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Safeguarding First: Whole Workforce Training

Get comprehensive training on safeguarding children and vulnerable adults. Learn about key documents, legislation, abuse types, case studies, and more.

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Safeguarding First: Whole Workforce Training

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  1. Tel: 07711 443 463 E-mail: info@safeguardingfirst.com Website www.safeguardingfirst.com Pam Gartland: Safeguarding First ‘App’ available from the App Store find us on Twitter - @safeguarding1st

  2. Keeping Children Safe Whole Workforce Training Keeping Children Safe Is Your Business My Business It’s Everyone's Business

  3. Session Format • Quiz - What are your responsibilities in safeguarding? • Key documents and mandatory responsibilities • Serious Case Reviews and making a difference • Expectations in safeguarding • Local solutions • Legislations • Types of abuse and vulnerability • Case study • Child’s voice and disclosure

  4. Safeguarding Children Vulnerable Adults Safe People Our responsibilities to Safeguarding in schools and settings Safe Premises & Places Safe Children

  5. QUIZWhat Are Your Responsibilities in Safeguarding? • Who do you need to share immediate concerns regarding children to? • Who do you need to ‘whistleblow’ to? • Where is your CP Policy stored and how often is it updated? • What makes an effective CP Policy? • What duty do you have regarding the PREVENT agenda and FGM?

  6. QUIZWhat are your responsibilities in safeguarding? • What is private fostering? • What responsibilities do you have to keep children safe on and off site? • Give an example of how you have used the curriculum to support transferrable skills in children to keep them safe? • Give an example of how you know your online / appropriate usage expectations have been applied outside school? • Give an example of how you have challenged something to change the outcome for a child in a positive way?

  7. County lines Peer on Peer abuse Sexual Violence and Harassment Keeping Children Safe in Education 2019 Contextual Safeguarding Use of the Curriculum to Safeguard Roles, expectations and thresholds

  8. Key Documents to Understand Children’s Act 1989 Working Together to Safeguard Children 2018 Keeping Children Safe in Education 2019 Your own school’s Child Protection Policy Staff Behaviour Policy Health and Safety Protocol Induction Policy Information Sharing Protocol

  9. Mandatory Duties to Remember • Prevent - 1st July 2015 • FGM - 31st October 2015

  10. Absent Males Toxic Trio Professional Curiosity Serious Case Reviews/National Practice Reviews Professional Challenge Resistant, Hostile & Uncooperative Parents Professional Optimism

  11. Make a Difference Think Family: Not just the children you are educating. What could you have seen? Communicate: We are only one piece of the jigsaw. What else was going on for these families? Challenge: Even if it is regarding a member of the family you are not educating, speak out if you disagree. Assessment: Be part of assessments, give your views and ask to see them! History: Don’t assume other agencies will know the history that you do.

  12. Make a Difference Behaviour: Don’t treat and manage the behaviour, look at the root cause. Recognise Risk Taking Behaviour: If we can’t prevent the risk taking then safety plan and build resilience. Understand CSE: Help young people understand consent, healthy relationships and vulnerability. Don’t assume there is choice. Listen to Peers: Identify vulnerability and build on self-esteem. Accept that some children will not have the level of resilience of others. View the Online World: Consider what is being accessed by children online and its impact. Don’t dismiss ‘banter’ and look beyond bravado.

  13. Expectations in Safeguarding V erify O pportunity nstinct I C ollaborate E xecute

  14. Expectations in Safeguarding As A Member Of The Workforce • Culture of vigilance • Safe spaces to talk • Professional curiosity • Sharing concerns immediately • Recording actions • Safety on and off site • Use of the formal and informal curriculum

  15. General Data Protection Regulations May 2018 • Understanding of what data you hold, why you hold it and for how long you are retaining it. • Review of what you record, how you record and where that data may be used. • Understanding of consent, inclusive of parents and children (13). • Information MUST be recorded where there are concerns about children and GDPR supports this.

  16. Making a Referral in South Tyneside • Information is shared directly to the Designated Safeguarding Lead. • The Designated Safeguarding Lead contacts the Integrated Safeguarding Intervention Team on Tel: 0191 424 5010 or the Emergency Duty Team - (Outside of Office Hours) on Tel: 0191 456 2093. • Followed up by written referral. • DSL may contact the Police on 101 or the Police Safeguarding Department (Previously known as PVP) via the same number in the event of any emergency call 999.

