Love Reading

Love Reading

The Love Reading Mentoring Project is a pilot project which leverages the successful work of MFL Mentoring in an effort to inspire primary school learners to see the value of and be inspired by the power of reading.

Overview

Love Reading Mentoring partners university students who have a passion for reading and working with young people with local primary schools, to inspire learners aged 9-11 to find their own love for reading! Love Reading mentors do this by running engaging face-to-face sessions about how reading is more than just words – it’s about communication, body language, creativity and much, much more.

The project is funded by the Welsh Government, led by Cardiff University and supported by Bangor University.

The project is currently funded until March 2024 and is focused on developing a love for reading in English. With evidence that the approach works, we hope to be able to expand this to Welsh-medium reading and to more schools. This will be funding dependent.

Mission and Vision

Research has shown that learners’ literacy levels have been affected by the Covid-19 pandemic. Research also shows that if we can inspire an intrinsic motivation for reading, it will improve attainment across key literacy skills, including reading!

So, our mission and vision is to:

  • Cultivate A Love For Reading Amongst Learners
  • Explore A Variety Of Different Reading Materials As A Way To Develop Literacy And Reading Skills
  • Discover How Reading Connects Us To The World Around Us
  • Highlight How Reading And Literacy Support Careers And Wellbeing
  • Make Love For Reading Accessible And Appealing To Every Learner In Every Context
  • Explore The Relevance Of Reading To The Lives And Aspirations Of Our Learners
  • Raise Understanding Of And Enthusiasm For Higher Education As One Of Many Routes To Take In The Future

Project Timeline

Applications for mentors and partner schools close

Learners complete surveys and mentors do DBS checks

Teachers choose learners who will be mentored and gather parental consent

Mentors are trained!

Each school receives 2 mentors who will come to their school to run the 6 sessions of mentoring

Feedback and participate in the evaluation

keep an eye out for future funding!!

Become a mentor

If you’d like to help young learners love reading, then get involved by completing an application form to become a mentor in September 2023. Just remember, you must be registered at one of our partner universities (Cardiff or Bangor) for the academic year 2023-24 to be involved.

If you’d like to find out more about becoming a mentor with MFL Mentoring just click the button below or send us a message to MFLMentoring@cardiff.ac.uk and one of our team will get back to you as soon as possible.

Apply Now

Become a partner school

If you’d like to have mentors come to your primary school to help inspire your learners, then get involved by completing an application form to become a partner school. This helps us understand your school context and makes sure we are supporting our schools in the way that works best for them. We will share this information back with you along with any interesting insights they provide.

We only have space for 10 schools, so it’s imperative that you get your application in fast!

Apply Now

Become a mentor

If you’d like to help young learners love reading, then get involved by completing an application form to become a mentor in September 2023. Just remember, you must be registered at one of our partner universities (Cardiff or Bangor) for the academic year 2023-24 to be involved.

Apply Now

Become a partner school

If you’d like to have mentors come to your primary school to help inspire your learners, then get involved by completing an application form to become a partner school. This helps us understand your school context and makes sure we are supporting our schools in the way that works best for them. We will share this information back with you along with any interesting insights they provide.

We only have space for 10 schools, so it’s imperative that you get your application in fast!

Apply Now

Privacy Notice - Reading

Privacy Notice

 

1. Who we are

The ‘Love Reading Mentoring Project’ is being carried out by Cardiff University on behalf of Welsh Government. The ‘Love Reading Mentoring Project’ is a sister project of the MFL Mentoring Project which is also carried out by Cardiff University on behalf of Welsh Government. The Love Reading Mentoring Project was launched in April 2023.  

 

 

2. How we will use your data

We receive your personal data as part of your involvement in the Love Reading Mentoring Project. We collate data about participants to help the smooth running of the project and to conduct research into attitudes, motivations and barriers towards reading. Our analysis is not about any specific person and so you will not be identified as an individual. All data will be anonymised in any reports or research outputs.  

 

 

3. The nature of your personal data we will be using

The categories of your personal data that we will be using for this project may include the following depending on the nature of your involvement in the project. If your data is being collated, you will be informed in advance so that you can give your consent.  

 

University Students: 

  • Full name 
  • Preferred gender  
  • Date of birth 
  • Nationality 
  • Disability 
  • Email address 
  • Phone number  
  • Postal address 
  • University  
  • Degree programme 
  • Year of study 

 

Teachers: 

  • Full name 
  • Preferred gender  
  • Email address 
  • Phone number  
  • School  
  • Job title 

 

Parents/Care givers: 

  • Full name 
  • Email address  
  • Name of child  

 

Primary School Learners: 

  • Full name 
  • Preferred gender  
  • School  
  • Year group 

 

Referees: 

  • Full name 
  • Email address 
  • Organisation 
  • Job title 

 

 

4. Why our use of your personal data is lawful

In order for our use of your personal data to be lawful, we need to meet one (or more) conditions in the GDPR and DPA 2018 data protection legislation. For the purpose of this project, we will process your personal information in accordance with: 

 

  • Art.6 1 (e) “processing is necessary for the performance of a task carried out in the public interest or in the exercise of official authority vested in the controller”. Running the project on behalf of Welsh Government and conducting research on behalf of Cardiff University are considered “public task”. 

 

  • Art.6 1 (a) “the data subject has given consent to the processing of his or her personal data for one or more specific purposes”. This refers to the consent that you have given for your data to be provided, such as in survey responses. 

 

  • Art.9 1(j) “processing is necessary for archiving purposes in the public interest, scientific or historical research purposes or statistical purposes, shall be subject to appropriate safeguards, in accordance with this Regulation, for the rights and freedoms of the data subject”. This is for any special categories data used in research, e.g. for ethnicity. 

 

 

5. Sharing your personal data

We sometimes need to make personal data available to other organisations. These might include contracted partners (who we have employed to process your personal data on our behalf) and/or other organisations (with whom we need to share your personal data for specific purposes). Where we need to share your personal data with others, we ensure that this data sharing complies with data protection legislation. Cardiff University is the main body which will be processing your data and is thus the Data Controller.   

 

Our partners include: 

 

If you are a mentor completing an accreditation with the Love Reading Mentoring Project, the details you provide will also be shared with the following partners in order to process and award your units: 

 

  

6. How long we will keep your personal data

Cardiff University will keep your personal data for a maximum of five years and will review every year after which we will delete any personal data we have about you.  

