Policies and safeguarding

Julia Lockwood (Lit English Learning and Happyoaks)
Safeguarding Policy (Content taken from KCSIE2023 & NSPCC WEBSITE) 

June 2024

As a tutor, I can become an important part of a child or young person’s life. Over a period of time I can build up a strong, trusting relationship with children and their families and play a key role in providing support. 

I can have varied roles. I may: 

• work with small groups of children online, in schools or similar education setting 

• work on a one-to-one basis online, in schools or similar education setting 

• work in their own home online with children. 

Like anyone who works with children, I have a responsibility to promote children’s wellbeing. It’s important that I recognise and respond appropriately to any concerns, and help keep children safe. It is also vital to make sure children and young people are safe during a tutoring session. This includes making sure I have undergone the necessary checks, and have taken steps to mitigate any risks during sessions. 

I, along with parents and children, need to be clear about professional boundaries and appropriate behaviour to avoid any potential misunderstandings or allegations, whether working online or in person. 

Power and Positions of Trust 

As a result of my knowledge, position and/or the authority invested in my role, I acknowledge that in working in education settings, I am in a position of trust in relation to the young people in my care. Broadly speaking, a relationship of trust can be described as one in which one party is in a position of power or influence over the other by virtue of their work or the nature of their activity. I acknowledge and understand this power and the responsibility I must exercise because of this relationship. 

A relationship between an adult and a child (under the age of 18) is not a relationship between equals. There is potential for exploitation and harm of vulnerable young people. I therefore have a responsibility to ensure that an unequal balance of power is not used for my personal advantage or gratification. 

I will always maintain appropriate professional boundaries and avoid behaviour which might be misinterpreted by others. I will report and record any incident with this potential. I understand that when a person aged 18 or over is in a specified position of trust with a child under 18, it is an offence for that person to engage in sexual activity with, or in the presence of, that child or to cause or incite that child to engage in or watch sexual activity. 

Propriety and Behaviour 

Everyone coming into contact with children has a responsibility to safeguard their welfare, as the best interests of the child are paramount. I will therefore adopt high standards of personal conduct in order to maintain the confidence and respect of my colleagues, pupils, the public in general and all those with whom I work. There may be times, for example, when an adult’s behaviour or actions in their personal life come under scrutiny from local communities, the media or public authorities. This could be because their behaviour is considered to compromise their position in their workplace or indicates an unsuitability to work with pupils. Misuse of drugs, alcohol or acts of violence would be examples of such behaviour. I therefore understand that safe practice also involves using my judgement and integrity about behaviours in places other than the work setting, such as with online tuition. 

This means that I will NOT:
• Behave in a manner which would lead any reasonable person to question my suitability to work with children or to act as an appropriate role model (e.g. tutoring whilst under the influence of alcohol).
• Make, or encourage others to make, sexual, racial, homophobic or any other discriminatory remarks to or about a student.
• Use inappropriate language to, or in the presence of, pupils.
• Discuss my personal or sexual relationships with, or in the presence of, pupils.
• Make, or encourage others to make, unprofessional personal comments which scapegoat, demean, discriminate or humiliate, or might be interpreted as such. 

Dress and Appearance 

A person's dress and appearance are matters of personal choice and self-expression. However, I will dress in ways which are appropriate to my role. I understand that those who dress in a manner which could be considered as inappropriate could render themselves vulnerable to criticism or allegations. This means that I will wear clothing which:
• is appropriate to my role
• promotes a positive and professional image
• is not likely to be viewed as offensive, revealing, or sexually provocative
• does not distract, cause embarrassment or give rise to misunderstanding
• is absent of any political or otherwise contentious slogans
• is not considered to be discriminatory and is culturally sensitive. 

Gifts, Rewards and Favouritism 

My education service’s guidance on rewards, including arrangements for the declaration of gifts received and given is the following. The giving of gifts or rewards to pupils should be part of an agreed policy for supporting positive behaviour or recognising particular achievements. There might be occasions when children, young people or parents wish to pass small tokens of appreciation to me, e.g., on special occasions or as a thank-you, and this is acceptable as long as I record the gift. However, it is unacceptable for me to receive gifts on a regular basis or of any significant value. 

