Access before disclosure
Core teaching, digital content and communication are designed to be accessible. Learners are not expected to repeatedly prove ordinary access needs.
Our commitment
Inclusion is the way we design and deliver learning—not an exception added afterwards.
This page explains how KBC helps learners take part fully in learning, work and assessment. Support is personal, respectful and focused on practical barriers, strengths and goals.
You do not need a formal diagnosis to start a conversation. Tell us what is getting in the way, what has helped before and what you would like to explore.
Learner voice
The learner helps define the barrier, preferred language, consent boundaries, outcomes and what success should look like.
Equity, not sameness
Fairness may require different routes, formats, timing, equipment or support while expectations and occupational competence remain high.
Consent and confidentiality
Sensitive information is minimised, securely stored and shared only with consent or a clear legal, safeguarding or serious-risk basis.
Strengths and ambition
Support is not deficit labelling. KBC identifies strengths, maintains high expectations and builds confidence and independence.
Responsive support
Needs can emerge at any stage. Late disclosure is not penalised, and support can change as circumstances change.
Protection and safety
Wellbeing, discrimination, harassment and safeguarding are connected. Immediate risk is escalated without waiting for a routine review.
Review and improve
KBC checks with learners whether support remains useful and changes it when needs, circumstances or goals change.
AccessCan reach and use learning
BelongingFeels respected and safe
ParticipationCan engage meaningfully
ProgressDevelops new KSBs
AchievementMeets the valid standard
ProgressionApplies learning and advances
Whole-learner inclusion
Explore the barriers KBC considers and the action plans that may help.
The examples below are not diagnoses, entitlements or fixed packages. A learner may identify with more than one domain, none of the labels, or a barrier that is not listed. KBC plans around the individual impact on learning, work and assessment.
Showing all inclusion domains.
Inclusion domain
Mental health & emotional wellbeing
Anxiety, generalised anxiety disorder (GAD), depression or low mood, panic attacks, test anxiety, trauma-related distress, bereavement, stress and burnout.
Possible barriers
Support options KBC may discuss
- A calm, private support conversation; a named contact; agreed communication method and response plan.
- Predictable schedules, advance notice of changes, staged deadlines, task chunking and short structured check-ins.
- Planned rest or regulation breaks, quieter participation options and a gradual, supported return after absence where appropriate.
- Early assessment-access discussion for test anxiety or panic, subject to the requirements of the relevant assessment organisation.
- Wellbeing signposting, KBC wellbeing route and safeguarding escalation where risk, self-harm, abuse or serious deterioration is indicated.
- A written plan that distinguishes education adjustments from clinical treatment; KBC does not diagnose or provide therapy.
Inclusion domain
Neurodevelopmental & cognitive access
Autism spectrum, ADHD, co-occurring autism and ADHD, dyslexia, dyscalculia, dyspraxia/developmental coordination differences, developmental language needs, processing-speed and working-memory barriers.
Possible barriers
Support options KBC may discuss
- Clear outcomes, explicit instructions, worked examples, checklists, visual timelines and one task or decision at a time.
- Advance agendas and materials, predictable routines, notice of change and agreed communication conventions.
- Short focus blocks, movement breaks, reminder systems, calendar prompts, structured co-working and frequent formative feedback.
- Text-to-speech, speech-to-text, accessible templates, reading overlays where helpful, calculator or software use where permitted, and additional guided practice.
- Sensory profile discussion, reduced-distraction environment and alternatives to unnecessary eye contact or impromptu speaking.
- Strengths-based planning that recognises creativity, deep focus, pattern recognition, specialist interests and practical problem solving.
Inclusion domain
Obsessive-compulsive and related barriers
OCD is a mental health condition, not a learning style. Intrusive thoughts, compulsions, checking, contamination fears or perfectionistic rituals may affect study and assessment.
Possible barriers
Support options KBC may discuss
- Private planning with the learner, a clear submission definition, staged milestones and agreed check-in boundaries.
- Predictable procedures, accessible assessment information, reasonable flexibility for health appointments and a quieter setting where justified.
- Signposting to appropriate clinical support while KBC concentrates on access, progress, safety and assessment validity.
- Review arrangements with the learner and, where appropriate and consented, advice from a treating professional.