 

 

7. Your data protection rights

Under certain circumstances, you have the right: 

  • to ask us for access to information about you that we hold  
  • to have your personal data rectified, if it is inaccurate or incomplete 
  • to request the deletion or removal of personal data where there is no compelling reason for its continued processing 
  • to restrict our processing of your personal data (i.e. permitting its storage but no further processing) 
  • to object to direct marketing (including profiling) and processing for the purposes of scientific/historical research and statistics 
  • not to be subject to decisions based purely on automated processing where it produces a legal or similarly significant effect on you 

  

If you need to contact us regarding any of the above, please do so via the Cardiff University site: https://www.cardiff.ac.uk/public-information/policies-and-procedures/data-protection  

  

 

8. Withdrawal of consent and the right to lodge a complaint

Where we are processing your personal data with your consent, you have the right to withdraw that consent. If you change your mind, or you are unhappy with our use of your personal data, please let us know by contacting inforequest@cardiff.ac.uk and state the name of this project. Alternatively, you have the right to raise any concerns with the Information Commissioner’s Office (ICO) via their website at https://ico.org.uk/concerns/ 

  

 

9. Last updated

We may need to update this privacy notice periodically, so we recommend that you revisit this information from time to time. This version was last updated on 18 April 2023.  

 

 

10. Contact info

If you have any questions about how your personal information will be used, please contact Lucy Jenkins, Project Director, at Jenkinsl27@cardiff.ac.uk.  


Home 2022

Socials

Keep up to date with our latest news, information and press releases via our social media channels and get involved with the conversation.

So proud of one of our amazing mentors, Zhen Ni, for winning Student Academic Rep of the Year (College of Arts, Humanities and Social Sciences) at the @cardiffuni Enriching Student Life Awards👏🙌 See the list of winners here: https://rb.gy/ysv6d5

Dyna 'da ni'n hoffi'i glywed! 🙌🌎

Manteisiwch ar ein gweithdai a'n sesiynau mentora am ddim er mwyn gwella agweddau tuag at ieithoedd yn eich ysgol! https://rb.gy/3qlbnu

That's what we like to hear! 🙌🌎

Do you want to improve attitudes towards languages in your school? Sign up for MFL Mentoring. We are now accepting school applications!

Apply here: https://rb.gy/3qlbnu

📢Rydyn ni'n derbyn ceisiadau gan ysgolion i gymryd rhan yn ein sesiynau mentora a gweithdai iaith y tymor nesaf! Mynegwch eich diddordeb yma: https://rb.gy/3qlbnu

How the new curriculum is supporting all children to reach their full potential.

Equity and inclusion case studies from schools and other settings in Wales:

https://educationwales.blog.gov.wales/2024/05/13/equity-and-inclusion-in-the-curriculum-for-wales/

Last year, we had the privilege of talking to @barbarampv, head of MFL in @croesyschool about her experience working with the project. Stay tuned throughout the next two weeks for more snippets of out interview with Barbara!

Apply to take part:
https://rb.gy/5sghzj

🎉Applications for schools are officially open!

Want to improve attitudes towards languages in your school in 2024-25?

Last year, 81% of learners said that the mentoring made them more interested in cultures and languages 🌍 Apply here: https://rb.gy/3qlbnu

🧅🧀🍎 @BangorUni @MFLMentoring Mentor Maryam Awawdeh is delivering a fantastic session on food & languages at @GwylFwydCfon today!

#MFLMentoring @BangorModLangs
#GlobalFutures #DyfodolBydEang @WG_Education #ieithoedd #languages #MFL #ITM

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Partners


Privacy Notice - MFL

Privacy Notice

  1. Who we are

The Modern Foreign Languages Student Mentoring Project (MFL Mentoring) is being carried out by Cardiff University on behalf of Welsh Government. Cardiff University is the main body that will be collecting, storing, processing, maintaining, cleansing, and retaining personal data including data defined as sensitive. Cardiff University will be the data controller for your personal data.   

Our university partners include Aberystwyth University, Bangor University, Cardiff University, Cardiff Metropolitan University, Swansea University, University of South Wales,the Royal Welsh College of Music and Drama, University of Oxford, University of Wales Trinity St. David, and Wrexham Glyndŵr University. Our consortia partners include Central South Consortium (CSC), GwE, South East Wales Education Achievement Service (EAS), Partneriaeth and Growing Mid Wales. 

The programmes delivered by MFL Mentoring aim to increase the number of pre-GCSE learners opting to choose an International Language for GCSE through mentoring.  

References to ‘the programmes’ in this notice refer to MFL Mentoring’s programmes, including but not limited to, Year 8/9 Mentoring, Linking Language Workshops, Multilingual Mentoring in Primary Schools and  and the Love Reading Mentoring Project.

The following document explains why we (MFL Mentoring) collect data, how this data is processed and the steps we take to ensure data security at all stages.  

 

  1. How we will use your data

We use your personal data to facilitate your involvement in the MFL Mentoring project. Any data that is collated about you is needed to deliver the programme effectively. As part of the project’s remit, this might also include research conducted into the language learning sector. Your data is collated in a variety of different ways, which could include Qualtrics, and/or paper surveys. Our analysis is not about any specific person and so you will not be identified as an individual. All data will be anonymised in any report or research outputs.  

 

  1. The nature of your personal data we will be using

The categories of your personal data that we will be using for this project may include the following depending on the nature of your involvement in the project. If your data is being collated, you will be informed in advance so that you can give your consent.  

Any student from our partner university who wants to apply to participate with the project will be asked to share the following during their engagement with the project:  

  • Full name 
  • Gender  
  • Date of birth 
  • Nationality 
  • Disability  
  • Email address 
  • Phone number (personal and school) 
  • Postal address 
  • University  
  • Degree programme 
  • Year of study 

 

Teachers: 

Any teacher based in a Welsh primary/secondary school that wants to apply to participate with the project will be asked to share the following during their engagement with the project.  

  • Full name 
  • Gender  
  • Email address 
  • Phone number  
  • School  
  • Job title 

 

Parents/Care givers: 

Parents are asked to share their full name whilst consenting to allow their child to participate with the project.  

  • Full name 

 

Secondary School Learners: 

Learners will be asked to share the following when engaging with the project, and can choose to provide an anonymous name at any point of the survey.  

  • Full name 
  • Gender  
  • Ethnicity  
  • School/Hwb email address 
  • School  
  • Year group 

 

Primary School Learners: 

  • First name and Surname 
  • Gender  
  • School  
  • Year group 

 

  1. Why does MFL Mentoring collect this information and why our use of your personal data is lawful

MFL Mentoring collects data on individuals for the following main purposes. In order for our (MFL Mentoring) use of your personal data to be lawful, we need to meet one (or more) conditions in the GDPR and DPA 2018 data protection legislation. For the purpose of this project (MFL Mentoring) and the programmes it delivers, we will process your personal information in accordance with the following legal basis.  

 

Type of personal data  Purpose  Legal basis 
Any personal data shared with the project via surveys/applications collated through Qualtrics or paper surveys.   For the purposes of monitoring which allows MFL Mentoring to:  

  • Fulfil compulsory external reporting requirements to regulatory bodies such as Welsh Government.  
  • Monitor and evaluate the effectiveness of the programmes.  
  • Provide a clear picture of the activities we deliver and the people we work with.  
  • Produce statistics, including event application and participation numbers, and participant outcomes.  

