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Safeguarding Children and Young People Level 2 . Catherine Powell Consultant Nurse Safeguarding Children Karen Littlewood Named Nurse Safeguarding Children Linda Jenkins Specialist Practitioner Safeguarding Children. Learning Outcomes: Level Two.

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safeguarding children and young people level 2

Safeguarding Children and Young PeopleLevel 2

Catherine Powell Consultant Nurse Safeguarding Children

Karen Littlewood Named Nurse Safeguarding Children

Linda Jenkins Specialist Practitioner Safeguarding Children

learning outcomes level two
Learning Outcomes: Level Two
  • Be familiar with national guidance and local procedures and appreciate own role and responsibilities and those of others in safeguarding and promoting the welfare of children
  • Demonstrate an awareness of the safeguarding roles of parents and carers and recognise factors that can impact on parenting capacity
  • Understand statutory requirements governing consent, confidentiality and information-sharing
  • Know when and how to respond to immediate safety issues in relation to a particular child and other children within the household
  • Be aware of the impact of aggression, anger and violence from carers on practice and know how to manage this
  • Be able to seek advice and report concerns ensuring that any barriers are addressed
  • Be able to communicate effectively and develop working relationships with other practitioners and professionals, children and families
  • Know who to share information with, when and how to record information relatedto assessment, planning, intervention and review
  • Understand and be able to make an effective contribution through report writing and verbal communication to multi-disciplinary case planning and review meetings
safeguarding children a new focus
Safeguarding Children: a new focus
  • Protecting children from child maltreatment
  • Preventing impairment of their health and development and ensuring they are well cared for
  • Overarching aim to make sure children & young people reach their potential and enter adulthood successfully …..
what is child maltreatment
‘Child abuse consists of anything which individuals, institutions, or processes do or fail to do which directly or indirectly harms children or damages their prospects of safe and healthy development into adulthood.’

National Commission of Inquiry into the Prevention of Child Abuse (1996)


Physical Abuse

Sexual Abuse

Emotional Abuse’

What is child maltreatment?
thinking about maltreatment
Thinking about maltreatment
  • Building definitions of harm
working together to safeguard children
Social Care (Social Services)



Social Care may also be the lead agency in supporting children in need

Health, Education & Third sector have a duty to inform lead agencies if they have concerns about a child and to contribute to S47 inquiries and S17 provision

Section 47 single or joint agency inquiry

Section 17

Working Together to Safeguard Children
definition of significant harm
Definition of significant Harm

s31(9) Children Act 1989

  • Harm means ill treatment or the impairment of health or development, including, for example, impairment suffered from seeing or hearing the ill-treatment of another

s31 (10)Children Act 1989

  • Where the question of whether harm suffered by a child is significant turns on the child’s health and development, his health or development shall be compared with that which could reasonably be expected of a similar child
definition of a child in need
Definition of a Child in Need

s17 Children Act 1989

  • those children whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development, or their heath and development will be significantly impaired without the provision of services, plus those who are disabled
thinking about risk

Thinking about risk

What do you think increases the risk of child maltreatment?

child maltreatment

Child Maltreatment

Step 1: Listen and observe

Step 2: Seek an explanation

Step 3: Record

Step 4: Consider, suspect or exclude maltreatment

(with guidance)

Step 5: Record

from NICE guidelines 2009

group work

Group Work

Parental behaviours and impact on children

“It is what is done with information, rather than its simple accumulation that leads to more analytical assessments and safer practice”

(Brandon et al 2008

Biennial Analysis of SCR 2003-05)

what gets in the way of professional assessment
What gets in the way of professional assessment?
  • Professionals tendency towards justification and reassurance that all was well,
  • Sympathy for the parents can lead to the expectations being set too low
  • Not acceptable to do nothing when a child may be in need of help

Three key messages from Laming (2009)

just do it laming 2009
Just Do it!(Laming 2009)
  • Constant vigilance
  • Open & inquisitive approach
  • Always reassess - there may be new or cumulative incidents or change of circumstance
  • Check the basics e.g. household composition
  • Challenge colleagues in other agencies
  • Alert for factors which may interact to increase risk
  • Understand when safe to work

early low level safeguarding

  • Know when to refer
  • (adapted Brandon et al 2008 Biennial Analysis of SCR 2003-05)
your professional assessments
Your professional assessments
  • It is important to record all you see and do
  • You need to state your concerns clearly and who you spoke to about them
  • You need to date and sign the entry and ask your manager to do the same
  • YOU are responsible for ALL your actions
  • If you are asked to share info & you are unsure about doing so seek advice from your manager or safeguarding lead


