physical or legal requirements. Where this is the case, we will explain why and explore alternative routes or opportunities where possible.
7. Boundaries, conduct & unacceptable behaviour
Professional boundaries help keep everyone safe. Staff, volunteers and participants are expected to:
- treat each other with respect, courtesy and patience;
- avoid discriminatory, bullying or harassing behaviour of any kind;
- keep communications focused on the learning context and avoid inappropriate personal contact outside agreed channels;
- avoid giving or accepting significant gifts, money or favours that could blur professional boundaries.
Serious concerns about conduct may be handled under our core Safeguarding Policy, Complaints & Feedback Policy or, where relevant, partner organisation procedures.
8. Photography, media & storytelling in learning settings
Learning activities may occasionally be documented through photography, video or written stories. When this happens, we follow our media policies and:
- seek appropriate consent for identifiable images or stories;
- avoid sharing personal details or sensitive information about participants without clear agreement;
- prioritise the privacy and dignity of participants over promotional needs, especially for children, young people and adults at risk;
- give people the option to opt out of being photographed or filmed, wherever reasonably possible.
More detail can be found in our Media, Copyright & Content Usage Policy and related media policies.
9. Handling disclosures, concerns & incidents
If a participant discloses a safeguarding concern, or if staff or volunteers become worried about someone's safety or wellbeing, they must follow the steps set out in our core Safeguarding Policy.
This may include recording what has been shared, passing concerns promptly to the appropriate safeguarding lead, and not promising absolute confidentiality where someone may be at risk of harm.
Where incidents relate to health and safety, they will also be recorded and reviewed under our wider operational procedures.
10. Feedback, complaints & continuous improvement
We encourage participants to share feedback on how safe, accessible and inclusive our learning environments feel. This helps us improve future programmes.
If you have concerns or wish to make a complaint about a learning or careers activity, you can do so under our Complaints & Feedback Policy.
This Policy will be reviewed regularly as our learning and careers work grows, including new pathways, partnerships and international collaborations.