 

Cardiff University is a public research institution established by royal charter to advance knowledge and education through its teaching and research activities. As such, personal data is processed on the basis that doing so is necessary for our public task, is for scientific and historical research purposes which are in the public interest and is subject to necessary safeguards UK GDPR Art.6.1(e) and Art. 9.2(j). 
Personal data such as information about disabilities.  Ensure the health and safety and well-being of all participants who engage with the project and to assist with pastoral and welfare needs, for example ensuring that we are aware of medical conditions and disabilities.  

 

Personal data such as information about ethnicity.   To understand if ethnicity has impact on attitudes towards language learning, this supports the project to better understand barriers towards language learning.   Cardiff University is a public research institution established by royal charter to advance knowledge and education through its teaching and research activities. As such, personal data is processed on the basis that doing so is necessary for our public task, is for scientific and historical research purposes which are in the public interest and is subject to necessary safeguards UK GDPR Art.6.1(e) and Art. 9.2(j). 
Bank details shared by students via a Payee Capture Form. Collated by the project team.   For administering finance for university students that participate with the project for example, to pay bursaries and travel reimbursements.  

 

Art.6 1 (b) “processing is necessary for the performance of a contract to which the data subject is party or in order to take steps at the requests of the data subject prior to entering into a contract”. 
Personal data such as name and email address via Qualtrics survey or paper copy of survey.   To send relevant and necessary information regarding forthcoming activities as well as marketing communications.  

 

Art.6 1 (a) “the data subject has given consent to the processing of his or her personal data for one or more specific purposes”. 
Criminal Offence Data of students via Enhanced DBS checks.   For safeguarding of children and individual at risks due to the nature of the work that will be undertaken by students participating with the project. Please see below for further information.  

Data Protection Act 2018, c.12 Schedule 1, Part 2, Paragraph 10 “Preventing or detecting unlawful acts” and Data Protection Act 2018, c.12 Schedule 1, Part 2 Paragraph 11 “protecting the public against dishonesty” 

 

  1. Sharing your personal data

We sometimes need to make personal data available to other organisations. These might include contracted partners (who we have employed to process your personal data on our behalf) and/or other organisations (with whom we need to share your personal data for specific purposes). Where we need to share your personal data with others, we ensure that this data sharing complies with data protection legislation. Cardiff University is the main body which will be processing your data.  

 

Our partners include: 

  • Welsh Government (https://gov.wales/). Welsh Government fund the project.  
  • Reaching Wider (reachingwider.org). Reaching Wider fund some partner schools to engage with the project. A school will be made fully aware of this if it applies to them.  
  • Ondata Research Ltd (http://ondata.org.uk/). To support evaluation components of the project. When data is shared, a data sharing agreement is in place.   
  • A university and/or school. To support mentors and learners who are engaging in the project.  
  • Consortia Leads. To support teachers and schools who are engaging in the project.  

 

Enhanced DBS Checks  

All students must complete an Enhanced DBS check as part of the project processes prior to visiting partner secondary or primary schools. Any individual who does not want to complete an Enhanced DBS check has the right to refuse to complete this check. However, this does mean that the individual in question will be unable to participate with MFL Mentoring and the programmes it delivers. 

 

The information provided within the Enhanced DBS check can and sometimes will be shared with schools that engage with the project. Individuals will be told in advance of any sharing of information between MFL Mentoring and a partner school.  

Accreditation 

If you are a student completing one or both of the accreditation units, the details you provide will also be shared with the following partners in order to process and award your units: 

 

  1. How long we will keep your personal data

Cardiff University will keep your personal data for no longer than is necessary for the purposes. Please see table below for any personal data that is used for research purposes.  

 

Description   Retention Period   Notes  
Research records and data from non-clinical and non-public health research projects    Data to be retained for a minimum period of 5 years after the end of the project* or after publication of any findings based upon the data (whichever is later).  

*End of project is defined as completion of project closure report or publishing of final articles.  

If any patents emerge from the research, the records and data may need to be retained for a longer period. 

 

 

 

 

 

  1. Security of Data

Data protection legislation requires us to keep your information secure. This means that your confidentiality will be respected, and all appropriate measures will be taken to prevent unauthorised access and disclosure.  

Only members of staff who need access to relevant parts of your information will be authorised to do so. All staff with access to any personal data which is stored electronically will have multi-factor authentication installed on their accounts, while paper files will be stored in secure areas with controlled access.  

When any identifiable data is shared with MFL Mentoring’s partners, any documents will be password protected and the password shared in a separate email to the document containing the data. Schools will receive data that includes personally identifiable information but only for their own learners and this data is shared with the contact teacher in order to determine which learners should engage with the programmes offered. All other data shared is fully anonymised and no personally identifiable information is shared with partners. 

 

  1. Your Data Protection Rights

Under data protection legislation you have some rights relating to your personal data. Some of these may be limited depending on the circumstances. You can find some information on Cardiff University’s website at: Your data protection rights – Public information – Cardiff University. 

 

In the first instance you should contact us at Lucy Jenkins (jenkinsl27@cardiff.ac.uk)  with your request: 

  • to have your personal data rectified, if it is inaccurate or incomplete 
  • to restrict how we process your personal data  
  • to withdraw consent for direct marketing purposes 

 

  1. Withdrawal of Consent and the Right to Lodge a Complaint

Where we are processing your personal data with your consent, you have the right to withdraw that consent. You can do this by contacting Lucy Jenkins (jenkinsl27@cardiff.ac.uk 

 

If you are unhappy with our use of your personal data, please let us know by contacting Lucy Jenkins (jenkinsl27@cardiff.ac.uk) in the first instance. If you remain dissatisfied you can contact Cardiff University’s DPO at inforequest@cardiff.ac.uk and state the name of this project. You also have the right to raise any concerns with the Information Commissioner’s Office (ICO) via their website at https://ico.org.uk/concerns/ 

 

  1. Last Updated

We may need to update this privacy notice periodically, so we recommend that you revisit this information from time to time. This version was last updated on 1st September 2023.  

 

11 Contact info 

If you have any questions about how your personal information will be used, please contact Lucy Jenkins, Project Director, at Jenkinsl27@cardiff.ac.uk 


Child Protection and Safeguarding Policy

Child Protection and Safeguarding Policy

  1. Scope and Aims

This policy applies to the MFL Mentoring project, which includes but is not limited to Year 8/9 Mentoring, Linking Language Workshops, and the Love Reading Mentoring Project.  

The aim of the MFL Mentoring project is to increase the number of pre-GCSE learners opting to choose an International Language for GCSE through one-to-group mentoring or workshops.  

The aim of the Love Reading Mentoring Project is to increase literacy levels and Key Stage 2 interest in reading through one-to-group mentoring.  

The MFL Mentoring Project team, and all other affiliated project team staff such as the Love Reading Mentoring Project, fully recognise our responsibilities for Safeguarding and Child Protection and this policy sets out how we will work to fulfil our responsibilities.  

This policy outlines how we, as a project team, will work to: 

1.1 Ensure that we actively support the safeguarding of the young people we work with in their schools by working within the individual safeguarding structures of each school we partner with and as outlined in Keeping Learners Safe (Welsh Government, 2022).  

