Level 1 & 2 Module 6
CWDC/SSCB induction training programme
Working Together to Safeguard Children and Young
People
This training is based on the work undertaken by Helen Davies of CfBT education trust, on behalf of CWDC
Level 1 & 2 Module 6
Overview of the CWDC training modules 1
1. Understanding the principles and values
essential for working with children and young
people
2. Understanding your role as a worker
3. Understanding health and safety
requirements
4. Knowing how to communicate effectively
5. Understanding the development of children
and young people
6. Safeguarding Children
7. Developing yourself
Level 1 & 2 Module 6
Housekeeping
Venue
2
Level 1 & 2 Module 6
Learning Principles
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3
The child’s welfare is paramount
Everyone’s contribution is of equal value
Challenge views and opinions not the person
Do not make assumptions in terms of age,
gender, sexuality, culture, disability or religion
Respect and value diversity
Respect different learning styles
Ensure confidentiality and safety
Encourage full participation
Level 1 & 2 Module 6
Activity 1: Introductions
4
•
Change seats to sit next to someone you
do not know or work with
•
Introduce yourselves and your role in
safeguarding children
•
Introduce your partner to the group
Level 1 & 2 Module 6
Aim
5
To provide participants with the opportunity
to develop awareness of what to do if they
have concerns about the safety and
welfare of children and young people
Level 1 & 2 Module 6
Learning Outcomes
6
By the end of the training participants should be able to:
•
Identify laws and national guidance relating to safeguarding children
•
Describe what children and young people want and need to feel safe
•
Identify some of the main forms, signs and effects of abuse
•
Explain what multi-agency working means for individuals and their
work environment
•
Describe what individuals need to do about reporting concerns,
including “whistleblowing” in their own work setting.
Level 1 & 2 Module 6
Activity 2 : What do children need to be safe? 7
• In groups discuss what children need to
be safe and to promote their welfare?
• List on flip chart paper
• Be prepared to feed back to whole group
Level 1 & 2 Module 6
What children want from professionals 8
Comfortable
with sharing
information
Build up trust Listen to their
wishes &
feelings
To be kept
informed
Given
time to
make
choices
Gain
consent
Services
nonstigmatised
Level 1 & 2 Module 6
Every Child Matters Outcomes 9
The Every Child Matters agenda focuses on
ensuring that all children and young people have
the opportunity to achieve the five outcomes that
are key to their well being in childhood and later
life.
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¨
Level 1 & 2 Module 6
Five Outcomes
•
Be healthy
•
Stay safe
•
Make a positive contribution
•
Enjoy and achieve
•
•
Achieve economic well being
10
Level 1 & 2 Module 6
Who has responsibility
for safeguarding and protecting children? 11
Some people have specific
responsibilities, but everyone who
works with children and young people
has a part to play in helping to keep
children and young people safe.
All practitioners have a role to play in
supporting children to achieve the 5
every child matters outcomes – which
includes ‘stay safe’.
Level 1 & 2 Module 6
Safeguarding
promoting welfare and child protection
12
•
Protecting children from maltreatment
•
Preventing impairment of children’s health or
development
•
Ensuring that children are growing up in circumstances
consistent with the provision of safe and effective care
•
Undertaking that role so as to enable those children to
have optimum life chances and to enter adulthood
successfully
Level 1 & 2 Module 6
Child Protection
13
Is part of safeguarding and promoting welfare. This
refers to the activity that is undertaken to protect
specific children who are suffering or likely to
suffer significant harm
Level 1 & 2 Module 6
Activity 3: Core Safeguarding Documents 14
•
Each group will be given some legislation and
guidance cards
•
Working together place the cards in a time line
placing the earliest first.
Level 1 & 2 Module 6
Core Safeguarding Documents
15
• Working Together to Safeguard Children: A guide to interagency
working to safeguard and promote the welfare of children (2010)
• Children and Young People’s Plan: Building Brighter Futures (2008)
• What to do if you’re worried a child is being abused (2006)
• The National Service Framework for Children and Young People and
Maternity Services (2004)
• Common Assessment Framework (2006)
• Safeguarding Children and Safer Recruitment in Education (2006)
These core documents relate to the Every Child Matters agenda
Level 1 & 2 Module 6
Legislation
Children Act 1989
Education Act 2002
Children Act 2004
16
Level 1 & 2 Module 6
What is Abuse and Neglect?
