Session 1
Lesson 1
Objectives: By the end of this session I should be able to;
-
Recognize the indicators and signs of the main four types of abuse
Be aware of the actions I need to take when I suspect a child/young person may be
experiencing/at a risk of significant harm.
Develop an awareness of specific safeguarding issues.
Ensure that the school setting and staff protect and promote pupil’s welfare.
Lesson 2
Safeguarding – Proactive
Safety measures that I should practise to safeguard children;
-
Be a protector of children from ill treatment of any kind.
Be an advocate and preventer of impairment of children’s health or development
By ensuring that children grow up in provision of safety and effective care.
Child Protection – Reactive
What I need know, as a teacher, to protect children
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Protection of children who are suffering or are likely to suffer significant harm.
To protect an at risk child, it is essential to adapt effective child protection to safeguard and
promote welfare of children.
Lesson 3
Something is happening
Say something
What will I do when a child isn’t opening up to me as her/his teacher?
Children are afraid to speak, encourage them. Make them feel safe to reach out to you. Reach out to
them and don’t give up even when they seem to shut you off. As a teacher, I should seek for help from
my colleagues or school counsellor when I’m sure or not sure if a child is in danger or any form of harm.
Lesson 4: What is Safeguarding?
Safeguarding is to ensure that all children are-
Protected from maltreatment
Prevented from damage to health or development
Given safe and effective care
Enable the best life chances
Designated Safeguarding Lead (DSL) – a person in charge to take lead responsibility for child protection
issues in school.
Why is safeguarding important?
-
Right to healthy and happy life
Minimize and manage the risk of vulnerable individuals.
Better, protect those children who need it most.
Minimize abuse of children
-
Protect children under my care
Lesson 5
There are four main categories of abusea.
b.
c.
d.
Neglect
Emotional Abuse
Physical Abuse
Sexual Abuse
Introduction
-
All children have a right to be safe from abuse.
Abuse can be through a close one failing to protect them from harm.
It can be in a family/institution by people close to the child.
Abuse can be via the internet by adults or by another child.
Neglect- persistence failure to meet a child’s basic needs, i.e. physical and psychological needs.
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Failure of a caregiver to provide sufficient food, clothing or shelter/medical care.
Inadequate supervision or not protecting a child from physical harm.
Lack of efficient response to a child’s emotional needs.
Emotional Abuse – when children aren’t given love and affection, constantly threatened, or humiliated.
How does it happen?
-
Hostility towards the child; bullying, threatening, rejecting etc.
Exposure of children to maltreatment of others. Example, domestic abuse or violence
Suppressing from expressing their views, preventing them from social interaction or even
overprotecting them.
Physical Abuse – an observable injury
-
Involves hitting, shaking, throwing etc. that cause physical harm to a child.
Sexual Abuse – forcing or alluring a child to take part in sexual activities whether or not the child is
aware of what is happening.
-
Encouraging a child to behave in a sexually inappropriate way, which includes use of sexual
images.
Physical contact such as rape, rubbing or touching outside of clothing.
Non-contact activities. Example, watching or making pornography or preparation for abuse.
Lesson 6: Safe Guarding is everyone’s responsibility.
As a teacher, how do I communicate/report on suspected child abuse?
-
Be informed and alert to the signs and symptoms.
Know, how and when refer my observations/concerns in a timely manner.
Be informed of my role as a teacher: how I should share information appropriately.
Be co-operative in safeguarding children.
My role as a teacher in safeguarding children:-
Ensure that the process of protecting and safeguarding a child is followed through, until the
child (ren) have been safeguarded.
Avoid assumptions that a child’s case of abuse was referred to DSL.. It is my responsibility to
follow-up.
Be informed and aware of the common indicators that may suggest abuse is occurring.
Report any signs of abuse to allow intervention as early as possible.