1.2 Ensure that we actively consider and identify the relevant risks that could occur as a result of this project, and as far as possible, prevent them from occurring. 

1.3 Remain vigilant to the possibility of safeguarding and child protection risks within this project. 

1.4 Act swiftly in relation to any safeguarding or child protection issues that occur as a result of this project and work with the school and other relevant statutory authorities to assess and manage them.   

1.5 Feed any learning about safeguarding from this project into this policy and review it on an annual basis. 

This policy recognises that all of the children and young people supported through our Modern Foreign Languages Mentoring Project (MFL Mentoring) and any programmes affiliated with MFL Mentoring such as the Love Reading Mentoring Project, are located in our partner schools which all have their own child protection policies, and that any safeguarding issues that arise in relation to young people who are mentored as part of our project will be covered by the policy of these individual schools. This policy fully recognises the authority of the policies that exist in all partner schools and only seeks to supplement those policies in relation to the needs of the project and the specific support we give to our volunteer mentors.  All of the procedures described in this policy will tie in with school safeguarding procedures which remain of critical importance.

  1. Key contacts and emergency contacts

Lucy Jenkins  is the MFL Mentoring Safeguarding Lead and Project Director of MFL Mentoring and any affiliated projects (). In the event of absence or emergency, the project’s Secondary Safeguarding Leads are Glesni Owen () and Becky Beckley (). In the case of the Love Reading Mentoring Project, the Secondary Safeguarding Officer is Alexandra Nita (NitaIA@cardiff.ac.uk).  

All schools have a child protection policy which will provide the name and contact details of the school’s Designated Safeguarding Person (DSP) for child protection. The DSP will decide whether a referral needs to be made to relevant services to keep a child or young person safe.  

If the school DSP is not available when an incident occurs, all those engaged with the project are aware that if they are concerned that a child is being abused or might come to immediate harm they must call the police – 999 in an emergency and 101 for all other enquiries.   

All those engaged with the project are also made aware that they can contact the local authority child protection team to make a referral in the local authority in which they are based. 

  1. Definitions

It is important that those involved in this project – whether as a member of the project team or as a volunteer student mentor – have an understanding of safeguarding and the different forms of child abuse.   

Safeguarding is defined as: 

  • Protecting children from abuse and maltreatment; 
  • Preventing impairment of children’s health or development; 
  • Ensuring the children are growing up in circumstances consistent with the provision of safe and effective care; and 
  • Taking action to enable all children to have the best life chances and outcomes. 

 

Child Abuse 

Abuse is a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting; by those known to them or, more rarely, by others (e.g. via the internet).  They may be abused by an adult or adults, or another child or children.   

 

There are four types of abuse as defined in all Wales Child Protection Procedures (2008).  There are more detailed definitions and descriptions of the four main types of abuse in Appendix 1.   

 

  • Emotional: The persistent emotional ill-treatment of a child such as to cause severe and persistent adverse effects on the child’s emotional and behavioural development.  

 

  • Neglect: The persistent or severe neglect of a child, or the failure to protect a child from exposure to any kind of danger, including cold, starvation or extreme failure to carry out important aspects of care, resulting in the significant impairment of the child’s health or development, including nonorganic failure to thrive.  

 

  • Physical: The hitting, shaking, throwing, poisoning or scalding, drowning, suffocating or otherwise causing physical harm to a child.  Physical harm may also be caused when a parent or carer fabricates or induces an illness in a child whom they are looking after.  

 

  • Sexual: Forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening, including:  
  • Physical contact, including penetration or non-penetrative acts 
  • Non-contact activities, such as involving children in looking at, or in the production of pornographic material or watching sexual activities; or  
  • Encouraging children to behave in sexually inappropriate ways. 

As a project team we undertake to uphold the highest standards of safeguarding and to ensure that we are doing everything we can to reduce risks to those we work with.   

  1. Contextual Safeguarding

In addition to the above, MFL Mentoring and Love Reading Mentoring recognise the importance of ‘contextual safeguarding’ and understand that children and young people (and particularly older young people) may be at risk, not only in their families but also within the context of their communities and peer groupsFurther information about some key specific safeguarding concerns children and young people may experience is appended to this policy at Appendix 2

 

  1. Training, Awareness and Understanding

As part of our commitment to safeguarding and upholding safeguarding standards we will regularly train our staff and student mentors to ensure that they understand basic safeguarding, what is required of them, and how they can report concerns. This safeguarding training will be delivered to all newly recruited student mentors (and project team members) and will be refreshed before each new cycle of mentoring commences (October of each year) All mentors will undertake a short test during the training to ensure that the main points of the safeguarding presentation have been understood. Any student mentor that fails this test will not be placed in a school until they have passed this test  

 

  1. Vetting

The student mentors in this project will be required to undertake an Enhanced DBS (Disclosure and Barring Service) check to ensure that there is nothing that is known about them that would suggest they present a risk to children.  However, we also recognise that not all individuals who may present a risk to children will have criminal records and it is important to always remain vigilant.   

As part of the project’s recruitment process, student mentors must complete two full days of face-to-face mentor training. During this time any concerns about a student mentor’s attitude or approach can be raised, and if, following this, there are any concerns about their suitability to work with children, they will not be taken forward as a student mentor.   

Behaviours of concern might be an overfamiliarity with children and a failure to understand the boundaries of the role; a failure to conduct themselves in a responsible manner with children; or a failure to take the project or the safeguarding elements of the project seriously.  See the section below on the behaviours we expect in our project.  

  1. Standards of Behaviour

It is integral to our policy to have clear standards of behaviour that we expect from our staff and student mentors, so that  everyone involved with the project are clear about what is expected of them in relation to safeguarding.   

Our mentoring programme is based on the principle that children and young people can benefit immeasurably from supportive relationships with adults who can guide and help them. However, we encourage all our student mentors to be thoughtful and reflective about how their behaviour may be open to scrutiny, and we offer them clear guidance about behaviours and actions that are not acceptable.   

We expect our staff and student mentors to model best practice in relation to working with children and young people and not engage in any of the following behaviours: 

  • Bullying, harassment or discrimination against any child (even in subtle ways such as drawing attention to personal or physical differences). 
  • Belittling or shaming a child who is struggling or who finds the work difficult.   
  • Hitting, smacking or causing physical harm to a child as an outlet for frustration or as a means of discipline. 
  • Interacting with children in an inappropriate way, singling them out for praise or attention or trying to humiliate them or make them feel uncomfortable. 
  • Engaging in physical contact with children of any kinds, even where this is intended to be affectionate or comical. 
  • Entering an intimate or sexual relationship with a child or using sexual language around them including suggestive comments or conversations.  
  • Entering into a relationship with a mentee outside of the project. 
  • Engaging with the mentees on social media, such as WhatsApp, Snapchat, Instagram or another social media service, messaging service or game. Accepting friend invitations or sharing personal numbers with any of the children in the project.   
  • Taking pictures of the children or sharing photos of yourself.   
  • Giving gifts, privileges or rewards to a child to build a special relationship with them. 
  • Undertaking mentoring duties whilst under the influence of alcohol or drugs. 
  1. Online Safeguarding

Where online mentoring is concerned, MFL Mentoring facilitates one to small group (6-12 children in normal circumstances) mentoring between the student mentors engaging with the project and the children and young people within the schools in which they are working.  The project follows the procedures laid out in the Live-streaming and video-conferencing: Safeguarding principles and practice for online safeguarding (Welsh Government, 2021) guidance, in addition to the Keeping Learners Safe (Welsh Government, 2022) guidance. 