Child on Child abuse 

I am aware that children can abuse other children (formerly referred to as peer-on-peer abuse), and that it can happen both inside and outside of school and online. I recognise the indicators and signs of child-on-child abuse and know how to identify it and respond to reports. I understand that even if there are no reports in this tuition setting, it does not mean abuse is not happening: it may be the case that it is just not being reported. As such it is important that if I have any concerns regarding child-on-child abuse they should speak to the MASH team soon as possible (before leaving the building if they are tutoring in-person). I understand the importance of challenging inappropriate behaviours between children, many of which are listed below, that are actually abusive in nature. Downplaying certain behaviours, for example dismissing sexual harassment as “just banter”, “just having a laugh”, “part of growing up” or “boys being boys” can lead to a culture of unacceptable behaviours, an unsafe environment for children and in worst case scenarios a culture that normalises abuse leading to children accepting it as normal and not coming forward to report it. 

Child on child abuse is most likely to include, but may not be limited to:
• bullying (including cyberbullying, prejudice-based and discriminatory bullying);
• abuse in intimate personal relationships between peers;
• Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include an online element which facilitates, threatens and/or encourages physical abuse);
• sexual violence, such as rape, assault by penetration and sexual assault (this may include an online element which facilitates, threatens and/or encourages sexual violence);
• sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be standalone or part of a broader pattern of abuse.
• Causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party;
• consensual and non-consensual sharing of nude and semi-nude images and/or videos (also known as sexting or youth produced sexual imagery);
• up skirting, which typically involves taking a picture under a person’s clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm; and
• initiation/hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element). 

As a private tutor, I am making clear my policy and procedures with regards to child-on-child abuse and the important role I might have to play in responding to it. 

Inappropriate or Abusive Images 

Youth Produced Sexual Imagery can be defined as images or videos generated by children under the age of 18 that are of a sexual nature or are considered to be indecent. These images may be shared between children and young people and/or adults via a mobile phone, webcam, handheld device or website/app. The taking and sharing (consensual or non-consensual) of sexual imagery of children by children is always a risky behaviour, and illegal. Once an image has been shared, control of it has been lost and is unlikely to ever be fully regained. This activity is also known as ‘Sexting’. Children and young people may consent to sending a nude image of themselves. They can also be forced or coerced into sharing images by their peers or adults online. If a child or young person originally shares the image consensually, they have no control over how other people might use it. If the image is shared amongst peer groups it may lead to bullying and isolation. Perpetrators of abuse may circulate a nude image more widely and use this to blackmail a child and/or groom them for further sexual abuse. 

I understand it is a crime to take, make, permit to take, distribute, show, possess, possess with intent to distribute, or to advertise indecent images of any person below the age of 18 (Crime and Justice Act 1988, section 160, Protection of Children Act, 1978, section 1,1a). I am aware that the prosecution or criminalisation of children for taking indecent images of themselves and sharing them should be avoided where possible. Being prosecuted through the criminal justice system is likely to be upsetting and distressing for children and young people, especially if they are convicted and punished. 

This means that I will not:
• Display any material (either pictures or words) of a child or adult that is sexually explicit.
• Display any other images perceived to be inappropriate either due to the age of the pupil or content of the image. 

This means that I will:
• Where I witness a display of inappropriate or abusive images of a child, by or in the presence of a pupil, explain that due to the nature of the image(s) I will immediately terminate the session.
• Advise the MASH and/or LADO immediately after terminating the session to ensure any evidence/recordings can be preserved and made available for any subsequent police investigation.
• Alert the MASH and/or LADO upon leaving the tuition setting, avoiding any unsolicited contact from the pupil or other persons following the termination of a session. 

Infatuations 

Occasionally, a child or young person may develop an infatuation with a tutor who works with them. I would deal with these situations sensitively and appropriately to maintain the dignity and safety of all concerned. I remain aware, however, that such infatuations carry a high risk of words or actions being misinterpreted and should therefore make every effort to ensure that my own behaviour is above reproach. If I become aware that a child or young person is developing an infatuation, I will discuss this at the earliest opportunity with the parent and LADO, so appropriate action can be taken to avoid any hurt, distress or embarrassment. 

This means that I will:
• report and record any incidents or indications (verbal, written or physical) that suggest a child or young person may have developed an infatuation to the parent and LADO immediately.
• alert parent and LADO upon leaving the tuition setting.
• always acknowledge and maintain professional boundaries. 

Sexual Contact 

I clearly understand the need to maintain appropriate boundaries in my contacts with pupils. Intimate or sexual relationships between children/young people and tutors who work with them is regarded as a grave breach of trust. Allowing or encouraging a relationship to develop in a way which might lead to a sexual relationship is also unacceptable and is regarded as Child Sexual Exploitation. 

