basic awareness safeguarding training level 2
DESCRIPTION
Aims To develop awareness of, and the ability to act on, concerns about the safety and welfare of children and young people To develop an understanding of what legislation underpins how we safeguard children in schoolsTRANSCRIPT
Basic Awareness Safeguarding training Level 2
Safeguarding training for Designated Senior Leads with a responsibility for safeguarding children to deliver to
staff within primary and secondary schools
Aims
• To develop awareness of, and the ability to act on, concerns about the safety and welfare of children and young people
• To develop an understanding of what legislation underpins how we safeguard children in schools
Learning outcomes
By the end of the training you should be able to: • Recognise your role in safeguarding children from harm,
abuse and exploitation.
• Define and understand the different categories of abuse
• Be clear about how you should respond to a child who makes a disclosure of possible abuse and who can support you with this.
• Identify situations when you or a child might be vulnerable and act upon them.
What is safeguarding?
• Protecting children from maltreatment
• Preventing impairment of children's health or development
• Ensuring that children grow up in circumstances consistent with the provision of safe and effective care
• Taking action to enable all children to have the best outcomes.
Safeguarding: Our role
• Safeguarding children is the action we all should take to promote the welfare of children and protect them from harm.
• Safeguarding is everyone’s responsibility
• Everyone who comes into contact with children and families has a role to play.
Education Act 2002
• Schools and further education institutions have a duty to safeguard and promote the welfare of pupils under the Education Act 2002.
• They should create and maintain a safe learning environment for children and young people, and
• identify where there are child welfare concerns and take action to address them, in partnership with other organisations where appropriate.
Safeguarding
Child Protection
Staff Conduct
Curriculum
Managing Allegations Against Staff
Safe Recruitment and Selection
Health and Safety
Behaviour Management
Attendance
Anti Bullying Policies
Whistleblowing Building
Design
You are part of the safeguarding jigsaw
YOU
The Role of the Designated Senior Lead (DSL)
• I take the lead responsibility for dealing with safeguarding and child protection in school.
• I act as a source of support, advice and expertise within school when deciding whether to make a referral by liaising with relevant agencies.
• I recognise how to identify signs of abuse and when it is appropriate and how to make a referral to Social Care.
The Role of the DSL
• The DSL provides whole school staff safeguarding training, recommended on a yearly basis.
• The DSL is aware of the WSCB and how it operates
• The DSL often attends child protection case conferences and understands how to contribute effectively
• The DSL ensures all staff have access to and understand the schools Safeguarding policy.
The role of all School staff • To report all concerns regarding child welfare
immediately to the Designated senior Lead or a another member of the safeguarding team
• Be mindful and resilient of child protection signs and symptoms in the school setting
• Be clear of your role and responsibility regarding your school safeguarding that is clearly stated in policy and procedures
• Attend level 2 statutory training within your own setting delivered by DSL (Min every 2 years)
Key Safeguarding documents
Key Safeguarding documents
Key themes: Working Together 2015
• Multi agency document for all professionals working with Children
• The Children’s act 1989 • Replaces Working together 2013• More concise and simplified document • Emphasis on information sharing • Importance placed on Child centred approach & voice of
the child• Highlights the vital role of all agencies and professionals
Key themes: Keeping children safe in education 2015
• Section 175 of the education act • Compliments working together (2015) not replaces• Specifically for education settings• Replaces Safeguarding children and safer recruitment in
education 2006• Highlights the management of safeguarding in schools
(DSL role)• Defines specific types of abuse and neglect• Allegations of abuse against members of staff• Defines safer recruitment procedures
Schools ‘safeguarding suite’ of documents
• All staff are aware of the policy and it is embedded in the “real” safeguarding practice.
• School Safeguarding Policy and other key documents that are readily available for the whole school community
• Child friendly version so children know how to keep themselves safe
• Transparent and clear procedures in place for managing safeguarding issues in school.
• It is part of whole school staff induction and training.
TYPES OF ABUSE
Physical Abuse
• Hitting• Shaking • Throwing• Poisoning• Burning & scalding• Drowning• Suffocating• Fabricated & Induced Illness
(Formally Munchausen Syndrome by Proxy)
Physical Injury sites
Considerations around physical abuse disclosures
• Remember that if a child discloses physical abuse that may have been caused by a family member, do not discuss this with parents.