There are considerable educational benefits and equal access opportunities relating to the provision of online mentoring, but we recognise that it also presents an additional layer of safeguarding risk. The additional risk is a consequence of the fact that this mode of mentoring facilitates online communication between the student mentor and the mentee/s that is removed from the direct supervision of other adults within the school which presents some increased degree of opportunity for a bad actor to coerce or harm a child should they be intent on doing so.  

The project uses MS Teams and/or Google Classroom accessed and monitored through Welsh Government’s bespoke digital platform Hwb. Where required, the project/suse  the school/setting’s own implementation of Google/Microsoft 365 for any online or blended mentoring sessions or workshops. Sessions or workshops take place on MS Teams and/or Google Classroom via Hwb or the school/setting’s own implementation of Google/Microsoft 365, and every student mentor is provided with a Hwb account and email address to use for the duration of their time with the project. The Hwb account is then deleted when a student mentor leaves the project. This is to mitigate against any learner that engages with the project being able to contact a student mentor through a personal or university email address, as all student mentors are required to only use their Hwb account when engaging online through MS Teams or Google Classrooms with their mentees. 

That being said, in addition to the above, all messages are recorded and viewable by the project team and nominated staff from the partner school on MS Teams or Google Classroom via Hwb.  All conversations take place in a group setting and are reviewed by the project team, so no conversations take place without oversight from staff.  

Communicating online has also been shown to have a subtle impact on people’s behaviours – in some cases removing their inhibitions and learners feel invisible or immune to the consequences of rule breaking for example. The project recognises the additional layer of potential risk created by this process and will ensure that there are safeguards in place around these online interactions that reduces any risk they may present.   

This includes the following safeguards: 

8.1 We will clearly communicate to our mentors that the standards of behaviour expected of them that are described above in section 7 apply online as well as offline.  

8.2 We will ensure that the online interactions between mentors and mentees occur via Hwb, the Welsh Government bespoke platform, using MS Teams and/or Google Classroom or the school/setting’s own implementation of Google/Microsoft 365 with no links to wider social media.  

8.3 We will ensure that the platform we use does not share wider details, usernames, passwords or identifying details of either party or link to other internet-based sites or services.   We will reiterate to mentors that they must not share these details or allow the children and young people to share them.   

8.4 The project will be open that it will record all online chat that takes place between the student mentors and their mentees. The project team will dip sample and review the transcripts of these interactions weekly during the mentoring cycle.  

 

  1. Responding to Safeguarding Risks and Concerns

As explained above, safeguarding issues within this project will be dealt with within the framework and procedures of the school policy they are reported within and as outlined in Keeping Learners Safe (Welsh Government, 2022).  However, it is important that the project team are made aware if concerns are raised within school and that the project can act on any information that they become aware of independently.   

 

9.1 Concerns raised by a student mentor about a mentee  

It is recognised that a student mentor within this project may receive a disclosure from a child they are mentoring, or they may become aware of information relating to a child that they feel they need to act on.  Some children may choose to disclose to a student mentor because they may feel they are more approachable (as they are closer in age) and they may feel a closer connection with the mentor because they have worked with them in small groups.  In some parts of the project, such as during online communication, it is possible that children may feel that a student mentor is more accessible because they have had the opportunity to communicate with them online.    

When listening to a disclosure from a child, mentors and anyone involved in the project is instructed to: Listen carefully and patiently to what they are saying and make clear that you take the matter seriously. 

  • Reassure them they are not to blame. 
  • Encourage the child to talk and let them tell their story in their own way. Do not prompt or ask leading questions. 
  • Don’t make the child repeat their account. 
  • Explain what actions you must take, that they were right to inform you, and that you will inform the school’s DSP.  
  • If visiting the school in any face-to-face context, that any concern is raised with the contact teacher or DSP at the school before leaving the school premises. 

 

Referring to the Designated Safeguarding Person (DSP) within school 

Student mentors must write down the details of any disclosure and pass on the information to the Designated Safeguarding Lead within the school as soon as possible.    

A student mentor within this project should also ensure that they report any concerns they have about the welfare and safety of a child to the DSP within school. This might not be as a result of a direct disclosure from a child but might be triggered by concerns about the behaviours or actions of a child they are working with.  

 

Reporting within the project  

The student mentors should also complete a short statement including only relevant details of the safeguarding concern to be passed on to the project team. The project team will use this to ensure that the matter is being dealt with by the teacher and DSP within the school. Sensitive case information about safeguarding should only be shared by those who are able to take action so the content of the referrals should not be shared with the project.  However, the project team needs to be made aware if a mentor makes a referral within a school/s so that they can understand the issues that are arising for mentors and support them accordingly.   

 

Reporting urgent concerns out of school hours 

Student mentors should always report their safeguarding concerns through the structures within their schools where possible.  

However, should a student mentor (or member of the project team) become aware of an immediate risk to a child out of school hours or realise there is such a risk, there should be an immediate referral of their concerns to the local police (as in section 2 above).  The DSP at the school should be made aware of any referral to emergency services as soon as possible following this action.    

  

9.2 Concerns raised about the actions or behaviours of a student mentor  

Allegations of abuse or criminal activity 

Concerns about student mentors may be raised by the children who are being mentored, teachers linked to the project or by other teachers within the school or by fellow mentors.  Any serious allegations of abuse should be dealt with within school procedures. This would include if there were an allegation that a student mentor has: 

  • behaved in a way that has harmed a child, or may have harmed a child;  
  • possibly committed a criminal offence against or related to a child; or  
  • behaved towards a child or children in a way that indicates  they may pose a risk of harm to children. 

Any instances of the above should be reported to the DSP who will engage with the Local Authority Designated Officer and Local Police.  The project lead should be made aware immediately by school staff and student mentors themselves.  If the student mentor wants to continue to work as a mentor despite the allegation their ongoing participation in the project will be based on a risk assessment commissioned by statutory leads.   

The project lead will communicate with the student mentor while an allegation is being investigated and ask that the DSP keep them updated on the progress of any investigation. The project lead will also make efforts to identify support available for the student mentor during an investigation.   

The project lead should also liaise with the DSP to ensure that an investigation about behaviour that indicates an individual is a risk to a child is completed and has an outcome (even in cases where there are no criminal charges) and despite the fact that a student mentor is a volunteer within the school.  The project lead will also ensure that a referral of a relevant finding is made to the DBS if the findings of an investigation suggest that a student mentor could present a risk to children if working with them in future roles.  