There are occasions when adults embark on a course of behaviour known as 'grooming' where the sole purpose is to gain the trust of a child and manipulate that relationship, so sexual abuse can take place. I am aware that consistently conferring inappropriate special attention and favour upon a child might be construed as being part of a 'grooming' process and as such will give rise to concerns about my behaviour. 

This means that I will not:
• have sexual relationships with pupils.
• have any form of communication with a child or young person which could be interpreted as sexually suggestive or provocative via Social Media platforms, verbal comments, letters, notes, email, phone calls, texts or physical contact.
• make sexual remarks to, or about, a child/young person.
• discuss my own sexual relationships with, or in the presence of, pupils and take care that my language or conduct does not give rise to comment or speculation. Attitudes, demeanour, and language all require care and thought.
• I will only have contact with the children and young people I am providing tuition to, at the times and in the venues that have been agreed with the parents or guardians.
• When I am the only adult in a room conducting a tuition session with an individual or group of children/young people, the parents or guardians can be assured that I follow this Code of Conduct seriously and meticulously, and they have agreed to allow me to tutor the child in their care in this situation.
• On no account will I have any physical contact with a child or young person unless it is to prevent accident or injury to themselves or anyone else.
• I have a strict duty never to subject any child to any form of harm or abuse, or to act in a way that could lead to accusations of inappropriate behaviour or abuse. 

This means that it is unacceptable, for example, to treat a child/young person in any of the following ways:
- to touch them, apart from handshakes or ‘high fives’ as congratulations or encouragement during a tuition session.
- to allow or engage in inappropriate touching of any kind.
- to allow or engage in sexually suggestive behaviour or make suggestive remarks.
- to give or show anything which could be construed as containing sexual content or pornographic material.
- to seek or agree to meet them anywhere outside of the tutoring sessions.
- to cause distress by shouting or calling them derogatory names.
- to slap or hit. 

Contact outside of work 

Contact will not be made outside of tuition sessions with any of the children or young people with whom I am working, with the exception of sending emails enclosing teaching resources, feedback from work done, or information about further tuition settings or homework. I will maintain my reputation for integrity and responsibility, and will not enter into any social or other arrangements with the children that I am providing tutoring to. 

Use of Technology 

I will exercise extreme caution when using technology in relation to my work. 

This relates to, but is not exclusive to, the following:
• I will always follow the requirements of this Safeguarding policy, and my policy on GDPR in relation to use of technology when I am carrying out tuition.
• I will always have my mobile phone turned on so that parents can get in touch, and I can get in touch with them or with emergency services, but my mobile phone will be out of sight during tuition sessions.
• I will never give my personal e-mail address or phone number to a pupil.
• I will never engage with students via Social Networking websites, unless it has a specific purpose for tutoring and has been agreed with the parents or guardians, as outlined below, never communicating directly with the student online.
• I will never take photographs within the tuition setting.
• I will never write anything disparaging about a child, school or colleague online.

Social Media 

Under no circumstance will I engage in any contact with pupils on social media of any form. 

Whilst this list is not exhaustive, this includes:
• Facebook
• Snapchat
• Instagram
• Twitter
• TikTok 

If I use social media for personal reasons, I will never disclose confidential/sensitive data received whilst working with a student. My social media profiles will be ‘Private’, to minimise the risk of pupils finding them. 

Prevent Duty 

Protecting children from the risk of radicalisation is seen as part of any educationalist’s wider safeguarding duties and is similar in nature to protecting children from other forms of harm and abuse. During the process of radicalisation, it is possible to intervene to prevent vulnerable people being radicalised. Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. It can happen in many different ways and settings. Specific background factors may contribute to vulnerability which are often combined with specific influences (such as family, friends or online contacts), and with specific needs for which an extremist or terrorist group may appear to provide an answer. The internet and the use of social media in particular has become a major factor in the radicalisation of young people. 

As with other safeguarding risks, I am alert to changes in children’s behaviour which could indicate that they may be in need of help or protection (see Annex B of KCSiE 2023). Any suspicions should be reported to the MASH or LADO. 

Procedures for making a Disclosure about myself 

If you have a disclosure or safeguarding concern about me, please contact the LADO: LADO - Buckinghamshire Safeguarding Children Partnership (buckssafeguarding.org.uk)who will investigate the complaint. Please also check my Complaints Policy here. Any complaints or disclosures will be treated with the utmost seriousness and investigations undertaken as quickly as possible. 

