CSE Toolkit
Child Sexual Exploitation and Abuse –
Part Two 2014
1
2
Introduction
This is Part Two of the WSCB CSE Guidance 2014 - the CSE Toolkit. It consists of a suite of
tools to support a professional’s assessment, judgement and decision making, including
planning, in individual cases. The Toolkit should be read in conjunction with Part One the
WSCB CSE Handbook and is intended to ensure that professionals respond to CSE at the
right time, by the right person and at the right level of the Multiagency Thresholds – if in doubt
consult with your Child Protection lead officer and/or seek advice from Children’s Services.
Contents
1
Child Sexual Exploitation (CSE) Screening Tool and
risk matrix
Page 3 - 10
2
Wiltshire Risk Management Group (WRMG)
Referral and Vulnerability Check List (VCL) Review
Page 11 - 17
3
Disruption Strategies tool
Page 18 - 23
3
Child Sexual Exploitation (CSE) Screening Tool
(See WSCB CSE Guidance Part One Section 10)
CSE Screening Tool
Child’s
Name:
DoB:
Name and job
title of Person
Completing:
Date
Completed:
Indicator
Suggested Present
Risk Level Yes/No/Possible
Health Domain
Physical injuries such as bruising suggestive of either
physical or sexual assault
High
A sexually transmitted infection (STI), particularly if it is
recurring or there are multiple STI's
High
Pregnancy and / or seeking an abortion
High
Sexually risky behaviour
Medium
Self-harming
Medium
Thoughts of or attempted suicide
Medium
Eating disorder
Medium
Evidence of misuse of drugs / alcohol, including associated
health problems
Medium
Change in appearance including losing weight, putting on
weight,
Medium
Learning Disability
Medium
Notes
4
Behaviour Domain
Sexually offending behaviour
High
Truancy / disengagement with education, or considerable
change in performance at school
Medium
Volatile behaviour exhibiting extreme array of mood swings or Medium
abusive language which is unusual for the child
Aggressive or violent, including to pets/animals
Medium
Becoming angry, hostile if any suspicions or concerns about
their activities are expressed
Medium
Physical aggression towards parents, siblings, pets, teachers Medium
or peers
Detachment from age-appropriate activities
Medium
Secretive behaviour
Medium
Known to be sexually active
Medium
Low self-image, low self-esteem,
Medium
Young offender or anti-social behaviour
Medium
Sexualised language
Medium
Hostility in relationship with parents / carers and other family
members
Medium
Getting involved in petty crime such as shoplifting or stealing Low
Notes
5
Grooming Domain
Entering or leaving vehicles driven by unknown adults
High
Excessive use of mobile phones including receiving calls late High
at night
Reports that the child / young person has been seen in places High
known to be used for sexual exploitation
Unexplained relationships with older adults
High
Associating with other young people who are known to be
sexually exploited, including in school
High
Sexual relationship with a significantly older person
High
Phone call, texts or letters from unknown adults
High
Mobile phone being answered by unknown adult
High
Inappropriate use of the Internet and forming relationships,
particularly with adults, via the Internet. Note adults may pose High
as peers to entrap the child.
Accounts of social activities with no plausible explanation of
the source of necessary funding
High
Having keys to premises other than those they should have
High
Possession of money with no plausible explanation
High
Acquisition of expensive or sexual clothes, mobile phone or
other possession without plausible explanation
High
Having keys to premises other than those they should have
High
Having new mobile phone, several mobile phones, especially
Blackberry or I phone – (because messages cannot be
traced). Always have credit on their mobile phones, despite
having no access to money or having no credit so phone can High
only be used for incoming calls.
6
Recruiting others into sexual exploitation
High
Seen at public toilets known for cottaging or adult venues
(pubs and clubs)
High
Adults loitering outside the child / young person’s usual place High
of
residence or school
Leaving home / care setting in clothing unusual for the
individual child (inappropriate for age, borrowing clothing from High
older young people)
Wearing an unusual amount of clothing (due to hiding more
sexualised clothing underneath or hiding their body)
High
Persistently missing, staying out overnight or returning late
with no plausible explanation
High
Returning after having been missing, looking well cared for in High
spite of having no known home base
Returning after having been missing looking dirty, dishevelled, High
tired, hungry, thirsty
Missing for long periods, with no known home base and/or
homeless
High
Possession of excessive numbers of condoms
Medium
New contacts with people outside of town
Notes
Medium
7
Looked After Children Domain
Living in residential care
High
Frequently missing from placement
High
Multiple Placement breakdown
Medium
Going missing with other children
Notes
Medium
Family and Social Domain
A family member or known associate working in the adult sex High
trade
Unsure about their sexual orientation, or unable to disclose
sexual orientation to their family
High
History of physical, sexual and / or emotional abuse; neglect
Medium
Witness to domestic violence at home
Medium
Parental difficulties; drug and alcohol misuse, mental health Medium
problems, physical or learning difficulty. Being a young carer.
Pattern of street homelessness or sofa surfing
Medium
Living in hostel, B & B or Foyer accommodation
Medium