Lucy Jenkins, the Project Director, will also alert the Lead Safeguarding Officer of the relevant Higher Education Institute if an allegation is made against a student from their institution. Where appropriate, it will be the responsibility of the student’s official institution (the institution where they are registered as a student) to pursue relevant further action in relation to the student. Further information and details of Safeguarding Leads for each institution can be found below:  

Institution  Safeguarding Role  Title  Name  Email 
Aberystwyth University   Lead Safeguarding Officer  Pro-Vice Chancellor: Learning Teaching and Student Experience   Tim Woods  tww@aber.ac.uk 
  Designated Reporting Officer  Faculty Manager: Business and Physical Sciences  Dave Smith  dhs@aber.ac.uk 
Bangor University   Designated Safeguarding Officer  Senior Safeguarding, Conduct and Complaints Officer  Steve Barnard  s.barnard@bangor.ac.uk 
    Safeguarding, Conduct and Complaints Coordinator  Ifan James  ifan.james@bangor.ac.uk 
Cardiff University  Lead Safeguarding Officer  Academic Registrar  Simon Wright  wrights11@cardiff.ac.uk 
  Principal Safeguarding Officer – Students  Director of Student Support and Wellbeing  Ben Lewis  LewisBM1@cardiff.ac.uk 
Cardiff Metropolitan University   Safeguarding Officer  Head of Compliance   Jayne Storey  JLStorey@cardiffmet.ac.uk 
Oxford University  Safeguarding Officer  Director of Student Welfare and Support Services  N/A  director.swss@admin.ox.ac.uk 
Royal Welsh College of Music and Drama (RWCMD)  Lead Safeguarding Officer  Director of Academic Administration and Student Experience  Brian Weir  brian.weir@rwcmd.ac.uk 
  Designated Person for Safeguarding  Student Support Manager  Kate Williams  kate.williams@rwcmd.ac.uk 
Swansea University   Lead Safeguarding Officer  Head of Safeguarding  Cheryl Pierce  c.a.pierce@swansea.ac.uk 
  Designated Person for Safeguarding  Training Officer for Safeguarding and Prevent  Stevie Kingshott  s.l.kingshott@swansea.ac.uk 
University of South Wales (USW)  Lead Safeguarding Officer  University Secretary and Clerk to the Governors  William Callaway  William.callaway@southwales.ac.uk 
  Principle Safeguarding Officer  Director of Organisational Development  Catherine Thomas  Catherine.thomas@southwales.ac.uk 
University of Wales Trinity St. David’s (UWTSD)  Lead Designated Officer    Catharine Bleasdale  c.bleasdale@uwtsd.ac.uk  
  Operational Officer  Lecturer – Institute of Education and Humanities   Sioned Saer  s.saer@uwtsd.ac.uk  
Wrexham University   Designated Safeguarding Officer  Deputy Vice-Chancellor  Professor Claire Taylor  Claire.taylor@glyndwr.ac.uk  
  Designated Safeguarding Officer  Student Advice & Guidance Manager  Sally Lambah  Sally.lambah@glyndwr.ac.uk  

 

 

Lower-level concerns or transgressions of expected standards of behaviour 

Lower-level concerns about a student mentor which may violate aspects of the standards of behaviour required but which are not serious enough to trigger a statutory investigation or a formal investigation by the school will be dealt with by the project safeguarding lead in conjunction with relevant staff from the school.  

Any transgressions of the code of behaviour would normally lead to dismissal of the individual from the project but this policy recognises there may be circumstances where an individual has acted unwisely but without any ill intent and may have recognised that they have done the wrong thing and have taken steps to remedy their actions and seek advice.   

In these circumstances such an individual would not be deemed to pose a risk to children.  Where such lower-level concerns are raised about a mentor’s behaviour this is a discretionary judgement for the project safeguarding lead to make in conjunction with the school – any decision should reflect on the safeguarding and welfare of the children in the school and be clearly recorded in writing by the project safeguarding lead.  

 

  1. Keeping Records

Cardiff University will keep your personal data for no longer than is necessary for the purposes of the investigation 

11. Revising This Policy

The Project Director will follow up any safeguarding issues or concerns that are raised as a result of engagement with the MFL Mentoring or any affiliated projects and carry out any necessary actions as soon as possible and without any undue delay.  The Project Director will also ensure that after each cycle of mentoring is completed, the project team have the opportunity to reflect more broadly on the learning from any safeguarding issues that have been raised during the mentoring and consider whether any changes need to be made to this policy or the procedures described in this document.    

This policy was last updated on 3rd August 2023.   

 

Appendix 1 – Extended definitions of the four main types of abuse from the English guidance (Keeping Children Safe in Education 2019)                                   

Physical Abuse 

Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. This may include an online element which facilitates, threatens, and/or encourages physical abuse.   

Emotional Abuse 

Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.  

Sexual Abuse 

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative (e.g. rape or oral sex) or non-penetrative acts such as masturbation, kissing or rubbing and touching outside of clothing. They may include non-contact activities, such as involving children in looking at, or in the production of, sexual online images, watching sexual activities, or encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse as can other children. 

Neglect 

Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. 

Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: 

  • provide adequate food, clothing, and shelter (including exclusion from home or abandonment) 
  • protect a child from physical and emotional harm or danger 
  • ensure adequate supervision (including the use of inadequate care-givers) 
  • ensure access to appropriate medical care or treatment. 

It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs. 

 

Appendix 2 – Specific Safeguarding Issues

It is important for the project team and student mentors to be aware of a range of critical safeguarding issues in relation to  children and young people, so they can identify these and act on concerns.  Each school should have information about these in their own policies as well as information about how they handle and manage such issues as they arise.  Some key information is included here to enable mentors and those covered by the MFL Mentoring policy to understand these issues.  If a student mentor has any concerns that any of the issues below are impacting on the children they are working with they should report the issues to their DSP immediately.   

The information below has been taken from a range of sources including Keeping Children Safe in Education (Welsh Government,2022) and NSPCC Learning.   

Peer on Peer Abuse  

The project is aware that children are capable of abusing other children. This is generally referred to as peer-on-peer abuse and can take many forms. This can include (but is not limited to): bullying (including cyberbullying); sexual violence and sexual harassment; physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm; sexting and initiation/hazing type violence and rituals. 

This should always be treated seriously and must not be minimised or seen as banter or part of growing up. In the case of abuse by a learner, or group of learners, the key indicators identifying the problem as abuse (rather than an isolated instance of bullying) are: 

  • the nature and severity of the incident(s), 

 

  • whether the victim was coerced by physical force, fear, or by a learner or group of learners significantly older than him or herself, or having power or authority over him or her, 

 

  • whether the incident involved a potentially criminal act, and whether if the same incident (or injury) had occurred to a member of staff or other adult, it would have been regarded as assault or otherwise actionable. 