Inclusion domain
Sensory, physical & long-term health access
Blind and partially sighted learners; Deaf, deafened and hard-of-hearing learners; mobility, dexterity, speech or communication needs; chronic pain, fatigue and fluctuating health conditions.
Possible barriers
Support options KBC may discuss
- Screen-reader-ready HTML and documents, meaningful headings, alt text, keyboard operation, large print, high contrast and verbal description.
- Accurate captions and transcripts, visual alerts, accessible chat, appropriate seating, assistive listening or BSL/communication support where justified.
- Accessible venues, remote or hybrid participation where suitable, ergonomic equipment, rest breaks and planned pacing.
- Alternative communication routes and presentation methods where the competence being assessed is preserved.
- Early technology testing with the learner and an accessible backup plan for live sessions and assessment.
Inclusion domain
Sex, gender, pregnancy, maternity & life stage
Fair participation for women, men and people of all gender identities, including pregnancy, maternity, menopause, gender reassignment and gender-related harassment or stereotyping.
Possible barriers
Support options KBC may discuss
- Individual scheduling, rest and comfort arrangements, accessible remote options and a learner-led break-in-learning route where genuinely needed.
- Structured facilitation so contributions are heard fairly; diverse examples, speakers and case studies; transparent group-role allocation.
- Clear anti-harassment reporting, prompt safeguarding/complaints triage, protection from retaliation and support to remain engaged safely.
- Respectful name and communication preferences, shared only as agreed and subject to lawful records requirements.
- Outcome-gap monitoring by sex and other relevant groups, with small-number suppression and action where patterns appear.
Inclusion domain
Race, ethnicity, culture, language, religion & belief
An anti-discriminatory learning environment that respects race, colour, nationality, ethnic or national origin, religion or belief, language and cultural context.
Possible barriers
Support options KBC may discuss
- Names pronounced correctly, respectful curiosity, inclusive examples and explicit challenge to racist or discriminatory behaviour.
- Plain English, glossaries, model answers, academic-language support and opportunities to check understanding without embarrassment.
- Reasonable scheduling flexibility for significant observance where delivery and assessment rules permit.
- Safe reporting routes, immediate protection where risk is present, and analysis of participation, retention, achievement and progression gaps.
- Employer discussion where workplace discrimination affects the apprenticeship, with learner consent and safeguarding/complaints escalation as appropriate.
Inclusion domain
Age & digital confidence
Learners at every adult life stage, including older learners aged 70 and above, career changers, returners to education and younger adult apprentices.
Possible barriers
Support options KBC may discuss
- A patient digital induction, one-to-one screen-share, step-by-step illustrated guides, practice uploads and a non-assessed sandbox.
- Telephone or live support, larger text, keyboard guidance, password-reset support and repeated practice without judgement.
- Study-skills refreshers, explicit academic conventions, templates and staged confidence-building.
- KBC can guide navigation and uploading while keeping the learner in control of their own assessed work.
- The pace is adapted to the individual; age is never used as a proxy for competence or independence.
Inclusion domain
Learning preferences & Universal Design for Learning
Visual, auditory, verbal, practical and collaborative preferences are respected through choice and multimodal design, without labelling a learner as having one fixed ‘learning style’.
Possible barriers
Support options KBC may discuss
- Important concepts offered through a purposeful mix of concise text, diagrams, spoken explanation, worked examples, demonstration and practice.
- Captions, transcripts, accessible notes and a choice of engagement route where the learning outcome permits.
- Retrieval practice, spacing, feedback, reflection, applied tasks and explicit teaching of self-regulated study strategies.
- Learners can state preferences and test what works; teaching adapts to the content, prior knowledge, access need and what helps the learner understand and apply learning.
Inclusion domain
Personality, interests & work-role fit
Personality traits, career-interest tools such as RIASEC, values and person–job fit may help a learner understand motivation and workplace context.
Possible barriers
Support options KBC may discuss
- Use assessments as a reflective conversation starter, never as a diagnosis or automatic decision.
- Map the learner’s actual job duties and planned projects against the occupational standard; agree opportunities with the employer.
- Consider mentoring, role rotation, project selection, communication adjustments, strengths deployment and career guidance.
- Where the role cannot provide required occupational development, escalate early to delivery/compliance and the employer to protect eligibility and achievement.
- Revisit fit as the learner and role develop; record strengths, goals and agreed workplace actions.