17
Somebody may abuse or neglect a child by
• inflicting harm, or
• 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
a stranger for example via the internet.
They may be abused by an adult /adults or another child or
children.
Level 1 & 2 Module 6
Categories of Abuse and Neglect
•
Physical Abuse
•
Emotional Abuse (including Domestic Abuse)
•
Sexual Abuse
•
Neglect
18
Level 1 & 2 Module 6
Activity 4: Recognising Abuse
19
•
In groups list the signs and behaviours in a child or
young person that may indicate they are
experiencing abuse or neglect.
•
In addition consider any signs or behaviours that
parents/carers may display that would indicate a
child or young person may be experiencing abuse or
neglect.
•
Each group will be given a different category of
abuse or neglect.
Level 1 & 2 Module 6
Signs of abuse
20
The following non-specific signs may indicate
something is wrong:
• Significant change in behaviour
• Extreme anger or sadness
• Aggressive and attention-seeking behaviour
• Suspicious bruises with unsatisfactory
explanations
• Lack of self-esteem
• Self-injury
• Depression
• Age inappropriate sexual behaviour
Level 1 & 2 Module 6
Possible indicators of abuse in parenting 21
Domestic Abuse
Highly mobile families
Alcohol Misuse
Living in poor conditions
Drug Misuse
Criminality
Mental Health Illness
Poor or negative family
support
Frequent missed appointments
(especially health )
Un co-operative with
services
Level 1 & 2 Module 6
Vulnerability
22
Children may be more vulnerable to being harmed
if they are:
•
•
•
•
•
Babies
Disabled
Children who are picked on as being different
Children who are already thought of as a problem
e.g. children in care or in secure accommodation
Children who are privately fostered
Level 1 & 2 Module 6
Additional Indicators for Disabled Children 23
•
Force feeding
•
Unjustified or excessive physical restraint
•
Rough handling
•
•
Extreme behaviour modification
(Deprivation of liquid, medication, food or clothing)
•
Misuse of medication, sedation, tranquillisation.
Level 1 & 2 Module 6
Activity 5:Empowering children to report abuse 24
•
Consider the statements made by young people as to why
they do not report concerns.
•
Consider what is happening within your agencies to
encourage and enable children and young people (or their
parents for those who do not work directly with children) to
talk about their concerns.
•
Identify positive practical suggestions for how this could be
improved.
•
Be prepared to feed back to the whole group.
Level 1 & 2 Module 6
: Factors that stop
children reporting abuse and accessing help
May not be listened
to
Embarrassment
Adults not
sympathetic
May not be believed
Unable to
communicate the
abuse
Adults might tell
someone else
Fear of
consequences
Not knowing who to
tell
Understanding or
recognising abuse
Lack of control
Previous/current
experience of racism
Believe it is their own
fault
Level 1 & 2 Module 6
What to do if a child tells
26
DO:
•
•
Listen carefully
Record the conversation in the child’s words and note
the time
•
Sign and date the record you make
•
Take it seriously
•
Reassure they are right to tell
•
Explain what will happen next
Level 1 & 2 Module 6
What to do if a child tells
27
DON’T:
•
•
Ask leading questions
Make promises you cannot keep
•
•
Jump to conclusions
Speculate or accuse anybody
It is not your responsibility to decide if the allegation
is true or not
Level 1 & 2 Module 6
Activity 6: Multi Agency Working
28
Each group will be given a case study
•
•
•
Read the case study
Discuss and list on one side of the flip paper your
‘concerns’ and on the other “who needs to be
involved”.
Make notes for feedback to the whole group.
Level 1 & 2 Module 6
Common Assessment Framework (CAF) 29
•
•
The CAF is a key part of delivering front line services that are
integrated and focused around the needs of children and young
people.
It is a holistic consent based needs assessment framework that
records in a single place and in a structured and consistent way,
every aspect of child’s life,family and environment.
Lead agencies include :
• Health
• Education
• Early years
•
The CAF is not a referral form, although it may be used to support a
referral for specialist service
Level 1 & 2 Module 6
Common Assessment Framework (CAF) 30
•
A standard national approach
•
Assessment to support early intervention
•
Improved joint working and communication
•
Support the sharing of information
•
Rationalise assessments
•
Better referrals
Level 1 & 2 Module 6
Why Refer?