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Lit English Learning Data Protection Policy 

Statement of intent 

Lit English Learning is required to keep and process certain information about its clients in accordance with its legal obligations under the EU General Data Protection Regulation (GDPR 2018). Lit English Learning may, potentially, be required to share personal information about its tutees with children’s services. This policy is in place to ensure that Lit English Learning can demonstrate how it complies with the following core principles of the General Data Protection Regulation (GDPR) and Data Protection Act 2018. 

1. GDPR Definitions:
1.1. Data Controller and Data Processor
Like the existing Data Protection Act 2018 (DPA), the GDPR applies to Data Controllers who process personal data. Julia Lockwood is the Data Controller and Data Processor, who decides the purpose for which any personal data is to be processed and the way in which it is to be processed. The purposes are 1. to be able to contact clients; 2. potentially to pass on this contact information to Children’s Services if deemed necessary under the Safeguarding Policy; 3. Use images of clients on the Lit English Learning website and/or other promotional publication.
1.2. Personal Data
Personal data is any information relating to an identified or identifiable natural person; i.e. data that identifies a living individual. Each person to which the personal data refers is known as a Data Subject. Here, Data Subjects are tutees (children under the age of 18), their parents or legal guardians, and adult learners over the age of 18. Data Subjects are referred to as ‘clients’ in this policy.
1.4. Sensitive Personal Data.
Lit English Learning will not ask for, gather, store or use any sensitive personal data. We will not ask for information about clients’ racial or ethnic origin; political opinions; religious or philosophical beliefs; trade union membership; the processing of genetic data, biometric data for the purpose of uniquely identifying a natural person; an individual’s health; a natural person's sex life or sexual orientation; criminal convictions or offences. 

2. Legal framework
2.1. This policy has due regard to legislation, including, but not limited to the following: The General Data Protection Regulation (GDPR), The Freedom of Information Act 2000, The Education (Pupil Information) (England) Regulations 2005 (as amended in 2016), The Freedom of Information and Data Protection (Appropriate Limit and Fees) Regulations 2004.
2.2. This policy will be implemented in conjunction with Lit English Learning’s Safeguarding Policy. 

3. Sources
For the purposes of Lit English Learning’s business, personal contact information will only derive from clients. 

4. Principles
4.1. Lit English Learning complies with the data protection principles set out below.
In accordance with the requirements outlined in the GDPR, personal data will be:
• Processed lawfully, fairly and in a transparent manner in relation to individuals.
• Collected only for the specified, explicit and legitimate purpose of contacting clients.
• Adequate, relevant and limited to what is necessary in relation to the purposes for which they are processed.
• Accurate and kept up-to-date; every reasonable step will be taken to ensure that personal contact data that are inaccurate are erased or rectified without delay.
• Kept in a form which permits identification of data subjects for no longer than is necessary for the purposes for which the personal data are processed, subject to implementation of the appropriate measures required by the GDPR in order to safeguard the rights and freedoms of individuals.
• Processed in a manner that ensures appropriate security of the personal data, including protection against unauthorised or unlawful processing and against accidental loss, destruction or damage, using appropriate technical measures.
4.2. The GDPR also requires that “the controller shall be responsible for, and able to demonstrate, compliance with the principles”. (“Accountability”) 

5. Accountability
5.1. Lit English Learning will demonstrate accountability by implementing this policy for the storing and use of client data.
5.2. Lit English Learning will allow individuals access to and control over their personal details.
5.3. Lit English Learning will meet our obligations to comply with the GDPR, and monitor our compliance with the GDPR. 

6. Lawful processing
6.1. Under the GDPR, data will be lawfully processed under the following conditions:
• The consent of the data subject has been obtained.
• Processing is necessary for: compliance with a legal obligation, the performance of a task carried out for the performance of a contract with the client, or to take steps to enter into a contract, protecting the vital interests of a client or another person.
• Processing relates to personal data manifestly made public by the client.
• Processing is necessary solely for keeping in contact with clients.

7. Consent
7.1. Consent must be a positive indication. It cannot be inferred from silence, inactivity or pre-ticked boxes.
7.2. Consent will only be accepted where it is freely given, specific, informed and an unambiguous indication of the individual’s wishes.
7.3. Where consent is given, a record will be kept documenting how and when consent was given.
7.4. Lit English Learning ensures that consent mechanisms meet the standards of the GDPR. 7.5. Consent can be withdrawn by the individual at any time.
7.6. Where a child is under the age of 16 [or younger if the law provides it (up to the age of 13)], the consent of parents or guardians will be sought prior to the processing of their data, except where the processing is related to contacting Children’s Services if concern is raised about the child, according to Lit English Learning’s Safeguarding Policy. 