Inclusion domain
Socioeconomic, caring, employment & life circumstances
Digital poverty, financial pressure, housing instability, caring responsibilities, shift work, redundancy, bereavement, domestic circumstances and other barriers affecting participation.
Possible barriers
Support options KBC may discuss
- Early practical triage: device/connectivity, scheduling, protected learning time, travel/access and safe contact arrangements.
- Employer action planning, change-of-employer or break-in-learning controls where the learner requests and rules permit.
- Signposting to financial, housing, caring, health or local support without treating signposting as discharge of KBC responsibility.
- Catch-up plans distinguish missed delivery or general learning gaps from disability-related additional support.
- Frequent review during change, with safeguarding escalation where welfare or safety is at risk.
Inclusion domain
Multiple and intersecting needs
A learner may experience several interacting barriers—for example autism and anxiety, disability and digital exclusion, race and workplace harassment, or menopause and caring responsibilities.
Possible barriers
Support options KBC may discuss
- One coordinated plan, a named lead, clear consent boundaries and the minimum necessary information shared with each role.
- Joint review across inclusion, coach, safeguarding, employer and assessment functions where appropriate.
- Prioritise safety and access, sequence actions, and check that one adjustment does not create another barrier.
- Ask the learner what matters most now and what a successful next month would look like.
Accessible onboarding
Early, respectful assessment—with AI used as support, never as the decision-maker.
KBC’s onboarding considers starting point, learning access, digital confidence, wellbeing, communication, work context, assessment access and career goals. Disclosure is voluntary, can happen later and does not reduce expectations.
Accessible invitation
Explain available support, privacy, voluntary disclosure, alternative formats and how to ask for help.
Starting point
Explore prior learning, English and maths, digital access, programme fit and opportunities within the job role.
Whole-learner conversation
Discuss strengths, barriers, communication, wellbeing, sensory access and personal circumstances without judgement.
Privacy and choice
Explain what information is needed, why it is needed and when the learner can choose whether it is shared.
AI-supported suggestions
An approved tool may suggest questions or possible support options; it does not diagnose or decide.
Consultant review
A competent person checks the learner’s context, preferences and practical needs and can reject every AI suggestion.
Co-designed plan
The learner helps agree practical actions, responsibilities, review points and any assessment needs.
Ready to learn
Resources, systems and agreed support are prepared so avoidable barriers do not delay the learner’s start.
AI-supported onboarding
How AI-supported recommendations are reviewed
1
Purpose definedAI is used only to support a better conversation about access and possible support.
2
Privacy by designOnly information needed for the support conversation should be used in approved systems.
3
Transparent suggestionsRecommendations are presented as options, with limitations and uncertainty made clear.
4
Meaningful human reviewA competent consultant considers the learner’s circumstances and has authority to change or reject the suggestion.
5
Learner choiceThe learner can correct information, decline an option or request a fully human-led route.
6
Ongoing quality reviewKBC reviews whether the process remains fair, useful, accessible and respectful of privacy.
Your protections
What you can expect when AI is used
AI is optional and never replaces a confidential conversation with a competent person.
No diagnosis
AI does not decide that a learner has a medical, mental-health or neurodevelopmental condition.
No automatic decision
AI does not approve or refuse enrolment, support, assessment access or programme suitability.
Human judgement
A competent person reviews the context and the learner remains involved in the final support decision.
Choice and correction
Learners can correct information, decline a suggestion and request a human-only route.
Confidentiality
Personal information is handled through approved systems and shared only where there is an appropriate basis.
Questions and challenge
Learners can ask how a suggestion was reached and raise a concern if the process does not feel fair or accurate.
Alternative route: a learner who does not wish to use the AI-assisted questionnaire can complete a fully human-led assessment without disadvantage. Accessibility support is available to complete onboarding itself.
Graduated support workflow
How KBC agrees and reviews support
The process can begin during onboarding or at any later point when a learner asks for help, a barrier becomes clearer or circumstances change.
Understand
Discuss the specific barrier, the learner’s strengths, what has helped before and any immediate safety concern.
Agree
Choose practical support options together, clarify who will help and decide when the learner wants to review them.
Support
Put the agreed support in place across learning, coaching, digital access, the workplace and assessment preparation.
Review
Ask whether the support is still helpful, make changes with the learner and seek specialist or safeguarding help when needed.