31
•
Children have a right to be safe
•
Adults have a responsibility to protect children
•
Abuse and neglect are damaging
•
Abuse and neglect continue because of the secrecy and silence
which surround them
•
You only have one small piece of the jigsaw
•
Children rarely lie about abuse
•
An abuser may well abuse many other children who also have a right
to protection
Level 1 & 2 Module 6
Benefits of multi-agency working
Provides a forum to exchange
ideas and experience to
identify innovative service
solutions
Improves
knowledge & skills
of practitioners
Increases efficiency and
effectiveness of delivery
of service
Enables learning from
each other to take place
Cements relationships
and builds trust amongst
all those involved
Enhances organisational
capacity and declining
resources that in turn
benefit the young person.
32
Creates opportunities for
future joint working
Changes
practice within
organisations
Creates opportunities for
creativity, collaboration and
understanding of different
organisational strengths and
cultures
Exposure to other practitioners allows individuals to expand their knowledge and expertise
while providing support, dividing responsibility and cushioning the effect of any failures
Level 1 & 2 Module 6
Practical steps to improve
multi agency working
34
Be clear about your
own roles and
responsibilities
Engage in regular
open and honest
communication
Build a personalised service
directory of local agencies
and contacts
Understand role and
responsibilities of other
practitioners/services
Embrace new ways of
working to improve outcomes
for children and young people
Use jargon free
communication
Understand your role
and responsibilities
Be aware of
information sharing
protocols
Meet staff from other
agencies/network
Be realistic about
what other agencies
can do
Level 1 & 2 Module 6
Putting the jigsaw together
In many cases it is only
when information from a
range of sources is put
together that a child can
be seen to be in need or at
risk of harm.
33
Level 1 & 2 Module 6
Features of a safer culture 35
• Open, no secrets
• Belief that ‘it could happen here’
• Clear procedures for reporting concerns
• Support in raising concerns and commitment to take
action
• Code of conduct
• Policies and procedures put into practice
• Induction and probationary periods
Level 1 & 2 Module 6
Whistle blowing
36
•
Whistle blowing is an important aspect of
safeguarding whereby staff and volunteers are
encouraged to share genuine concerns about a
colleague’s behaviour
•
The behaviour may not be child abuse but it may be
transgressing the code of conduct or pushing
boundaries beyond normal limits
Level 1 & 2 Module 6
What you need
to find out about ‘whistle blowing’
37
Find out the following for your own work setting:
• When and how to refer a concern about a child,
including when there is concern about significant
harm.
• Who to consult about a child protection concern.
If not satisfied – you need to be clear about:
• Your own duty to report the unsafe practice of others
• What to do if the response from your own agency or
another agency is not satisfactory.
Level 1 & 2 Module 6
How to refer
•
Contact Centre: 0300 200 1006.
•
Professionals : 03456 009 009
•
Emergency Duty team: 01483 517898
•
www.surreycc.gov.uk/safeguarding
•
“What to do if you are worried a child is being
Abused(2006)”
38
Level 1 & 2 Module 6
References
39
•
Brandon, M Et al (2009) Understanding Serious Case Reviews and their
Impact: A Biennial Review of Serious Case Reviews 2005-07, London DCSF
Publications
•
Department for Children, Schools and Families (2009) Children Trusts:
Statutory guidance on co-operation arrangements in the Children;’ Trust
Board and the Children and Young People Plan: consultation draft, London:
DCSF publications
•
Department for Children, Schools and Families (2008) The 2020 Children
and Young People Workforce Strategy, London: DCSF publications
www.dcsf.gov.uk/everychildmatters/strategy/childrenandyoungpeoplesworkf
orce/
•
Department for Children, Schools and Families (2008) The Children’s Plan.
Building Brighter Futures: The Next Steps for the Children’s Workforce,
London: DCSF publications
Level 1 & 2 Module 6
References
40
•
Department for Education and Skills (2004) Every Child Matters: Change for
Children, London: DfES publications
•
Her Majesty’s Government (2010) Working Together to Safeguard Children:
A guide to interagency working to safeguard and promote the welfare of
children, London: DCSF publications
•
Her Majesty’s Government (2010A) The Government’s response to Lord
Laming: One Year On, London: DCSF publications
•
Lord Laming, (2009), London: The Protection of Children in England: A
Progress Report, London: The Stationery Office