Conflict at home around boundaries, including staying out late. Medium
Recent bereavement or loss
Medium
Gang association either through relatives, peers or intimate
relationships
Medium
Lacking friends their own age
Medium
Living in a gang neighbourhood
Medium
8
Notes
E Safety Domain
Evidence of sexual bullying and/or vulnerability through
internet or social networking sites
High
Concern that inappropriate images of a young person are
being circulated via the internet / phones
High
Exchanging inappropriate images for cash, credits or other
items
Receiving gifts through the post from someone the young
person does not know
High
Concern that a young person is being coerced to provide
sexually explicit images
High
Concerned that a young person is being bribed by someone
for their inappropriate online activity
High
High
Concern that a young person is selling sexual services via the High
Internet
Accessing dating agencies via mobile phones (for example )2 Medium
flirt line)
Unexplained increased mobile phone / gaming credits
Medium
Going online during the night
Being secretive using mobile phone for accessing websites
etc, more than computers
Medium
Unwilling to share / show online or phone contacts
Medium
Concerns that a young person’s online friendship has
developed
Medium
Medium
into an offline
Concern
that arelationship
young person is having an online relationship Medium
Sharing of inappropriate images amongst friends
Medium
9
New contacts with people outside of town
Medium
Increased time on web cam, especially if in bedroom
Low
Spending increasing amount of time with online friends and
less time with friends from school or neighbourhood
Low
Spending increasing amount of time on social networking sites Low
including Face book or on shared gaming sites.
H M
Total High(H), Medium(M), Low(L) concerns identified
L
Risk Matrix (potential total score 205)
Total H
Total M
Total L
Total all
X3 =
X2 =
X1 =
=
Place total score on continuum below
0......................................68...............................................136...........................................205
Vulnerable
At Risk
CSE
Refer CAF/TAC/LP
Refer CSC/WRMG/CP
Refer CSC/S47/CP
NB: Use score as a guide to inform your professional judgement
Using the Risk Matrix scoring, professional judgement and consultation with partner agencies to
inform your initial assessment decide where within the Multi Agency Thresholds this child’s needs
would be best served. Refer to the Thresholds of Need (the “Windscreen” diagram) and needs
descriptors below to help you decide:
Level 1 Children and young people are making overall good progress in all areas of their
development. They are likely to have a protective environment where their needs are recognised and
well met. These children require no additional support beyond that which is universally available.
Level 2a Children and young people needing some additional support from a specific service
without which they would be at risk of not meeting their full potential.
Level 2b Children and young people and their families have a range of needs. Multi-agency support
is required to promote social inclusion, to reduce levels of vulnerability and/or to minimise risk-taking
behaviours. A CAF is required and the lead professional will coordinate services through a Team
Around the Child (TAC).
Level 3 Children with complex needs that may be chronic and enduring and this may include children
in need of safeguarding. These children will be those who are highly vulnerable or living in the
greatest level of adversity. Only a small proportion of children will fall within this band.
Level 4 Children and young people with acute needs. This is the most urgent category which always
requires an immediate referral to children’s social care and/or intensive specialist services. There will
10 of a child. Statutory intervention (child
be serious concerns about the health, care or development
protection) may be required.
68 – 136
At Risk
< 68 Vulnerable
Refer
CAF/TAC/LP
Refer
CSC/WRMG/CP
136 – 205
CSE
Refer CSC/S47/CP
Actions to be taken including consultation and consideration of referral:
Date of Discussion and decision.
11
2
Referral to Wiltshire Risk Management Group
(See WSCB CSE Guidance Part One Section 6)
Office use
only
Version No:
Date Issued:
Last Issue:
Category
Note: This referral form is for
adolescents having Level 3 and above
unmet needs and risks. Please refer to
Multi Agency Threshold Document Feb
2013 Ver. 6 Descriptor Tables before
completing.
1.6
June 2011
Dec 2012
WILTSHIRE RISK MANAGEMENT PANEL WRMP REFERRAL
Name of Young Person
DOB:
Address:
Lead Professional /
Case manager/
Care Co-ordinator
Name, Address, Email and Telephone Number
Other Agencies Involved:
Please list
Reasons for Bringing to
Panel
Needs/Risks requiring
support or action
Confirmation by Lead
Professional that young
person and/or parents
explicitly consent to the
information being shared
at the WRMP.
Note: The young person should be involved in the
completion of the vulnerability check list assessment
review and sign their section of the form.
Parents/carers should explicitly agree to the details
coming before Panel where there is a CAF the parental
consent section should be signed and dated. Any
disagreements with content of the referral should be
acknowledged and noted YES/NO
Information Assessments /
Reviews attached e.g.
Please list
12
Asset, Care Plan Approach
Common Assessment
Framework, Initial
Assessment, Motiv8
Comprehensive Assessment
etc.
Completed by: ......................................Name of Worker