Lit English Learning complies with both GDPR and the UK’s Privacy and Electronic Communication Regulations (“PECR”). Under PECR, to send direct marketing to ‘natural persons’, Lit English Learning:
• Will obtain consent where necessary, or
• Marketing to an existing customer in the context of the sale of a product or service. This is referred to as the ‘soft opt-in’. Lit English Learning sells services so we can take advantage of the ‘soft opt-in’ only with the appropriate initial consent. 

9. Data Subject Rights 

Lit English Learning has processes in place to ensure that it can facilitate any request made by an individual to exercise their rights under data protection law. All requests will be considered without undue delay and satisfied within one calendar month of receipt as far as possible. Lit English Learning will ensure the rights as detailed below can be exercised by clients.
Informed: The right to be informed about the collection and use of personal data is addressed when a client agrees to purchase Lit English Learning’s services.
Subject access: the right to request information about how personal data is being processed, including whether personal data is being processed and the right to be allowed access to that data and to be provided with a copy of that data along with the right to obtain the following information:
• the purpose of the processing
• the categories of personal data
• the recipients to whom data might potentially be disclosed
• the retention period
• the right to lodge a complaint with the Information Commissioner’s Office, and
• the existence of any automated decision-making.
Rectification: the right to allow a data subject to rectify inaccurate personal data concerning them.
Erasure: the right to have data erased and to have confirmation of erasure, but only where:
• the data is no longer necessary in relation to the purpose for which it was collected, or
• where consent is withdrawn, or
• where there is no legal basis for the processing, or
• there is a legal obligation to delete data. 

Restriction of processing: the right to ask for certain processing to be restricted in the following circumstances:
• if the accuracy of the personal data is being contested, or
• if our processing is unlawful but the client does not want it erased, or
• if the data is no longer needed for the purpose of the processing but it is required by the client for the establishment, exercise or defence of legal claims, or
• if the client has objected to the processing, pending verification of that objection.
Object to processing: the right to object to the processing of personal data relying on the legitimate interests processing condition unless Lit English Learning can demonstrate compelling legitimate grounds for the processing which override the interests of the client or for the establishment, exercise or defence of legal claims. 

10. Data breaches
10.1. The term ‘personal data breach’ refers to a breach of security which has led to the destruction, loss, alteration, unauthorised disclosure of, or access to, personal data.
10.2. Where a breach is likely to result in a risk to the rights and freedoms of individuals, the relevant supervisory authority (ICO) will be informed.
10.3. All notifiable breaches will be reported to the ICO within 72 hours of Lit English Learning becoming aware of it.
10.4. The risk of the breach having a detrimental effect on the individual, and the need to notify the relevant supervisory authority, will be assessed on a case-by-case basis.
10.5. In the event that a breach is likely to result in a high risk to the rights and freedoms of an individual, Lit English Learning will notify those concerned directly.
10.6. A ‘high risk’ breach means that the threshold for notifying the individual is higher than that for notifying the relevant supervisory authority.
10.7. Within a breach notification, the following information will be outlined:
• The nature of the personal data breach, including the approximate number of individuals and records concerned.
• An explanation of the likely consequences of the personal data breach.
• A description of the proposed measures to be taken to deal with the personal data breach.
• Where appropriate, a description of the measures taken to mitigate any possible adverse effects
10.8. Failure to report a breach when required to do so may result in a fine, as well as a fine for the breach itself. 

11. Data security
11.1. All confidential data will be kept digitally in a password-protected network drive that is regularly backed up.
11.2. Memory sticks will not be used to hold personal information.
11.3. Circular emails to Lit English Learning clients are sent blind carbon copy (bcc), so email addresses are not disclosed to other recipients. 

12. Data Transfers
Lit English Learning will never transfer personal data to third parties, unless made necessary under the Safeguarding Policy.

13. Publication of information
13.1. Lit English Learning will not publish any personal information, including photos, on its website without the permission of the affected individual. 

14. Videos and photography
14.1. Lit English Learning understands that recording images of identifiable individuals constitutes as processing personal information, so it is done in line with data protection principles.
14.2. Lit English Learning will always indicate its intentions for taking photographs of clients and will retrieve permission before publishing them.
14.3. If Lit English Learning wishes to use images/video footage of clients in a publication, such as the Lit English Learning website, written permission will be sought for the particular usage from clients. 