What happens when you ask for support
Tell us what is getting in the wayYou can describe the difficulty in your own words; a diagnosis is not required to begin.
We check whether help is urgentIf there is an immediate safety or safeguarding concern, the correct urgent route is used.
We agree the next step with youThis may be an adjustment, a support conversation, specialist advice, employer coordination or assessment planning.
Urgent safety concern
KBC will use the safeguarding or emergency route without waiting for a routine appointment. Only necessary information is shared.
No immediate danger
A confidential discussion is arranged, practical options are agreed with you and the support is revisited when needed.
Flexible levels of support
Support can range from small adjustments to coordinated specialist help.
The response depends on the individual barrier, its effect and any safety concern. Support can increase, reduce or change as the learner’s circumstances change.
Everyday accessInclusive learning for everyone
Routine access and awareness
Accessible teaching, clear communication and ordinary help are built into the learning experience.
- Examples include accessible files, clear instructions, varied ways to participate and help using learning systems.
- A learner can ask for clarification or a different accessible format at any point.
Personalised adaptationTargeted adjustments
Specific changes to remove a barrier
Specific changes may help a learner remain comfortable, organised and able to participate.
- Examples include additional check-ins, adjusted communication, digital coaching, planned breaks or a different sequence.
- The learner helps decide what is practical and useful.
Ongoing planStructured support
A learner-agreed support plan
A learner with a significant or continuing barrier may need a coordinated plan and regular contact.
- Examples include neurodiversity, sensory access, disability, a long-term health condition or a significant mental-health barrier.
- Support is agreed with the learner and can include specialist or assessment-related input.
Complex or urgentCoordinated support
Specialist and safeguarding coordination
Several teams may work together when needs overlap or safety and wellbeing require additional care.
- Examples include a mental-health crisis, serious harassment, domestic abuse or several interacting barriers.
- Safeguarding action is taken immediately where anyone may be at risk.
Personalised action-plan library
Search examples of support KBC may discuss with you.
These examples are starting points. Support is personalised through a conversation with the learner and adapted to the learning task, workplace and assessment requirements.
| Issue or barrier | How it may affect learning | Support options KBC may discuss |
|---|---|---|
| Anxiety or GAD | Worry, avoidance, poor sleep, concentration difficulty, repeated reassurance requests | Predictable weekly plan; short written instructions; staged deadlines; agreed check-in route; calm participation option; wellbeing signposting. |
| Panic attacks | Sudden distress, fear of sessions or assessment, leaving meetings unexpectedly | Private exit/re-entry plan; grounding break without penalty; quieter space; assessment-access discussion; emergency/safeguarding route if safety is at risk. |
| Test anxiety | Blanking, severe anticipatory anxiety, avoidance of mock or formal assessment | Early mock familiarisation; low-stakes practice; clear assessment map; rest breaks or separate room where approved; assessment organisation request in time. |
| Depression or low mood | Reduced energy, withdrawal, missed work, slowed thinking, loss of confidence | Compassionate contact; small achievable steps; prioritised task list; flexible but controlled sequencing; wellbeing/health signposting; safeguarding escalation for self-harm or serious deterioration. |
| ADHD / executive function | Time blindness, missed steps, task initiation, distractibility, impulsive responses | Visual timeline; one-step instructions; reminders; short focus blocks; movement breaks; structured co-working; immediate feedback; uncluttered resources. |
| Autism spectrum | Sensory overload, ambiguity, change anxiety, literal interpretation, social fatigue | Advance agenda; explicit language; predictable routine; notice of change; sensory adjustments; written follow-up; no forced eye contact or unnecessary impromptu speaking. |
| Co-occurring autism and ADHD | Competing need for routine and novelty; overload plus executive-function difficulty | Combine predictable anchors with flexible task choices; reduce simultaneous demands; visual priorities; sensory and movement plan; one named coordinator. |
| Dyslexia | Slow reading, spelling/writing load, processing speed, note-taking difficulty | Accessible font/layout; text-to-speech; speech-to-text; advance materials; templates; recording/captions; extra time or access arrangement where approved. |
| Dyscalculia / numeracy processing | Number sense, sequencing, formula recall, interpreting charts | Concrete worked examples; step-by-step formula sheets where permitted; visual number lines; repeated practice; specialist maths support; accessible spreadsheet templates. |
| Dyspraxia / coordination | Handwriting, navigation, planning, motor tasks, fatigue | Speech-to-text; digital submission; extra planning time; ergonomic setup; written sequence; adapted practical setup while preserving competence. |
| OCD | Checking, rewriting, contamination fears, perfectionistic submission delay | Define ‘complete’; staged milestones; agreed check-in boundaries; predictable procedure; health appointment flexibility; clinical signposting alongside appropriate health support. |