Responsibility of schools
-
Safeguarding policy and procedure
A safer recruitment policy & procedures ensuring all staff are vetted
Safe working practices
All staff are trained in Child Protection & Safeguarding
In the UAE, school employees must be aware of Federal Law number 3 (Wadeemas Law)
Lesson 7: Signs and Indicators of Abuse
Sexual Abuse
Physical signs and indicators
- Marks and bruises
- Weight gain or loss
- Soreness in the genital area
- Sexually transmitted diseases
- Pregnancy
- Repeated urinary tract infection
Behavioural Signs and Indicators
- Giving clues; dropping hints
- Avoiding the abuser: fear and avoidance
- Sexually inappropriate behaviour
- Changes in behaviour: withdrawal,
aggression, bed-wetting anxiety
- Problems at school: difficulty
concentrating, self-harm and eating
disorders.
- Drug misuse
Neglect
Physical signs and indicators
- Severe or serious infections
- Numerous accidents suggesting lack of
supervision
- Poor hygiene
- Consistently inappropriate clothing or
footwear
- Tooth decay and lack of treatment
Behavioural Signs and Indicators
- Recurring behaviour of stealing, hiding
food with no explanation
- Tiredness
- Child’s needs are unmet due to material
poverty
- Failure of caregivers/parents to
administer medication or seek medical
care
Emotional Abuse
Physical signs and indicators
- Injuries from self-harm
Behavioural Signs and Indicators
- Harmful parent or carer
- Low self-esteem and self-deprecation
- Change in behaviour
- Inappropriate behaviour to pain
- Emotional immaturity
- Trust issues
- Developmental delays
Physical Abuse
Physical signs and indicators
- Explanation for injury is absent or
unsuitable.
- Bruises with distinct marks of a hand,
stick, grip etc.
- Bites that appear of a human bite
- Thermal injuries that are on unusual
areas like the buttocks, back etc. with a
pattern or clear borders.
- Fractures with unexplained medical
conditions.
Behavioural Signs and Indicators
- Changes in behaviour like frustration,
fear or anger
- Self-harm
- Oppositional or excessive good behaviour
- Attention-seeking
- Wetting or soiling
- Excessive clinginess
- Recurrent nighmares
Fabricated of induced illness
Physical signs and indicators
- Unexplained or unconvincing symptoms
- Symptoms only occur in the presence of
parent/caregiver
- Poor response to treatment
- Regular and varying health problems
Behavioural Signs and Indicators
The parent/carer may
- Be aggressive when challenged
- Frequently change healthcare provider
- Be overprotective and limit child’s
activities
- Lack concern despite acute attentiveness
- Have a strong medical knowledge
What do I do if I have a concern?
-
Follow the school policy
Tell your DSL
Anyone can make referral
Early help
Write it down
Lesson 8
What are the specific safeguarding issues?
-
Bullying, cyberbullying/sexting
Fabricated or induced illness
Mental health issues, hate, drugs
Relationship abuse, faith abuse
Children missing from education, home or care
Preventing radicalisation, Female genital mutilation
Private fostering, Trafficking
Missing children and adults
Child sexual exploitation, forced marriage
Lesson 9 – Whistleblowing
What is whistleblowing and when do I use it?
Is when one believes someone is committing a wrongdoing such as unlawful activity and you report it.
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It is my responsibility to act appropriately and professionally to safeguard the welfare of
children.
Interacting with young people can make me vulnerable to allegations, so it is important for me
to adhere to all work procedures and codes of conduct for a safer working environment.
How do I direct concerns about staff conduct?
-
Concerns about staff = refer to the head teacher (or equivalent)
Concerns about the head teacher (or equivalent) = refer to the chair of governors (or equivalent)
Concerns may also be discussed with the DSL
Session 2
Lesson 1
Objectives
-
Understand the legislative framework underpinning child protection work
To be able to discern lessons that can be taken from serious case reviews to improve both
personal and organisational practice
To understand the importance of information sharing
Lesson 2
Break the silence – end the abuse
Lesson 3 – Legislation
-
Legislation passed is usually based on lessons learnt from poor outcomes for real children.
Legislation emphasises on keeping children at the heart of all decisions.
Legislation’s aim is to ensure that local professionals and services work together to safeguard
and promote the welfare of children.