Sexual Violence and Sexual Harassment  

Sexual Violence and Sexual Harassment is one particular form of peer-on-peer abuse. If mentors observe or identify harmful incidents and problematic behaviour which includes language seen as derogatory, demeaning, inflammatory, homophobic or hate based this should be reported to the DSP immediately for the school to take action.  This should include a risk and needs assessment of the victim, the perpetrator and other children who may be at risk.  

Sexual violence and sexual harassment can occur between two children of any age and sex. It can also occur through a group of children sexually assaulting or sexually harassing a single child or group of children. Children who are victims of sexual violence and sexual harassment will likely find the experience stressful and distressing.  Sexual violence and sexual harassment exist on a continuum and may overlap, they can occur online and offline (both physical and verbal) and are never acceptable. It is important that all victims are taken seriously and offered appropriate support. Evidence shows girls, children with SEND and LGBTQIA+ children are at greater risk.  

It is useful to be aware of the importance of:  

  • making clear that sexual violence and sexual harassment is not acceptable, will never be tolerated and is not an inevitable part of growing up;  
  • not tolerating or dismissing sexual violence or sexual harassment as “banter”, “part of growing up”, “just having a laugh” or “boys being boys”; and  
  • challenging behaviours (potentially criminal in nature), such as grabbing bottoms, breasts, and genitalia, flicking bras, and lifting up skirts. Dismissing or tolerating such behaviours risks normalising them.  

Sexual Violence  

It is important that school and college staff are aware of sexual violence and the fact children can, and sometimes do, abuse their peers in this way. When referring to sexual violence we are referring to sexual violence offences under the Sexual Offences Act 2003 as described below:  

Rape: A person (A) commits an offence of rape if: s/he intentionally penetrates the vagina, anus or mouth of another person (B) with his penis, B does not consent to the penetration and A does not reasonably believe that B consents.  

Assault by Penetration: A person (A) commits an offence if: s/he intentionally penetrates the vagina or anus of another person (B) with a part of her/his body or anything else, the penetration is sexual, B does not consent to the penetration and A does not reasonably believe that B consents. 

Sexual Assault: A person (A) commits an offence of sexual assault if: s/he intentionally touches another person (B), the touching is sexual, B does not consent to the touching and A does not reasonably believe that B consents.  

Consent 

Consent is about having the freedom and capacity to choose. Consent to sexual activity may be given to one sort of sexual activity but not another, e.g.to vaginal but not anal sex or penetration with conditions, such as wearing a condom. Consent can be withdrawn at any time during sexual activity and each time activity occurs. Someone consents to vaginal, anal, or oral penetration only if s/he agrees by choice to that penetration and has the freedom and capacity to make that choice. 

Sexual Harassment  

When referring to sexual harassment we mean ‘unwanted conduct of a sexual nature’ that can occur online and offline. When we reference sexual harassment, we do so in the context of child-on-child sexual harassment. Sexual harassment is likely to: violate a child’s dignity, and/or make them feel intimidated, degraded or humiliated and/or create a hostile, offensive or sexualised environment. Whilst not intended to be an exhaustive list, sexual harassment can include:  

  • sexual comments, such as: telling sexual stories, making lewd comments, making sexual remarks about clothes and appearance and calling someone sexualised names;  
  • sexual “jokes” or taunting;  
  • physical behaviour, such as: deliberately brushing against someone, interfering with someone’s clothes (schools and colleges should be considering when any of this crosses a line into sexual violence – it is important to talk to and consider the experience of the victim) and displaying pictures, photos, or drawings of a sexual nature; and  
  • online sexual harassment. This may be standalone, or part of a wider pattern of sexual harassment and/or sexual violence.  It may include:  
  • non-consensual sharing of sexual images and videos;  
  • sexualised online bullying;  
  • unwanted sexual comments and messages, including, on social media;  
  • sexual exploitation; coercion and threats; and  
  • up skirting 

Child Sexual Exploitation 

Child Sexual Exploitation is defined in Definition of Child Sexual Exploitation (HM Government, 2016) as:  

“a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology.” 

Child exploitation is a form of child abuse which involves children and young people receiving something in exchange for sexual activity. Like all forms of child sex abuse, child sexual exploitation:  

  • can affect any child or young person (male or female) under the age of 18 years, including 16- and 17-year-olds who can legally consent to have sex;  
  • can still be abuse even if the sexual activity appears consensual;  
  • can include both contact (penetrative and non-penetrative acts) and noncontact sexual activity;  
  • can take place in person or via technology, or a combination of both;  
  • can involve force and/or enticement-based methods of compliance and may, or may not, be accompanied by violence or threats of violence;  
  • may occur without the child or young person’s immediate knowledge (e.g. through others copying videos or images they have created and posted on social media);  
  • can be perpetrated by individuals or groups, males or females, and children or adults. The abuse can be a one-off occurrence or a series of incidents over time, and range from opportunistic to complex organised abuse; and  
  • is typified by some form of power imbalance in favour of those perpetrating the abuse. Whilst age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, sexual identity, cognitive ability, physical strength, status, and access to economic or other resources. 

The key indicators of child sexual exploitation include: 

  • Going missing for a period of time or regularly coming home late 
  • Regularly missing school or education or not taking part in education 
  • Appearing with unexplained gifts or new possessions 
  • Associating with other young people involved in exploitation 
  • Having older boyfriends or girlfriends 
  • Having sexually transmitted infections  
  • Suffering from mood swings or changes in emotional wellbeing 
  • Drug or alcohol misuse 
  • Displaying inappropriately sexualised behaviour 

Many children who are experiencing sexual exploitation do not recognise themselves to be victims.  

Child Criminal Exploitation: County Lines  

Criminal exploitation of children is a geographically widespread form of harm that is a typical feature of county lines criminal activity: drug networks or gangs groom and exploit children and young people to carry drugs and money from urban areas to suburban and rural areas, market, and seaside towns. Key to identifying potential involvement in county lines are missing episodes, when the victim may have been trafficked.  Like other forms of abuse and exploitation, county lines exploitation:  

  • can affect any child or young person (male or female) under the age of 18 years;  
  • can affect any vulnerable adult over the age of 18 years;  
  • can still be exploitation even if the activity appears consensual;  
  • can involve force and/or enticement-based methods of compliance and is often accompanied by violence or threats of violence;  
  • can be perpetrated by individuals or groups, males or females, and young people or adults; and  
  • is typified by some form of power imbalance in favour of those perpetrating the exploitation. Whilst age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, cognitive ability, physical strength, status, and access to economic or other resources. 

If a mentor comes to believe that a child is facing criminal exploitation through a drugs gang or group, they should report it immediately.   

Domestic Abuse  

The cross-government definition of domestic violence and abuse is: Any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. The abuse can encompass, but is not limited to:  

  • psychological;  
  • physical;  
  • sexual;  
  • financial; and  
  • emotional 

Exposure to domestic abuse and/or violence can have a serious, long lasting emotional and psychological impact on children. In some cases, a child may blame themselves for the abuse or may have had to leave the family home as a result.  Domestic abuse affecting young people can also occur within their personal relationships, as well as in the context of their home life. 