group work19
Group work

Record keeping

messages from baby p
Messages from ‘Baby P’
  • Be aware of who is in a household where there are children/and the nature of relationships
  • Be alert to indicators of abuse & neglect, especially the implications of bruising and of head injuries (Laming has previously referred to 'respectful uncertainty')
  • Be aware of the importance of reassessment, where additional factors come to light & the need to consider how risk can be compounded
messages from baby p continued
Messages from ‘Baby P’ (continued)
  • Be clear in stating concerns & professional opinion in referrals to children's social care
  • Be involved in multi-agency discussions
  • Involve named and designated professionals in cases of concern (including copying in medical reports)
  • Be aware that parents may offer a positive picture that is more apparent than real
  • Distinguish FACT from parental explanations/assumptions
working together
LSCB & lessons from serious case reviews

Multi agency working

and planning; (MARAC; MAPPA); strategy meetings; CP conferences

Interagency communication & workforce training

Children's Workforce Development Council (CWDC)

Portsmouth Children’s Trust

Working Together
seven golden rules for information sharing
Seven golden rules for information sharing
  • Remember the Data Protection Act is not a barrier to sharing information
  • Be open and honest with the person from the outset
  • Seek advice where in doubt
  • Share with consent where appropriate and where possible, respect the wishes of those who do not consent to share (unless there is sufficient need to override the lack of consent)
  • Always consider the safety and well-being of the person and others
  • Ensure information is accurate and up to date, necessary, shared with the appropriate people, in a timely fashion and shared securely
  • Record the reasons for the decision – whether it is to share or not
information sharing decision making

Likely outcome if information is shared

Likely outcome if information is not shared

Information sharing decision making
  • Decisions require informed judgement
  • Consent is the key to successful information sharing (Even where the law does not demand it, operating with consent is good practice)
safeguarding supervision
Safeguarding Supervision

is time to:

  • allow you space to rethink
  • be supported
  • be challenged
supervision sessions support
Supervision sessions support
  • practice making it robust and consistent with LSCB and organisational procedures
  • practitioners understand their responsibilities in this context
  • child-centred working
  • identification of risk to child’s health & well being
  • practitioner to make a health

contribution to multi-agency

child protection planning

how to get help
Manager/team leader

Named and Designated Professionals

Children’s Social Care

Attend training events


PCT Child Protection Policy

LSCB Procedures

Government guidance

How to get help
trainers note child maltreatment exercise
Trainers Note – Child Maltreatment exercise

Aim of exercise:

  • Facilitating participants in building a picture of significant harm (s47) & making a differentiation between significant harm and a child in need (s17)


Divide group into 2:

  • one half works on s47
  • the other works on s17
  • use flipchart work - then swap groups
  • then Feedback to whole group

Conclusion of exercise

Discuss that if the child is NOT at risk of significant harm

i.e. s17 child in need of support then health, education & third sector services will plan care together and social care do not investigate under s47

trainers note exercise thinking about risk
Trainers Note – Exercise Thinking about risk

Aim of exercise

  • For participants to consider risk and impact on child


  • Looking at 3 circles dimension of interlinking risks from AMH/SM/DV/Poverty/Disabilities etc and consider escalation of risk in these circumstances
  • Also draw out points such as

- poor school attendance

- not bringing child to health or dental


- involving child in parents care needs


trainers notes exercise impact of parenting behaviours on children
Trainers Notes Exercise “Impact of parenting behaviours on children”

Aim of exercise

To explore the nature of maltreatment and the impact on children and young people

Instructions for exercise

Using the headings and sheets

  • Sexual abuse
  • Physical abuse
  • Emotional abuse
  • Neglect

Consider the statements on parent/carer actions and behaviours and in groups discuss the types of behaviours you may see in a child where particular adult actions and behaviours exist

Finish exercise by handing out completed sheets for each abuse category

trainers note records exercise
Trainers Note –Records Exercise

Aim of exercise

To examine the entries from the records & answer the following questions;

  • Are you clear about the identity of people mentioned in record entries
  • Are all concerns clear?
  • Is fact distinguished from opinion?
  • Can you tell if practitioners opinion differ from parents explanations?
  • Is there a clear outline of analysis of events and subsequent risk?
  • Is there a plan to address the risks with services offered?
  • Are there any growth charts attached?
  • Chronology in file?
  • Beware of any assumptions made in statements