Lesson 4 – Legislation and Guidance
1.
2.
3.
4.
Legislation is released or amended
Regulatory bodies incorporate the guidance
Government releases guidance for implementation
Schools develop or amend policies and procedures
Daniel Pelka Case – 4years
Failures
- There was lack of communication between staff
members in school
- No clear records were kept about each staff
observations
- No central system of records which caused the
school to miss vital information on the abuse
- Relying on the sister and mother to communicate
- Not challenging the medical reasons given for
Daniel’s obsession with food
- Not sharing concerns amongst staff, including
poor coordination with the school nurse
- Not trying hard enough to communicate with
Daniel and understand his issues
- Poor record keeping
- Not linking concerns about his injuries to
concerns about his behaviour
- Not referring the case to social care or the police
- Not thinking the unthinkable
- Poor coordination between agencies and the
school
Lessons learnt
- Look for underlying causes of
behaviour
- Ensure clear policies and procedures
in relation to record keeping and that
these are followed
- Share concerns to develop a ‘big
picture’ overview
- Have the mentality that ‘it could
happen here’, and always refer where
there are concerns
- Speak to other agencies to help join
the dots
- Ensure the child is able to build
rapport with someone that can
communicate with them in their own
language
Victoria Climbie – 8years 3 months
Failures
- Not ensuring Victoria attended school
- Not speaking directly with the child or asking the
right questions
- Lack of coordination between agencies and
organisations
- Not prioritising the needs of the child
- Not paying enough attention to the signs and
indicators presented
Lessons learnt
- Alert the education authorities if a
child of school age is not attending
school
- Use professional curiosity to dig
deeper into concerns through open
questioning
- Keep the child at the centre and listen
to their views
- Ensure communication channels are
open and effective between all
organisations and agencies involved
- Record and respond to reports of
signs and indicators that suggest
abuse
The inquiry concluded that there were numerous failing across the system, including:
-
Poor information sharing across agencies
Those in senior positions prioritising bureaucracy, rather than outcomes for people
Agencies focusing on the needs of the perpetrators, and not the needs of the child
Lauren Wright 6years 10months
Failures
- Lack of challenge – possibly because the
perpetrator was a staff member at Lauren’s
school
- No urgency despite suspected abuse
- Not investigating where there are differences in
professional opinion
- Lack of child protection training for school staff
- No DSL
- Poor collaboration between agencies
-
Lessons learnt
- Professionally challenge when there
are concerns and action isn’t taken or
concerns fully alleviated
- Staff must have child protection
training at induction. This should be
regularly updated and additional
updates provided as needed, but at
least annually
- The school must formally appoint a
DSL and ensure all school staff are
clear who this is agencies must work
together to ensure.
Lack of challenge – possibly because the perpetrator was a staff member at Lauren’s school
No urgency despite suspected abuse
Not investigating where there are differences in professional opinion
Lack of child protection training for school staff
No DSL
Poor collaboration between agencies
A new approach to safeguarding children
New methods of investigation
Investigate new system model for conducting case reviews
To address why questions
Review cases
1. Origins of the system model, and how it works. You make it easier to do the right thing and
harder to do the wrong thing.
2. Look at t two local authorities that have tried out the system model in practise. What could we
have done differently?
3. Look at the broader implications of this approach for learning within the children’s services
sector.
What are the origins of the system approach?
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Baby Peter case
Same findings and recommendation that was not improving the system
Focused on individual human error. It is seen as a problem, that one mistake led to the whole failure.
Solution is to control heuristic people
Aviation world – Frontline worker isn’t autonomous to choose right or wrong but shaped by the task and
the culture of an organization.
The cheese model – accident causation
-
Defences, policies etc. presented by diff slices of cheese
Mostly effective but have weaknesses. When these weaknesses merge, there is a strong chance
that accidents will follow.
It presumes that a weakness as always a weakness.
The weather cannot be predicted, the complex system approach
Medical case
Why did this happen?
Look at every single aspect
We want to make sure that this never happens again.