Countersigning Manager: .............................................. Name of Manager
Agency: ...............................................
Please send this form by secure e-mail to Blair Keltie, Integrated Youth Safeguarding
Manager blair.keltie@wiltshire.gcsx.gov.uk or by post to:
County Hall, DCE, Bythesea Road, Trowbridge, BA14 8JN
If you wish to discuss any issues linked to the referral please contact Blair Keltie
Integrated Youth Safeguarding Manager Tel: 01225 718445; Mob: 07786274652; e-mail
blair.keltie@wiltshire.gov.uk
13
Vulnerability Checklist Review
Wiltshire Risk Management Panel
Incorporating Missing Child Risk Assessment Conference
(MICRAC)
Office use
only
Version
1.4
No:
Date
June 2011
Issued:
Last Issue: December
2012
Category
This document is to be used to review the level of vulnerability of
a young person referred to the Wiltshire Risk Management Panel
(WRMP). If you require any assistance with this
contact Blair Keltie, Integrated Youth Safeguarding
Manager Tel: 01225 718445. Mob: 07786274652 email blair.keltie@wiltshire.gov.uk
Details
Initial Panel
1st Review
Personal Details of Young Person
2nd Review
Date
First name:
Surname:
Address:
DOB / Age:
Legal Status:
Agencies Involved
Children’s Services
Police
Education
Motiv8
YOS
CAMHS
IYS
Other
Risk Matrix
Rate using the following scale:
0. No apparent risk
1. Low apparent risk
2. Medium apparent risk
3. High apparent risk
4. Very high apparent risk
No history or evidence at present to indicate likelihood
of risk from behaviour.
No current indication of risk but young person’s history
indicates possible risk from identified behaviour.
Young person’s history and current behaviour indicates
the presence of risk but action has already been
identified to moderate risk.
The young person’s circumstances indicate that the
behaviour may result in a risk of serious harm without
intervention from one or more agency.
The young person will commit the behaviour as soon as they
are able and the risk of significant harm is considered
imminent.
14
Vulnerability and Protective Factors
Section 1:
Score
Emotional Health
Low Self Esteem
Low Mood
Depression
Self Harm
Severe Paranoia / Anxiety
Suicidal Intent
Suicidal Ideation
Identified Mental Health
Difficulties, i.e., ADHD
psychosis, OCD,
schizophrenic
Eating Disorder
Score
Substance Misuse
Amphetamine
Cannabis
Cocaine/Crack
Poly Drug Use
Heroin
Ecstasy
Benzodiazepines
Solvents/Gas/Aerosols
Alcohol
Frequency - Regular
- Occasional
Injecting - No
- Yes/Previously
Contact with Substance Users
- No using friends
- Some using friends
- All friends using
Family Substance Users
- No family users
- Known close family users
- Significant family misuse
Risk of Overdose
Section 4:
Offending Behaviour
Involvement in Criminal Justice
System
Risk of Custody
Physical Health
Major (under consultant care)
(3)
Moderate (regular GP
involvement) (2)
Minor (self-managed or with
support of carer) (1)
No Physical Health Issues (0)
Sexual Health
Pregnant
Inappropriate Sexual
Behaviour
Commercial or Abusive Sex
Other (state)
Section 2:
Social and Environmental
Looked After Child / Leaving
Care
Family/Relationship
Difficulties
Non School Attendance
Homelessness
Unsuitable Housing
Social Isolation
Section 3:
Score
Section 5:
Absconding
Frequency of Absconding
Risk of Harm
Risk of Sexual Exploitation
Length of Abscond Episodes
15
Score
The check list above should be completed using the scoring matrix on page 1 and
the total score used to identify an indicative risk using the scale on page 3. The
identification of the level of risk should take into account the age and level of
functioning of the child as well as professional judgement and evidence from other
agencies e.g. CAMHS.
Summary of issues since last review:
VCL Scores:
Original Score
Current Score
Indicative Risk
Continuum:
Low Risk
Medium Risk
High
Risk
Very High Risk
0
40/41
60/61
70/71
0 ------------------------------------------------------X------------------------------------------------------ 100
Evidence (Provide evidence of any changes in your assessment of risk, for example,
positive outcomes relating to the plan in place, change in circumstances etc)
Please remember to note:
What is it that you are worried about?
What is working well? (include strengths, exceptions, resources, goals, willingness
etc)
What needs to happen to decrease risk and improve safety?
Views of the Young Person:
On a scale of 0 to 10, where 10 means the problem is sorted as much as it can
be and zero means things are so bad that there needs to be some professional
help, where does the young person rate their situation at the time of the
assessment?
0 -----------------------------------------------------------------------------------------------------------10
16
Views of Parents / Carers:
On a scale of 0 to 10, where 10 means the problem is sorted as much as it can
be and zero means things are so bad that there needs to be some professional
help, where does the parents / carers rate the situation at the time of the
assessment?
0 -------------------------------------------------------------------------------------------------------10
Risk Management Plan: - Use WRMG VMP Appendix 6
Completed by:
Date:
Countersigning Manager:
Date:
17
3 Disruption Strategies
This tool identifies which disruption tactics may be used for the individual child, who is responsible and can monitor the progress
(see WSCB CSE Guidance Part One section 13)
Strategic Aim
Intervention Options
Disrupt the young person’s
relationship with other young
people suspected of introducing
them to adults involved in
violence, gang activity and sexual
exploitation.

