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Newcastle Safeguarding

Children and Adults Training Evaluation Framework

April 2016

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Context for the development and purpose of the framework The Learning and Development Committees for Newcastle Safeguarding Children Board (NSCB L&DC) and Newcastle Safeguarding Adults Board (NSAB L&DC) have a dual role:

• Planning, prioritising and then monitoring the effectiveness of the multi-agency training for safeguarding and to promote the welfare of children and adults at risk (including sufficiency, quality and impact)

• Monitoring and evaluating the effectiveness of Board Partners’ own internal training for safeguarding and to promote the welfare of children and adults at risk (including sufficiency, quality and impact), asking Board Partners for data

Therefore, there are two outcomes which go with this:

• The L&DC reports to their respective Board on the effectiveness of the multi-agency training for safeguarding and to promote the welfare of children and adults at risk

• The L&DC reports to the appropriate Board on the effectiveness of Board Partners’ own internal training for safeguarding and to promote the welfare of children and adults at risk

Refer to the following flowcharts which details how these will be actioned.

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Aim:

To plan, prioritise and monitor the effectiveness of the multi-agency training for safeguarding and to promote the welfare of children and adults at risk

Method:

•Gather baseline data (who, what, how many etc.)

•Ensure sufficiency (venues, delivery capacity, number of sessions)

•Monitor quality (Evaluation form, Trainer feedback, Peer Review etc.)

•Learning from case reviews, audits, M-SET etc.

•New strategies which inform multi-agency training

Impact:

•Promote the use of ‘Guidance for Managers’ for use in supervision

•Collect data from partners about what they monitor/evaluate and know the effectiveness of training in practice

•Use Survey Monkey to gather information on training impact

Outcome

•The L&DC reports to their respective Board on the effectiveness of the multi-agency training for safeguarding and promoting the welfare of children and/or adults at risk

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Aim:

To monitor and evaluate the effectiveness of Board Partners’ own internal training for safeguarding and to promote the welfare of children and adults at risk

Method:

• Gather baseline data (job roles and responsibilities in relation to safeguarding including staff and volunteers)

• How many people are eligible for training and how many have undertaken the correct level?

• Collect data from statutory partners regarding commissioned and contracted services and requirements for safeguarding training

• What internal training is directly provided by an agency and what is provided from an external source?

• What quality assurance do they undertake?

• Have they requested endorsement for their training from the Board?

Impact:

•Promote the Guidance for Managers to use in supervision

•Collect data from partners regarding what the measure and how they monitor the impact of training on practice

Outcome

•The L&DC reports to their respective Board on the effectiveness of Board Partners’ own internal training for safeguarding and promoting the welfare of children and/or adults at risk

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Guidance and legislation informing the monitoring and evaluation of safeguarding training The Care Act (2014), in relation to Safeguarding Adults states: “14.225 The SAB should ensure that relevant partners provide training for staff and volunteers on the policy, procedures and professional practices that are in place locally, which reflects their roles and responsibilities in safeguarding adult arrangements. Employers, student bodies and voluntary organisations should also undertake this, recognising their critical role in preventing and detecting abuse.” “14.227 Training is a continuing responsibility and should be provided as a rolling programme. Whilst training may be undertaken on a joint basis and the SAB has an overview of the standards and content, it is the responsibility of each organisation to ensure the effective delivery of safeguarding training to its own staff.” Whilst in relation to children, Working together to safeguard children (2015) states: “4. Local Safeguarding Children Boards (LSCBs) should monitor and evaluate the effectiveness of training, including multi-agency training, for all professionals in the area. Training should cover how to identify and respond early to the needs of all vulnerable children, including: unborn children; babies; older children; young carers; disabled children; and those who are in secure settings.”

The Training Evaluation Framework, together with the training strategies for each Board, will move towards meeting these requirements and will provide a structured approach for the NSCB and NSAB to evaluate training. It will provide guidance that individual partner agencies can use to capture the impact training has had on practice. It will summarise how the NSCB and NSAB will gather and collate this information to influence further training and develop practice guidance.