| Blind or partially sighted | Images without text, inaccessible PDFs, small text, mouse-only systems | Screen-reader-ready files; structured headings; alt text; verbal description; large print/contrast; keyboard navigation; accessible charts and equations; pre-test technology. |
| Deaf or hard of hearing | Uncaptioned speech, overlapping talk, poor audio, hidden faces | Accurate captions/transcripts; one speaker at a time; visible face; chat/written summary; assistive listening or interpreter where justified; assessment planning. |
| Mobility or dexterity | Venue access, prolonged sitting, keyboard/mouse difficulty, travel | Accessible route/room; remote option where suitable; ergonomic or alternative input equipment; rest breaks; accessible practical setup. |
| Chronic pain, fatigue or fluctuating health | Variable stamina, treatment appointments, slower pace, attendance fluctuation | Pacing; rest breaks; prioritised workload; recorded content; flexible sequencing; contingency plan; formal break in learning considered only where learner-led and appropriate. |
| Speech or communication need | Rapid questioning, presentations, group discussion or phone barriers | Processing time; questions in advance; chat/written route; supported presentation; AAC/communication aid; alternative format where competence permits. |
| Pregnancy or maternity | Fatigue, appointments, physical comfort, leave transition | Flexible scheduling; breaks; remote access; risk-aware venue planning; catch-up/re-plan; learner-led formal break in learning when required; no adverse assumption. |
| Menopause | Temperature, sleep, memory, anxiety, fatigue or confidence effects | Comfort breaks; temperature/room adjustments; recordings; written follow-up; scheduling flexibility; respectful confidential conversation. |
| Gender-based or sexual harassment | Fear, absence, distress, unsafe session/workplace, retaliation concern | Immediate safety check; safeguarding or complaints route; no forced confrontation; safe contact and learning plan; employer action with consent or another lawful basis. |
| Racism or cultural exclusion | Microaggression, discriminatory behaviour, isolation, reduced participation | Listen and record; safety/complaints triage; challenge behaviour; protect from retaliation; review curriculum/group practice; employer escalation where relevant. |
| English or academic language | Unfamiliar terminology, academic conventions, confidence asking questions | Glossary; plain English; model structure; language scaffolds; extra formative practice; check understanding. |
| Religious observance | Timetable conflict, fasting, prayer, dress or dietary needs | Plan early; reasonable scheduling/space adjustments; assess health/safety individually; alternative session where feasible without changing required learning. |
| Older learner / digital confidence | Platform navigation, upload, file naming, video calls, authentication | One-to-one digital induction; screen-share; illustrated guide; sandbox upload; larger text; phone support; repeat practice; learner submits own work. |
| Device, connectivity or digital poverty | Missed live learning, unreliable access, unable to upload | Access check; low-bandwidth materials; approved device/connectivity solution; alternative safe access point; deadline plan; log resolution and test. |
| Caring responsibilities | Unpredictable availability, fatigue, missed sessions | Advance schedule; agreed contact windows; recordings where appropriate; protected study plan; employer discussion; flexible sequence without hiding non-engagement. |
| Shift work / employer release | Clashes, interrupted OTJ, inability to attend or apply learning | Employer re-plan; protected learning-time confirmation; alternative cohort/session where feasible; escalation if role/employer cannot support programme. |
| Bereavement or major life event | Concentration, attendance, emotional distress, practical disruption | Compassionate contact; temporary prioritisation; adjusted sequence; wellbeing support; learner-led formal break in learning if substantive pause is needed; review rather than indefinite extension. |
| Role–standard mismatch | Few opportunities to apply KSBs, irrelevant tasks, low motivation | Detailed job-role/KSB map; employer action plan; project/rotation/mentor opportunities; review of programme and job-role suitability if the issue cannot be resolved. |
| Personality or career-fit concern | Strain, disengagement, values conflict, low confidence in pathway | Human-led interpretation of optional RIASEC/personality results; strengths conversation; experiments/projects; mentor; career guidance; no automatic suitability decision. |
| Assessment/EPA access | Need may affect exam, presentation, interview, practical or timed task | Check the relevant assessment requirements; ask what supporting information is needed; submit the request early; confirm and practise the approved arrangement; prepare a backup plan. |
| Multiple intersecting needs | Conflicting plans, repeated disclosure, many contacts | One named lead; integrated consented plan; prioritise safety and immediate access; joint review; minimise repeated disclosure; check that the combined support is practical. |
| Learner declines support | Does not want plan or employer disclosure | Respect decision; explain options and implications; respect and clarify the learner’s sharing choices; offer private alternative; and explain the limited circumstances in which KBC may need to act for safety or legal reasons. |
| Support not working | No progress, continued distress, missed delivery or learner dissatisfaction | Ask learner; identify what is not helping; change frequency/method/owner; specialist or safeguarding escalation; replace support that is not helping; consider complaint/review. |
Support is personalised. Some formal assessment arrangements may require information specified by the relevant assessment organisation.