15. Data retention
15.1. Data will not be kept for longer than is necessary and in-line with relevant legislation. All data retained will be reviewed annually.
15.2. Unrequired data will be deleted as soon as practicable. 

1. Introduction
1.1 Our commitment to providing exceptional education is unwavering. We understand that concerns and issues may arise occasionally, and we value your feedback as an opportunity for continuous improvement. Lit English Learning’s complaints procedure has been carefully designed to ensure transparency, fairness, and prompt resolution of any grievances you may have. This policy outlines the steps to follow when raising a concern and the mechanisms in place to address and resolve complaints efficiently. Lit English Learning prioritises the well-being and satisfaction of our clients, and we are dedicated to upholding the highest standards of professional tutoring and support. 

2. The Difference Between a Complaint and a Concern 

2.1 A concern may be defined as ‘an expression of worry or doubt over an issue considered to be important for which reassurances are sought’. 

2.2 A complaint may be defined as an expression of dissatisfaction about actions taken or a lack of action. 

2.3 It is in everyone’s interest that concerns and complaints are resolved at the earliest possible stage. Many issues can be resolved informally without using the formal stages of the complaints procedure. Lit English Learning takes concerns seriously and will try to resolve the matter as quickly as possible. 

2.4 We understand that there are occasions when people would like to raise their concerns formally. In this case, Lit English Learning will attempt to resolve the issue internally through the stages outlined within this complaints procedure. 

3. How to Raise a Concern or Make a Complaint 

3.1 In the first instance, all concerns or complaints should be made informally to Julia Lockwood with a phone call, text or email. A phone call is preferable. 

3.3 If the issue remains unresolved, the next step is to complain formally. You can ask third-party organisations like Citizens Advice to help you. 

3.7 Following equality law, we will consider making reasonable adjustments, if required, to enable complainants to access and complete this complaints procedure, for instance, by providing information in alternative formats, assisting complainants in raising a formal complaint or holding meetings in accessible locations. 

3.8 We will not investigate anonymous complaints. 

4. Timescales 

4.1 Complaints must be made within a reasonable timeframe, up to one month after the incident. Where a series of associated incidents have occurred, then by one month after the last of these incidents. We will consider complaints made outside this time frame if exceptional circumstances apply. 

5. Scope of the Complaints Procedure 

5.1 This procedure covers all complaints about any provision of services by Lit English Learning. 

Whom to Contact 

Matters likely to require a Child Protection Investigation 

Complaints about child protection matters are handled under our Safeguarding Policy and following relevant statutory guidance. If you have serious concerns, you may contact the LADO - Buckinghamshire Safeguarding Children Partnership (buckssafeguarding.org.uk)  

Complaint Stages 

Formal Complaints 

6.1 Formal complaints must be made in writing to Julia Lockwood via email: julia@litenglishlearning.co.uk 

6.2 Julia Lockwood will record the date the complaint is received and will acknowledge receipt of the complaint by email within five business days unless she is on annual leave, in which case she will acknowledge receipt within five days of her return to work. Within this response, she will seek to clarify the nature of the complaint and ask what remains unresolved and what outcome the complainant wants to see. She might propose a face-to-face meeting to resolve the issue. 

6.3 Julia will keep a written record of any meetings/interviews. 

6.4 After her investigation, she will provide a formal written response within 28 business days of the date of receipt of the complaint. 

6.5 If she cannot meet this deadline, she will provide the complainant with an update and revised response date. 

6.6 The response will detail any actions taken to investigate the complaint and explain the decision and the reason(s) for it. Where appropriate, it will include details of Lit English Learning’s actions to resolve the complaint. 

6.7 Julia Lockwood will advise the complainant on how to escalate their complaint should they remain dissatisfied with the outcome of this procedure, and which outside professional they can contact. 

Next Steps  

Resolving Complaints 

7.1 Lit English Learning wants to resolve the complaint at each stage in the procedure. If appropriate, we will acknowledge that the complaint is upheld in whole or part. In addition, we may offer one or more of the following:
• An explanation.
• An admission that the situation could have been handled differently or better.
• An assurance that we will try to ensure the event complained of will not recur.
• An explanation of the steps that have been or will be taken to help ensure that it will not happen again, and an indication of the timescales within which any changes will be made.
• An undertaking to review policies or practices considering the complaint.
• An apology. 

7. Withdrawing a Complaint 

If a complainant wants to withdraw their complaint, we will ask them to confirm this in writing. 

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