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Summary of the evaluation methods Evaluation Form (Appendix A) At the end of every session, all participants are asked to complete an evaluation form, which asks them to rate the content, pace, relevance, facilitators and overall course. They are also asked to comment on what they found most valuable, how they will apply this to practice and requests for further development. All information is collated to monitor overall ratings of the training and dynamically influence future sessions and delivery. The NSAB and NSCB Training and Development will also undertake a bi-annual audit of submitted evaluations to request specific feedback on how the training influenced individual practice. The aim will be to contact 20 delegates for each Board via email to capture very specific examples of how training influenced practice at an individual level. Indicative email content: “You attended [COURSE] on the [DATE] and indicated that the changes you would make to your practice would be [COMMENTS]. We would appreciate it if you could provide us with some feedback on whether you were able to make these changes or if you have some good practice examples. If you were unable to make these changes please could you let us know what you felt the barriers were to embedding the learning into your role?” Impact of Training: All Agencies including private and voluntary sector (Appendix B) SurveyMonkey will be used and will include questions about how organisations monitor (if at all) the influence of training on practice. The aim will be to gain a broader view of how safeguarding training is impacting on the workforce. This will be undertaken by NSAB and NSCB Training and Development Group annually. Impact of Training: Key Agencies including Social Care, Housing, Health, Education and Police (Appendix C) There is an expectation that key agencies will evaluate the impact of training on practice within their own organisations and feedback issues or examples of good practice to the L&D Committees. This will be a standard agenda item on the NSCB and NSAB Committees with each agency feeding back on a rotational basis. Appendix C provides an example of some base line data which will be required, however each organisation can feedback in a format which fits with their own agencies data gathering system. Facilitator Feedback (Appendix D) All packs for core training include a facilitator feedback form which allows the facilitator to feedback any issues or comments directly to the Training and Development Officer. Peer Review for Mandatory and Single Agency Training (Appendix E) Members of the trainers groups will observe the delivery of core courses and provide feedback to the facilitators as a form of quality control and ongoing reflective practice. A minimum of one multi-agency sessions’ delivery should be peer reviewed for each trainer per year. Refer to the Person Specification for Trainers (Appendix 3) in the NSCB Training Strategy and Standards for information on the qualifications and criteria required to become an NSCB trainer. Long-term Evaluation (Appendix F)

A briefing note to Directors and Senior Managers which provides guidance for their Team

Managers on keeping Safeguarding on the agenda and ensuring learning is embedded in practice.

Originally aimed at YHN and the Local Authority this information is relevant to any organisation

which has supervisory roles responsible for overseeing staff who require safeguarding training

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Appendix A

Evaluation and Feedback Form

Please complete th is form as fully as possible. I t is an important aspect of the qual ity assurance process and wil l help us to ensure our courses meet the needs of our staff .

Course:

Date:

Name:

Job Role:

We would l ike to understand the impact of today’s se ssion. At the beginning of the session please rate your knowledge/skil ls/conf idence in this subject and return to this section at the end of the course. (Please circle your rat ings where 1 is a low level of understanding/conf idence and 10 is high)

Before the course

1 2 3 4 5 6 7 8 9 10

After the course

1 2 3 4 5 6 7 8 9 10

Please answer the following questions using the scales below:

I f you rated anything 1 or 2 please could you give detai ls:

How would you rate the pace and content of the session?

Poor Excel lent

1 2 3 4

Did the session meet your expectat ions?

Not at al l Exceeded

1 2 3 4

How would you rate the trainers?

Poor Excel lent

1 2 3 4

Do you think the session wil l inf luence your pract ice?

Not at al l Def initely

1 2 3 4

Overal l how would you rate this course?

Poor Excel lent

1 2 3 4

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Thank you for taking the t ime to complete this evaluation

If you would l ike to discuss any aspect of this session please feel free to contact us. As part of our Quality Assurance processes we may contact you in the future

with regard to this Evaluation Form

Please identify three things you wil l change about your pract ice as a result of this session:

1. 2. 3.

What was the most valuable thing about this session?

Do you have any suggestions for how we can improve the session?

Has this session identif ied any further learning needs or service development issues?

Do you have any further comments?

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Appendix B

SURVEY MONKEY QUESTIONS

▪ Title of course attended and dates: ▪ Which Sector/Organisation do you work for (please tick most appropriate from the drop

down list) Adult Social Care

Childminder’s

Children’s Social Care

Early Years / Play / Childcare

Foster Carers / Shared Lives Carer

Further / Higher Education

GP’s / Clinical Commissioning Group

Local Authority Other

NTW

NUTH

Private Sector

▪ What was the most important thing you learnt from this course?

▪ Please provide an example of how you have put the information you learnt into practice.

▪ If you have any further comments about the training including ways that it could be

improved then please write them here.

▪ Which of the following is your organisations means of assessing or gathering evidence that learning has taken place and being put into practice? (Please choose from the drop down list)

Through Supervision

Through Appraisal

Team meetings

Focus groups

Management/Peer Observation

Not aware of any assessment or gathering of evidence having taking place

Other please specify

▪ How well did the course meet its stated aims and objectives? ▪ What was the most important thing you learnt from this learning? ▪ Please provide an example of how you have put the information you learnt into practice. ▪ If you have any further comments about the training including ways that it could be

improved then please write them here.

▪ Which of the following is your organisations means of providing evidence of learning in practice (please choose from the drop down list):

Supervision

Appraisal

Team meetings

Other please specify

Focus groups

Management/Peer Observation

• Evidence of putting learning into practice

• Assessment that learning has taken place and put into practice

• Not aware of any assessment or gathering of evidence having taking place

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Appendix C

Safeguarding (Adults at Risk and Children) training Key Agency Feedback to L&DC Reporting agency:

Reporting period:

Date(s) Course Information Level A B C

Title: Duration: Objectives:

• .

• .

• .

Title: Duration: Objectives:

• .

• .