Private browser tool
Build a support conversation
Select only what you are comfortable sharing. This tool does not diagnose, store or send your choices. Do not type sensitive medical detail here; use KBC’s secure support route.
What is getting in the way?
What might help us discuss?
Generated conversation starter
Your draft
Nothing is sent automatically.
Assessment access
Fair access does not mean changing the occupational competence being assessed.
KBC considers access needs early, checks the requirements for the relevant assessment and works with the learner to request permitted arrangements in good time.
Plan early
- Consider written tests, interviews, presentations, practical observation, professional discussion and digital platforms.
- Discuss possible access needs during onboarding and revisit them whenever circumstances change.
- Try approved technology or arrangements before the live assessment wherever possible.
Fairness and standards
- Adjust how a learner accesses or demonstrates competence where the assessment rules permit.
- Keep the required knowledge, skills and behaviours unchanged.
- Use the apprenticeship standard and assessment requirements to identify what is essential.
Before the assessment
- Confirm the approved arrangement and explain it clearly to the learner.
- Check that the venue, platform, equipment and timing are accessible.
- Make sure the learner knows who to contact if the arrangement does not work as planned.
Questions learners and employers often ask
Clear answers about disclosure, support, privacy and standards.
Do I need a formal diagnosis before I ask for help?
No. You can describe the barrier and its effect without using a label. A formal assessment arrangement may require particular information set by the relevant assessment organisation.
Will KBC tell my employer?
Support information is shared with an employer only with your recorded consent or where another lawful or safeguarding basis requires limited sharing. KBC will explain what is proposed and why.
Can an adjustment lower the apprenticeship standard?
No. An adjustment should remove an avoidable access barrier while preserving the knowledge, skill or behaviour being assessed. Formal arrangements must follow the relevant assessment requirements and the decision of the assessment organisation.
What happens if I disclose after I have started?
KBC does not penalise late disclosure. The need is assessed when raised, immediate barriers are addressed and any assessment-access request is submitted as early as possible.
Can KBC help an older learner upload an assignment?
Yes. KBC can provide step-by-step guidance, screen sharing, practice uploads and accessible instructions while keeping the learner in control and ensuring the submitted work remains their own.
Am I a visual or auditory learner?
You may prefer particular formats, and KBC respects that. We do not limit learners to one fixed label; we use a purposeful mix of explanation, visuals, demonstration, discussion and practice.
Can a personality or RIASEC result decide whether I am suitable?
No. These tools may support reflection and career coaching. They do not diagnose, determine human worth or automatically decide enrolment, achievement or employment suitability.
What if the support is not working?
Tell your coach, tutor, Student Support or Inclusion Lead. KBC will revisit the support with you, change the approach or seek specialist or safeguarding help where appropriate.
Can I decline AI assistance during onboarding?
Yes. A fully human-led route is available without disadvantage. AI outputs are suggestions only and a competent human plus the learner decide what, if anything, enters the plan.
Speak up early
You do not need the perfect words to ask for support.
Tell KBC what is getting in the way, what you have tried and what a better learning experience would look like. You can start with your coach or tutor, Student & Academic Support, the Inclusion Lead or the Safeguarding Team.