• Contact should be made with your DSL who will contact the Assessment and Intervention Team, who will request that a MARF is completed.
• If it is appropriate for you to discuss the issue with parents, you will be advised to do so by Children's Social Care.
Emotional abuse Persistent emotional ill-treatment of a child such as to cause severe and persistent
adverse effects on his/her emotional development.
It may involve:
• Conveying to children they are worthless, unloved or inadequate or only valued insofar as they meet the needs of another person
• Inappropriate expectations for their age or development
• Causing children to feel frightened or in danger
• The exploitation or corruption of children
• See or hearing the ill treatment of others
• All types of ill-treatment of a child
Neglect‘Persistent failure to meet a child’s basic and/or psychological
needs, likely to result in the serious impairment of a child’s health or development’.
This may involve:
• A parent or carer failing to provide adequate food, shelter and clothing
• failing to protect a child from physical harm or danger• failure to ensure access to appropriate medical care or
treatment• unresponsiveness to a child’s basic emotional needs• may occur during pregnancy as a result of parental
substance misuse
Impact of neglect on brain development
Sexual Abuse
‘Forcing or enticing a child or young person to take part in sexual activities, including prostitution whether or not the child is aware of
what is happening’.
This may include:
• Physical contact, including penetrative and non-penetrative acts• Involving children looking at or in the production of pornographic
material • Watching sexual activities• Encouraging children to behave in sexually inappropriate ways• Be aware of vulnerable young people being sexually exploited (CSE)• This can include males and females• Look out for changes in behavior • Children not engaging or disclosing they have received gifts or money
from ‘new friends’
Considerations around sexual abuse• Remember that if a child discloses sexual abuse that may have
been caused by a family member, do not discuss this with parents.
• Contact should be made with your DSL immediately who will then contact the Assessment Intervention Team, who will request that a MARF is completed.
• If it is appropriate for the DSL to discuss the issue with parents, they will be advised to do so by Children's Social Care.
• If in doubt the DSL will ring EST for advice.
Trauma
• Witnessing violence (domestic and other)• Natural disaster• Terrorism• Accidents• Abuse (physical or sexual)• Neglect• Loss of caregiver
Disclosure golden rules
DO
• Listen carefully• Make accurate notes using the child’s
words• Inform the designated person for child
protection• Tell the child that they have done the
right thing by telling you
DON’T
• Ask leading questions
• Use your own words to describe
events
• Investigate
• Promise confidentiality
Please remember!
A person may abuse or neglect a child by inflicting harm or by failing to prevent harm. Children and young people may be abused in a family or in an
institutional or community setting; by those known to them or, more rarely, by a stranger.
Children can and will disclose to anyone in a school setting who they trust!
What happens when you raise a concern with your DSL?
DSL contact Education Safeguarding Team and/or Assessment & Intervention
team
Child in danger of significant harm (S47) Child in Need
(S17) Further Assessments needed
Your concern about a child
No specific services required
please continue to monitor
Complete a CAF or sign post to
another agency for support
Accepted as a referral –Social
work assessment undertaken
Discuss with DSL and complete a concern form
Rules around staff conduct
• The welfare of the child is paramount.• Safeguarding is the responsibility of all adults who
work with children.• Adults are responsible for their own actions.• Adults should work and be seen to work in an
appropriate and transparent way.• Please read and understand the Staff Handbook• Attend a comprehensive Induction and understand
procedures when working with children
What we expect - Professional conduct
• You have a duty of care to all children and staff• You are placed in positions of power and trust• Appropriate dress and appearance when working• There is an expected behaviour and ‘professional
standards’ for all school staff• No Social contact outside of school hours• Be aware of appropriate communications (including
use of technology and Esafety)• Be mindful of Photography rules in schools• Be aware of vulnerabilities in 1-2-1 situations
THINK….
• Child abuse can occur in any setting, culture, group, religion, social class
• Some children may be particularly vulnerable to abuse
• All children are entitled to protection, some need safeguarding further
• Everyone has a responsibility to report suspicions of abuse
And finally……• If children and families are given early and timely help it can stop a child
from being harmed further.
• Child abuse and neglect continue because of the secrecy and silence that surround them
• Children rarely lie about abuse
• An abuser may abuse many other children who also have a right to protection if they are not stopped.
• If you are in doubt please speak to your DSL and they will report directly to Children’s Social Care or the Education Safeguarding Team
Thank you
Any questions?