• .

Title: Duration: Objectives:

• .

• .

• .

Title: Duration: Objectives:

• .

• .

• .

Title: Duration: Objectives:

• .

• .

• .

During this reporting period: A – Number of staff eligible for this course B – Number of staff trained at this level during this period C – Number of staff booked to attend this course

Additional Information (e.g. cancellations, demand, challenges, achievements)

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Appendix D

Facilitator Feedback Form for core training:

Training Course: Date:

Venue: Trainers:

Any comments regarding the equipment or the venue:

Did you have any Eureka moments regarding delivering this course i.e. suggestions for improving delivery or things that need changing or adding?

Please use this space to let us know if you are following up any issues with the participants that we need to know about.

Please indicate if you need either of us to contact you regarding this session.

(We will only get in touch if you circle one below)

Newcastle Safeguarding Children / Newcastle Safeguarding Adults

Thanks for taking the time to complete this form and for delivering the course, please return with your course evaluations and the attendance sheet.

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Appendix E

Peer observation checklist for: NSCB & NSAB training course/s

Course being observed:

Is the course being delivered multi-agency or single-agency (please circle)

Trainer/s Name/s

Observation Location

Size of group

Observer Name

Date of Observation

Duration of contact

Complete the following checklist using the observation key below and briefly comment upon the process

Key Comment

√ Element observed, no issues

? Clarification required, explore further with trainer post observation

X Element not observed

Assessment Criteria Key Comments Delivery:

• Learners are informed of the aim(s) and learning outcomes of the session

• The programme for the session is outlined to the learners

• Housekeeping, confidentiality and a note of caution are covered

• Did the session follow the plan and was it delivered at a reasonable pace

• Comment on the balance of delivery between the co-trainers

• Learning aids and resources are used in an effective and efficient manner

• Learning is facilitated through social interaction

• Factors inhibiting learning have been identified and explored i.e. any identified special requirements/ language/literacy/numeracy

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Assessment Criteria Key Comments Professional practice:

• Professional behaviour is adopted towards learners and co trainer

• The trainers use their own specialist knowledge to enhance the training

• Health and Safety is taken into consideration at all times

Communication skills:

• Ideas are clearly explained

• Language used is appropriate to the learners

• Variety of questioning techniques are used

• Learners are listened to and responded to constructively

• Body language is projected in a positive manner

TRAINERS COMMENTS

Where you aware of any difficulties which arose during the session? Would you change anything before repeating the session?

ACTION PLAN – actions to be taken to develop delivery

Generic teaching Subject specialism

Signed:

Observer Trainer

Please return to NSCB/NSAB as appropriate for recording and storage

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Appendix F

Embedding Safeguarding Training in Practice

Background and Context: following a Domestic Homicide Review (DHR) a range of actions and recommendations were identified for Your Homes Newcastle (YHN). These include a number of training-related actions which were also highlighted in a safeguarding training audit conducted by Newcastle City Council (NCC). The DHR report and recommendations highlighted a ‘culture of apathy’ towards safeguarding in some services. The subsequent safeguarding training audit highlighted issues around non-attendance of mandatory in-house and / or multi-agency safeguarding training courses together with the need for more thorough testing and evaluation of learning at all levels. This guidance is to assist managers in ensuring that all relevant staff are appropriately trained in safeguarding and that they understand how it fits with their practice.

Your role as a manager

• Promote safeguarding in your team / service ensuring that it is everybody’s business, and that safeguarding training is seen as a priority; and

• Ensure that all staff within your team / service attend and participate in the training required for their job role.

• Keep safeguarding ‘on the agenda’ by discussing it as a standard item in 1:1 supervision with your staff. This will enable your staff to reflect on their practice and share with you any concerns or issues they may have. It will also be useful for you to update them about any developments on cases, and to identify any further training or support your staff may need.

• Following your staff’s participation in any safeguarding training, discuss their learning with them within 1 week of their attendance to help them contextualise and apply their learning in practice. An example of the questions that managers can use to do this is provided below.

Embedding Safeguarding Learning: Guidance for Managers

Within 1 week of your staff’s participation in any level of safeguarding training, it is essential that you take 15 minutes of your time to discuss their learning with them. Their learning will still be fresh and you can help them make the links between what they have learned and how they apply it in practice.

Here are some examples of the type of questions you can ask during this discussion.

1. How effective was the training you attended in terms of its content and how it was delivered?

2. What do you now understand about the term ‘abuse’? 3. What types of abuse did you learn about during your training? 4. What signs and indicators of abuse would prompt you to take further action? 5. What is your role as an ‘alerter’ or ‘referrer’ in dealing with possible cases of abuse? How

clear are you about your role in relation to Safeguarding procedures? 6. Do you know where you can find your Safeguarding Adults at Risk and Safeguarding

Children procedures? 7. How will you now apply your learning within your job role? 8. As your manager, how can I support you in applying your safeguarding learning in practice?

We would encourage you to continue to discuss training and its impact on practice routinely during supervision