Disrupt the young person’s contact
with adults or young people
suspected of being involved in
violence, drugs and sexual
exploitation.








Gather information to assist
prosecution and disruption of
adults suspected of being involved
in violence, gang activity, drugs,
sexual exploitation.




Identify whom the young person is spending time with and
recognise negative relationships.
Prevent visits to the home by other young people who may
either deliberately or unwittingly be recruiting the young
person.
Screen telephone calls to the home.
Complete information report forms on known associates and
any risk they pose.
Implement the Abduction Warnings and Orders strategy.
Recognise and acknowledge abusive relationships.
Deny individuals suspected of abusing, grooming, or recruiting
the young person access to the child’s home.
Secure mobile phones and Sim cards, particularly if supplied
by abusers and pass to the Police.
Consider removing mobile phones at night for the purpose of
charging the batteries and monitor internet, call and text use.
Obtain as much information as possible to identify associates
and those who pose a risk to children and young people.
Good information includes full names, nick names, telephone
numbers, addresses and car registrations etc.
Keep accurate records and retain the information on children's
personal files; it is important to date and time the information
and note who is involved in incidents and any interventions.
Send Information Reports to MASH.
Note down any licensed body or property and send
information to MASH.
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Responsible
R
A
G


Promote positive relationships
with family, friends and carers.






Physically protect the young
person.



Maintain contact whilst absent.





Ensure all network group members are updated at meetings
and as and when information is accessed.
Be aware of specific agency responsibility and interventions
re Abduction Orders, licensing remedies, checks on persons
etc.
Carers/parents should be actively engaged in searching for the
young person to show that they care.
Promote positive relationships with family and friends.
Promote the need for carers/parents to show attention.
Encourage honesty. Reinforce the nature of the crime.
Involve parents/young person in tackling the problem and in
meetings.
Identify suitable long-term key workers who can befriend the
young person.
It is permissible to physically intervene to prevent a young
person running from care as an emergency intervention.
Consider removing and preserving clothing and passing it to
the Police if it will aid the Police in an investigation
Police and Social Care Protection Powers to be used as
appropriate.
Ring the young person’s mobile phone.
There must be 24/7 contact available so that the young person
does not feel isolated during evenings or at weekends.
Ensure the number of the Missing People Helpline and Child
line is in the young person’s mobile phone address book or
text the numbers to them.
Compassion banking - send text messages to the young
person. Consider using ‘text language’ that the young person
relates to, tell them you are worried and care about their
safety and encourage them to contact you or another adult.
Consider informing appropriate outreach workers, Safer
Neighbourhood Team Bulletins, border alerts (UKBA/UKHTC)
19


Enhance the return procedure to
ensure it is a positive experience.




Set clear boundaries to acceptable
behaviour and motivate positive
behaviour.