Change the design of system
Learning together – accident causation
Actively involves both family members and frontline workers
Provide further explanation on why things went wrong
Holistic, inclusive and reflective
Review steps of the system approach
1.
2.
3.
4.
5.
6.
7.
8.
Meeting with everybody who were involved in the case
One on one conversations
Feedback by the review team and analysis
Multiagency approach – internal management review
Overview report
Link up findings and identify themes then learn lessons
Fitting incoming information to collect information
Recommendations
Management supports helps frontline workers to do their job and feel safe to make judgements
Tools for learning to help uncover deeper poor practise
Learning together model
What about the Data Protection Act?
-
It places duties on organisations and individuals to process personal information fairly and
lawfully
It is not a barrier to sharing information where the failure to do so would result in a child being
placed at risk of harm
Fears about sharing information cannot be allowed to stand in the way of the need to promote
the welfare and protect the safety of children
This video outlines the themes identified through an analysis of serious case reviews. This includes:
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Failing to act on and refer the early signs of abuse and neglect
Poor record keeping
Failing to listen to the views of the child
Failing to re-assess concerns when situations do not improve
Sharing information too slowly
Lack of challenge to those who appear not to be taking action
Session 3
Lesson 1
Objectives
-
Understand best practises when dealing with disclosure – implementation
To know how to make an accurate and effective record of concerns – observation and reporting
To understand the responsibility placed on individuals to refer to concerns – be aware of my
role in reporting cases
Lesson 2
The Designated Person
-
-
The lead person in charge of child protection concerns. I should know her/him. What and whom
to report to in case she/he is not available.
I should immediately report to the designated person for nay safeguarding or child protection
concerns. Report to the line manager if the concern is about the designated person. It is
important to follow the organization’s procedures.
I should escalate a concern by following procedures.
Lesson 3
What golden rules do you think you should follow when dealing with disclosures?
-
All staff should know what to do if a child tells them he/she is being abused;
dealing inappropriately with disclosures can result in a lack of trust, continued abuse or the child
withdrawing the disclosure.
Lesson 4
Useful Question Stems
-
Avoid interrogation
Don’t ask leading questions.
Leading questions ×
“You’ve told me someone hit you, was it your
dad?”
“I think you are trying to tell me that someone
hurt you - is that right?”
“When you say she touched you, do you mean
she touched your private parts?”
Non-leading questions √
“You’ve told me someone hit you, who did that?”
“Can you tell me what happened?”
“Can you describe where she touched you?”
How not to respond
-
Don’t display your emotions to the child.
Make assumptions about what the child is experiencing.
Put word into the child’s mouth by asking leading questions
Avoid negative description of the abuser; the abuser could be someone the child loves
Don’t make promises you can not keep
Avoid too many questions
What stops someone from disclosing?
-
Feeling of self-blame, shame and guilt
Attachment to the perpetrator
Lack of understanding that they are being abused
Threats by the perpetrator
Lack of opportunity
Fear that something bad might happen
What stops someone from reporting abuse?
-
Fears of being wrong
Worried it might make things worse for the child.
Concerns about splitting up the child’s family
Worried about repercussions for the abused
Worried about repercussions personally
Uncertainty about what happens next
Insufficient knowledge of the signs and symptoms of abuse
Belief that child abuse isn’t a common problem
The risk of not reporting an abuse is continuity of abuse on the child.
How do I report?
Discuss with DSL – internal recording to log concerns – if no improvement go back to the DSL – conduct
recorded interview – inform head teacher immediately – consultations if it’s a police case and who will
report it – the head teacher and DSL should be updated throughout – talk to the DSL when you feel
uncomfortable
The 7 Golden Rules of Information Sharing
1.
2.
3.
4.
5.
6.
7.
8.
Be open and honest
Keep record
Consider safety and wellbeing
Seek advice
Share what is necessary, proportionate, relevant, accurate, timely and secure
Share with consent where appropriate
Have a child centered approach
Data Protection Act is not a barrier to sharing information
I must report to DSL of any disclosure/suspicion of child abuse
I must be
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Be vigilant
Look and listen
Be supportive
Report concerns
Seek action