The Six Principles of Safeguarding Explained

The six principles of safeguarding are empowerment, prevention, proportionality, protection, partnership and accountability. They guide adult safeguarding practice, helping staff respond to abuse and neglect while respecting the person’s rights, wishes and involvement.

This guide explains each principle with practical examples for care homes, homecare services and other adult care settings.

The legal context here is England. The principles are set out in Chapter 14 of the Care and Support Statutory Guidance, which supports the Care Act 2014. Scotland, Wales and Northern Ireland have different safeguarding frameworks.

What are the six principles of safeguarding?

The examples below are fictional illustrations. Actual responses should follow the person’s circumstances, your role and local safeguarding procedures.

1. Empowerment: involve the person in decisions

Empowerment centres the adult’s voice. Staff should explain options accessibly and ask what the person wants to achieve.

Practical example

During a homecare visit, a person says a relative keeps taking their bank card. They want the money-taking to stop but are worried about losing contact with their family.

The care worker listens, asks what matters to them and explains the reporting process. They record the person’s wishes alongside the concern and follow the service’s safeguarding procedure.

Common mistake to avoid: Making decisions without finding out what the person wants.

Needing care or safeguarding support does not automatically mean someone lacks mental capacity. Under the Mental Capacity Act 2005, capacity must be presumed unless established otherwise. Support people to decide, and do not treat an unwise decision alone as proof of incapacity. See the Mental Capacity Act Code of Practice.

2. Prevention: recognise risks early

Prevention means responding to warning signs before abuse or neglect develops or happens again.

Practical example

A support worker notices that someone has received several calls asking for bank details. The person is unsure whether the callers are genuine.

The worker helps them understand common scam tactics, discusses available support and raises concerns through the appropriate route. Together, they consider how the person can check suspicious requests.

Common mistake to avoid: Waiting for a financial loss before taking a concern seriously.

For managers, use this example in a team discussion: would staff recognise the risk, and would they know where to get advice?

3. Proportionality: respond appropriately to the risk

Proportionality means choosing a response that addresses the risk without unnecessary intrusion into the person’s life.

Practical example

A care-home resident reports that one visitor has pressured them to hand over money.

Rather than automatically restricting every visitor, the manager seeks safeguarding advice, considers immediate safety and involves the resident in discussing a response to the specific concern. Any restrictions need appropriate justification and review.

Common mistake to avoid: Applying blanket restrictions without considering individual circumstances.

A proportionate response can still be urgent and decisive when the risk requires it.

4. Protection: help people access support

Protection focuses on support and representation for adults who need it most.

Practical example

A resident tells a care worker that a member of staff has handled them roughly during personal care. They are frightened about what might happen if they speak up.

The worker takes the disclosure seriously, considers immediate safety, explains the next steps and reports through the appropriate safeguarding route. The resident is supported to participate, with advocacy considered where appropriate.

Common mistake to avoid: Promising secrecy or assuming someone else will report the concern.

Be clear that relevant information may need to be shared to help keep the person safe.

5. Partnership: coordinate the response

Partnership brings relevant people and services together so support is coordinated.

Practical example

Homecare workers identify concerns about possible exploitation by someone regularly visiting a person they support.

The manager follows local referral procedures and works with the relevant agencies. Staff contribute factual observations, while the person is involved in discussions about support and next steps.

Common mistake to avoid: Assuming that passing information on means responsibility has ended.

Share information through approved channels, with the people who need it. Record what was shared and why.

6. Accountability: make actions and responsibilities clear

Accountability means being able to explain decisions and identify who is responsible for acting.

Practical example

A care worker reports unexplained bruising and records what they observed, when they noticed it and what the person said.

The manager records the action taken, allocates follow-up and checks progress. Records distinguish observations from opinions and show the reasons for decisions.

Common mistake to avoid: Writing vague notes such as “concern dealt with” without explaining the action taken.

A useful question for a team review is: could another authorised colleague understand what happened and what still needs doing?

How do the principles work together?

The principles are used together rather than as six separate stages.

For example, in a concern about financial abuse, staff might:

• Ask the person what outcome they want: empowerment.


• Discuss ways to reduce the risk of further losses: prevention.


• Consider safeguards appropriate to the specific situation: proportionality.


• Help the person access support: protection.


• Coordinate with relevant services: partnership.


• Record actions and follow-up responsibilities: accountability.

These are suggested prompts for reflection, not a fixed investigation process.

Applying the principles at work: a practical checklist

When you identify a safeguarding concern:

1. Consider immediate safety. Call 999 if someone is in immediate danger or needs emergency assistance.


2. Listen calmly. Take the person seriously and avoid leading questions.


3. Explain what happens next. Do not promise to keep a disclosure secret.


4. Record facts promptly. Include dates, observations and the person’s own words where possible.


5. Report through the appropriate route. Follow workplace policy and local adult safeguarding procedures. Do not delay urgent action while waiting for a manager.


6. Stay within your role. Avoid conducting your own investigation or confronting the person alleged to have caused harm.


7. Check follow-up. If a concern remains unresolved, use the relevant escalation or whistleblowing route.

The adult’s wishes and consent matter. Where someone declines support, seek appropriate advice about risk, capacity and any grounds for action or information sharing. A refusal does not automatically settle every safeguarding decision.

For background, read What is safeguarding in health and social care?.

Frequently asked questions

Where do the six safeguarding principles come from?

They are set out in the Care and Support Statutory Guidance supporting the Care Act 2014 in England. The guidance describes how they should inform adult safeguarding work across different settings.

Who should understand the six principles?

Anyone whose role involves supporting adults should understand how the principles relate to their responsibilities. This includes care workers, support workers, health professionals, managers and relevant volunteers.

Are the six principles the same as the Care Act’s wellbeing principle?

No. The six principles guide adult safeguarding practice. The wellbeing principle is a broader Care Act duty requiring local authorities to promote wellbeing when carrying out care and support functions.

Do the six principles apply to safeguarding children?

This article explains the adult safeguarding framework. Values such as prevention and partnership are also relevant to work with children, but children’s safeguarding has its own legislation, guidance and procedures. Use the framework appropriate to your role and setting.

Can an adult with mental capacity still need safeguarding support?

Yes. Having capacity to make a decision does not rule out abuse, neglect or a need for safeguarding support. Capacity and safeguarding risk are different considerations.

Does safeguarding training replace workplace procedures?

No. Training supports understanding, but staff also need to know their organisation’s reporting arrangements, local referral routes and escalation procedures.

To explore these principles through further learning, view our Safeguarding Adults Level 3 course. Choose training that matches your responsibilities and your employer’s requirements.

Build confidence in adult safeguarding

Understanding the principles is a starting point. Staff also need practice recognising concerns, responding to disclosures and knowing when to seek help.

Explore Caredemy’s Safeguarding Adults courses to support staff learning. Managers can use the examples in this guide during supervision or team discussions alongside their own safeguarding procedures.

Sources and further reading

• Care and Support Statutory Guidance: Chapter 14, Safeguarding, particularly paragraphs 14.13–14.15.


• Mental Capacity Act 2005: Section 1.


• Mental Capacity Act Code of Practice.


• Social Care Institute for Excellence: The six principles of adult safeguarding.