Empower the parent/ carer/ foster
carer.



and agencies in other cities such as Social Care, Police and
specialist services.
If whereabouts are unknown consider publicity and posters;
their design should be young person centred.
After 7 days young people must be referred to the Missing
Person’s Task Group.
Identify an individual that the young person respects and
wants to talk to. This person should conduct the return
interview on every occasion wherever possible. This will
ensure consistency and facilitate a positive relationship
between the young person and the interviewer.
Independent interviews should be arranged and would
preferably be conducted by Staff who have received specialist
training and have a good relationship with the young person.
Return interviews should be followed up by active support of
the young person to ensure the return interview is seen as a
positive experience.
Where child or young person is involved in petty offending
consider Restorative Justice Solutions as the offending could
be symptomatic of abuse; particularly recognised in young
males.
Consult the young person and agree rewards and penalties.
Consider reward schemes i.e. monetary/ vouchers.
Be flexible.
Adopt a behaviour management strategy.
Give the young person more independence in response to
responsible behaviour.
Raise the awareness of parent, carers and foster carers of
relevant policies, procedures, their responsibilities, duties,
legal powers, their options and restrictions upon them.
Consider family support services.
Maintain active support of parents, carers and foster carers.
20

Build the young person’s selfesteem.





Raise the young person’s
awareness of the dangers.






Consider the health needs of the
young person.



Raise the awareness of parents and carers to help them to
identify the signs of child sexual exploitation and encourage
use of the information report forms.
Provide training in self-protection.
Identify and encourage positive activities that the young
person may engage in and encourage the young person to
make positive contributions at home, school, leisure or work;
positive activities should build self-esteem, not just entertain.
Assist the young person to look at the consequences of their
behaviour.
Take time to explain the issues and keep the young person
informed.
Involve the young person in looking at alternatives and
decision making.
Work with schools to raise awareness of risk.
Develop or identify internet sites aimed at young people to
raise their awareness of the dangers of going missing. They
must be young person focussed, accessible and user friendly
to ensure that young people will be attracted to them and
motivated to use them i.e. 'Think U Know' websites.
Arrange inputs by professionals to groups or individuals
explaining the dangers.
Organise individual or group discussions with adults that the
young person respects.
Facilitate peer mentoring (buddies) by young people who have
been through similar experiences and learnt how to cope and
protect themselves from exploitation.
Arrange personal safety training for the young person and
family.
Sexual health and contraceptive advice.
Medical treatment if suffering neglect, injury or poor health.
Therapeutic Interventions.
21
Involve the young person in
diversionary activities.




Make home a more attractive
place to live.







Achieve normality.
Make school a more attractive
place to go.
Provide specialist support through
other agencies.














Enable the young person to participate in exciting positive
activities and leisure activities such as drama or dance.
Activity weekends or team building exercises through multi
agency provision.
Arrange work experience opportunities or vocational training.
Use all agencies involved such as YOT, Police, Voluntary Sector
and Social Care.
Identify push/pull factors and deal with them.
Tackle relationship problems.
Address domestic violence issues.
Tackle drug/ alcohol problems of other family members.
Consider an alternative placement that gives the young person
a feeling of more independence and responsibility.
Consider a placement that has continuity of staff and extra
support for evening shifts.
Consider extended stay with a family member in a different
city to break the cycle.
Consider specialist placement options.
Enforce bed times.
Enforce waking times.
Promote attendance at school.
Encourage young people to eat together at meal times.
Tackle bullying, truancy and peer pressure.
Provide ‘Personal, Social and Health Education’.
Encourage engagement with alternative and educational
provision.
Provide funding for after school activities.
Sexual, Drug and Alcohol Counselling and other Services.
Therapeutic Services.
Advocacy Services.
Mentoring Services.
Child and Adolescent Mental Health Services (CAMHS).
22








Plan on positive change and set
small targets to achieve monthly

Where a young person is refusing
or reluctant to engage, and is
involved in soliciting or grooming
peers, ensure all engagement and
disruption activities detailed above
have been considered.

Involve Education Welfare.
Involve Youth Services.
Raise awareness of “drop in” support groups.
Refer to Voluntary Sector for support.
Positive activities.
Consider Barnardo’s 4 A’s Model (Access, Advocacy, Assertive
outreach and Affection).
Provide self-referral systems so that young people can refer
themselves.
Provide parent-referral systems that deal with parent’s
concerns.
Targets need to be agreed with young person and parents.
Where the police are considering criminal action against
children and the final decision rests with the police, they
should consult with partner agencies through the CSE
meetings to ensure that all alternatives and appropriate
actions have been considered for that child, in line with ACPO
guidance in relation to not criminalising young people where
possible.
23