  17. South Tyneside Statistics Population of 29,160 young people, 20% of the total population in South Tyneside 33% of children live in poverty 174 children subject of Child Protection Plans 275 Looked After Children South Tyneside Safeguarding Children Board Annual Report 2016-2017

  18. Framework for the assessment of Children in Need and their families (DH2000) • The importance of families in caring for and protecting children and vulnerable adults • Safeguarding is everybody’s business • We identified the need to develop policy, practice and services to reflect these two points... • To promote joint working between child & adult focussed services

  19. Early Identification of Need Engage children and parents in maintaining good communication with you. Act quickly and offer support before the situation needs to be resolved through statutory intervention. Record all actions, interventions and observations you make. Listen to the voice of the child and the needs of the family. You can be the person that prevents the escalation.

  20. Risk of Significant Harm: Section 47 (Child Protection) Early Help Legislation: Children’s Act 1989 Section 17 (Child in Need) Children removed and placed in care (Section 20 (voluntary agreement), Section 38 (Interim Care Order) Section 31 (Care Order)

  21. Types of Abuse and Neglect All school/college staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases multiple issues will overlap with one another. Abuse: 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 Abuse can take place wholly online, or technology may be used to facilitate offline abuse. They may be abused by an adult or adults or another child or children. KCSIE 2019

  22. Categories of Abuse • Physical • Neglect • Sexual • Emotional Working Together 2018

  23. All staff need to be particularly alert to a child who: • is disabled and has specific additional needs • has special educational needs (whether or not they have a statutory Education, Health and Care Plan) • is a young carer • is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups • is frequently missing/goes missing from care or from home • is at risk of modern slavery, trafficking or exploitation • is at risk of being radicalised or exploited • is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues and domestic abuse • is misusing drugs or alcohol themselves • has returned home to their family from care • is a privately fostered child KCSIE 2019

  24. Additional Advice/Further Areas of Vulnerability to Consider Abuse Bullying including Cyber Bullying Children and the Court System Children Missing from Education, home and care Children with family members in prison Child Sexual Exploitation – MSET Child Criminal Exploitation - County Lines Domestic Abuse Drugs and Alcohol Misuse Honour based violence ‘so called’ (FGM, Forced Marriage and Breast Ironing) Health and Well Being Homelessness Online Private Fostering Radicalisation Peer on Peer Abuse Sexual Violence and Sexual Harassment between children in schools and Colleges Upskirting Violence For more information please see Annex A of KCSIE 2019.

  25. Case Study Anna is 3 years old. She lives with her parents and older brother Tom who is 11. Recently in the role play area she has been pretending to be a soldier and ‘shoot’ the other children. Her behaviour has become more aggressive lately. Yesterday a member of staff found her in the outdoor area out of staff’s vision pinning another child down and holding their throat. The two members of staff outside had been chatting and didn’t realise those children were missing for about five minutes.

  26. Case Study Safeguarding bubbles: • C: What policies and procedures would need to be reviewed here? • TL: What intervention would you take to safeguard Anna and the other child? • TL: What intervention would you put in place regarding Anna and her behaviour in nursery? • TL: What immediate intervention would be required regarding parents? • TR: What intervention would be required regarding the staff issue? • BL: What supervision procedures / site safety procedures would be required? • BR: What focussed work in the curriculum could be put in place to safeguard all children and promote transferable skills?

  27. Case Study Continued When speaking to Anna’s parents. They advise she is often playing with her toys when her dad and brother are playing on ‘Call of Duty’. After outlining your concerns to her parents about what Anna is accessing and the impact on her behaviour another parent informs you the next day that Anna’s parents have been on Facebook slating the nursery.

  28. Case Study Continued • What would you do next? • How would you manage the parents? • What further work/intervention could be put in place for both parents and Anna?

  29. Stay Calm, Think Palm! • HOUSE - Who lives in that child’s home • APPEARANCE - What is the physical and mental appearance of that child • NOTICE - observe, recognise change, have ears and eyes open at all times • DISCLOSURE - be prepared for the disclosure and how to manage it • SAFEGUARDING procedures - record, report, take action, follow up, challenge.

  30. Safe in Our Hands HOUSE APPEARANCE NOTICE DISCLOSURE SAFEGUARDING

  31. Can you see the child?

  32. Child’s Journey • What is it like to be a child in your school? • What is it like to be a child parented by ‘that’ parent every day? • What responsibilities does every child have before they get to school? • What does a day in their life look like? • What is it that makes a child vulnerable and what can we do to change that?

  33. The Child’s Voice Do you give children the chance to be heard? Do you value your relationship with the young person and create a time and a place to listen? Do you stick to the facts rather than your belief as to what may be happening? Do you do something with even the smallest piece of information or do you assume someone else already knows? Can you put yourself in the shoes of the child and imagine how you may feel sharing that information?