‘Honour-based’ Violence and Female Genital Mutilation (FGM) 

So called ‘honour-based’ violence encompasses crimes which have been committed to protect or defend the honour of a family, including FGM, forced marriage and practices such as breast-ironing, all of which are abuse. Abuse committed in the context of preserving “honour” often involves a wider network of family or community pressure and can include multiple perpetrators. All forms of HBV are abuse (regardless of the motivation) and should be handled and escalated as such.  

FGM comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs for non-medical reasons. The age at which girls undergo FGM varies according to the community; however, the majority of cases of FGM are thought to take place between the ages of 5 and 8. FGM is illegal in the UK and is considered a form of child abuse. 

There are a number of factors to be aware of which can indicate that a child is at risk of FGM or that FGM is imminent or has already taken place.  Any girl born to a woman who has been subjected to FGM; any girl who has a sister who has already undergone FGM; any girl withdrawn from Personal, Social and Health Education may be at risk as a result of her parents wishing to keep her uninformed about her body. A girl may have frequent urinary, menstrual or stomach problems; there may be prolonged or repeated absences from school or college, or she may confide that a ‘special procedure’ or a special occasion is going to happen so she can ‘become a woman’.  

If a mentor has reason to suspect that FGM has taken place or is imminent they should seek advice from the DSL immediately.  

Forced Marriage 

Forcing a person into a marriage is a crime in England and Wales. A forced marriage is one entered into without the full and free consent of one or both parties and where violence, threats or any other form of coercion is used to cause a person to enter into a marriage. Threats can be physical or emotional and psychological. A lack of full and free consent can be where a person does not consent or where they cannot consent (if they have learning disabilities, for example). Nevertheless, some communities use religion and culture as a way to coerce a person into marriage.  

Radicalisation 

Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism, however there is no single way to identify an individual who is likely to be susceptible to extremist ideology.  

Prevent – all schools now have a duty under the counter terrorism and security act 2015 to ‘prevent’ people from being drawn into terrorism. This duty is known as the Prevent duty and summarises the requirements on schools to assess the risk of a child being drawn into terrorism by demonstrating understanding of the risks affecting children and how to identify such children, training staff to be able to identify such children and to protect children from exposure to terrorist and extremist material when accessing the internet. Mentors should be alert to any pupil who espouses extremist views or appears to be consuming extremist material.  


Terms & Conditions

Terms & Conditions

  1. Introduction

This website www.mflmentoring.co.uk (the Website) is owned and operated by Cardiff University (us/we/our).

By using our Website, you accept these terms. If you do not accept these terms, you should not use the Website.

 

  1. Purpose of the Website

The Website is intended to provide information about the Modern Foreign Languages Student Mentoring Project (MFL Mentoring) and to share the Content made by and for the project.

The Content on our Website is provided for educational purposes only and designed for the context of language learning in Wales. Whilst we make efforts to ensure the information on the Website is up-to-date, we cannot ensure that Content is accurate, complete, or current.

 

  1. Intellectual Property Rights

The Website, including (but not limited to) text, content, posts, blogs, software, video, music, sound, graphics, photographs, illustrations, artwork, photographs, names, logos, trademarks, and other material (Content) is protected by copyrights, database, rights in designs, trademarks and/or other intellectual property rights.

We hold all intellectual property rights on the Content that we make. This Content should not be used by others without stating where it came from and acknowledging us. The Content should not be duplicated or replicated in part or in full without our prior permission. This includes use of the MFL Mentoring logo.

 

  1. Viruses and Malware

We are not responsible for viruses contracted by use of the Website and we do not guarantee that the Website is free from bugs or viruses. You must not introduce viruses to our Website.

 

  1. Linking to our Website

You may link to any page on our Website, so long as you do so in a way that is fair and legal and does not damage our reputation or take advantage of it.

 

  1. Website Accessibility

Where possible we have tried to ensure that the Website is accessible to all by following the Web Content Accessibility Guidelines 2.1 (WCAG 2.1). If you have any comments or suggestions about the accessibility of the Website please contact Lucy Jenkins, Project Director, at JenkinsL27@cardiff.ac.uk.

 

  1. Third-Party Links

If the Website contains links to third-party websites, they are provided for information only. These third-party links are not reviewed by us and we do not necessarily approve of or endorse their content. We do not have control over and are not responsible for their content.

 

  1. Privacy Notice

If you contact us via the contact form on the Website, your data will be help in accordance with our Privacy Notice.

 

  1. Suspending or Withdrawing the Website

Whilst use of our Website and its Content are free of charge, we retain the right to suspend or withdraw access to the Website and its Content without prior notice. This may be for operational or business reasons.

 

  1. Legal Disputes

These terms and conditions, their subject matter and their formation, are governed by the laws of England and Wales as applied in Wales. The courts of England and Wales sitting in Wales will have exclusive jurisdiction to settle any dispute or claim that arises out of or in connection with these terms.

 

  1. Last updated

We may need to update these terms and conditions periodically, so we recommend that you revisit this information from time to time. This version was last updated on 31 May 2021.

 

  1. Contact Details

If you have any questions about these terms and conditions, please contact Lucy Jenkins, Project Director, at Jenkinsl27@cardiff.ac.uk.


Contact

Contact Us

Want to get in touch or have any questions about the services or resources we provide?
Contact us by phone or email.

School of Modern Languages,
Cardiff University,
66a Park Place,
Cardiff,
CF10 3AS

 

MFLMentoring@cardiff.ac.uk
+44 (0)2920 876 630

School of Modern Languages,
Cardiff University,
66a Park Place,
Cardiff,
CF10 3AS

 

MFLMentoring@cardiff.ac.uk
+44 (0)2920 876 630

School of Modern Languages,
Cardiff University,
66a Park Place,
Cardiff,
CF10 3AS

 

MFLMentoring@cardiff.ac.uk
+44 (0)2920 876 630


Blog

Blog

Find out more about what is happening across the International Languages sector here. Meet our mentors, our teachers and the team to find out more about the amazing work that is being done to support multilingualism in our schools across Wales. Take the opportunity to discover some intriguing connections with languages too…

Taith Pathway 2 Funding

Taith is Wales’ international learning…

Language of the Month: Arabic

As an Arab from Libya, North Africa, I am…

2023 Training Weekends

The MFL Mentoring team is still basking in…

MFL Mentoring & The Confucius Institute: Meet Modi Zhu!

Hi! My name is Modi Zhu, I’m a language…

Meet Alex!

I am a Project Manager for a new pilot…

Afrikaans: As rich and diverse as the South African landscape

The Afrikaans culture is as rich and diverse…

Meet the Mentor – Samantha!

Hi/Bonjour/Ciao/Shwmae! My name is Samantha,…

Meet Laura!

I am MFL Mentoring's Social Media and…