  34. The Child’s Voice • Use their language, their description, their words. • Record everything accurately as soon as possible. • Act with urgency. • Do not promise to keep secrets. • Respect your relationship with the child and see it as a compliment that they have chosen you to help them.

  35. Early Years • Babies and young children are not often verbal which can make communication difficult. • Staff have to rely on other cues and observations e.g. changes in behaviour, attendance, presentation, relationships with parents and siblings/peers. • Often concerns may be intuitive and instinctive which makes recording even minor issues imperative. • Ensuring the child’s voice is heard needs to be creative e.g. through play, games, circle time, drawing/painting.

  36. Early Years How can we support? • Ensure effective communication is in place that meets the need of the child. • Look for other indicators of harm e.g. observations, changes in behaviour, presentation, relationships with others. • Find ways of gaining the child’s voice. • Ensure as much information as possible is gathered about the child before they enter the setting e.g. health/medication needs. • Engage parents in establishing relationships so that intervention can be provided at an early stage. • Remain aware of younger siblings and the care provided to them where no services may be in place.

  37. A DAY IN YOUR LIFE Can you tell me what a day in your life is like? What do you do from getting up until going to bed? You can choose a week day or weekend. Write or draw around the outside of the clocks.

  38. What I wish my teacher/key worker knew

  39. THE SMILEY FACE & THE SAD FACE What makes you feel happy – at the happy face draw or stick images of the things that make you feel happy. At the sad face draw or stick images of the things that make you feel sad.

  40. Contextual Safeguarding • If you understand the context a child lives in, what the wider factors are, you can manage the risk/harm better. • If you understand the thresholds, you know what intervention is the most effective. • If the intervention isn’t effective you need to escalate using evidence (recording).

  41. Disclosure Receiving information from a child or young person either directly or indirectly

  42. How Do You RespondTo A Disclosure? Be ready to act immediately Understand that a child might find it difficult to share Be supportive of the child and your own well being Be sure that the child understands the next steps you will take Listen to the voice of the child and be clear to use their words Engage and Initiate your safeguarding procedures

  43. Actions where there are concerns about a child School/College action Staff have concerns about child and take immediate action. Staff follow their child protection policy and speak to designated safeguarding lead (1) Other agency action Referral not required, school/college takes relevant action, possibly including pastoral support and/or early help (2) and monitors locally Referral (3) made if concerns escalate Designated safeguarding lead or staff make referral (3) to children's social care (and call police if appropriate). Within 1 working day, social worker makes decision about the type of response that is required Child in need of immediate protection: referrer informed Section 47 (4) enquires appropriate: referrer informed Section 17 (4) enquiries appropriate: referrer informed No formal assessment required: referrer informed School/college considers pastoral support and/or early help assessment (2) accessing universal services and other support Appropriate emergency action taken by social worker, police or NSPCC (5) Identify child at risk of significant harm (4): possible child protection plan Identify child in need (4) and identify appropriate support Staff should do everything they can to support social workers. At all stages, staff should keep the child’s circumstances under review (involving the designated safeguarding lead (or deputies) as required), and re-refer if appropriate, to ensure the child’s circumstances improve – the child’s best interests must always come first (1) In cases which also involve a concern or an allegation of abuse against a staff member, see Part four of KCSIE 2019. (2) Early help means providing support as soon as a problem emerges at any point in a child’s life. Where a child would benefit from co-ordinated early help, an early help inter-agency assessment should be arranged. Chapter one of Working Together to Safeguard Children provides detailed guidance on the early help process. (3) Referrals should follow the process set out in the local threshold document and local protocol for assessment - Chapter one of Working Together to Safeguard Children . (4) Under the Children Act 1989, local authorities are required to provide services for children in need for the purposes of safeguarding and promoting their welfare. Children in need may be assessed under section 17 of the Children Act 1989. Under section 47 of the Children Act 1989, where a local authority has reasonable cause to suspect that a child is suffering or likely to suffer significant harm, it has a duty to make enquiries to decide whether to take action to safeguard or promote the child’s welfare, Full details are in Chapter one of Working Together to Safeguard Children. (5) Could include applying for an Emergency Protection Order (EPO).

  44. Safeguarding Children Vulnerable Adults Safe People Our responsibilities to Safeguarding in schools and settings Safe Premises & Places Safe Children

  45. Safeguarding is Everyone’s Business Focus on the Voice of the Child

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