training competencies - buckinghamshire partnership...practice. core values the safeguarding adults...

Version one- June 2017

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Training Competencies


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DOCUMENT CONTROL SHEET Ratified by Buckinghamshire Safeguarding Adults Board: June 15

th 2017

Date Revision: Due June 2018

Revision History Version Changes made Author


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The Competency Framework Introduction:

This Safeguarding Adults Competency Framework is for use by all staff within, Buckinghamshire workforce to support individuals and organisations to undertake their Safeguarding roles and responsibilities in a confident and competent manner. There is an expectation that organisations will ensure that all staff providing a service know how to respond to concerns in line with local and national agendas. Buckinghamshire’s Safeguarding Adults Competency Framework is based on the national Competency framework produced by Bournemouth University and endorsed by The Association of Directors of Social Services (ADASS) Learn to Care, Skills for Care and Social Care institute for Excellence (SCIE). Bournemouth University developed these competencies from a review of Serious Case Reviews, Care Quality Commission reports, practitioner, manager, service user and carer feedback. Some individuals will work in settings which provide both universal and specialist services for adults and children. It is the responsibility of the organisation to determine the knowledge and learning that is required. There are separate requirements for workers working with children and information on this can be found on www.bucks-lscb.org.uk. This Competency Framework is aimed at:

The Adult Workforce defined as “….everyone who works in both a statutory and voluntary capacity with adults who may be ‘at risk’ of harm and/or abuse.

Other individuals, who offer a service within the community and will come across adults with care and support needs in their day to day work i.e. Housing maintenance staff, receptionists of community centres etc.

As well as the care sector, in terms of residential/nursing and care agency staff.

There is a separate Safeguarding Children Competency Framework you may also need to be aware of within your organisation

(see notes above)

http://www.bucks-lscb.org.uk/


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The Process This document covers a range of competencies which will reflect the variety of roles and responsibilities held by workers and volunteers who may come into contact with adults at risk. The competencies below are based on the “Bournemouth competency framework” however there have been some amendments made to the framework in order that it is in line with local policies and procedures. One of the main changes is the additional of a lower level of competency for the wider public. Buckinghamshire Safeguarding Adults Board acknowledges due to the changing nature of safeguarding it is essential that we try and reach the wider public in Buckinghamshire to help identify different forms of abuse and we will be working with SAFE to try and empower clients, carers and the general public with basic information regarding Adult Safeguarding. Everyone, regardless of job role, must demonstrate a basic level of Safeguarding awareness but depending on an individual’s level of involvement in the Safeguarding Adults process, further competencies may need to be achieved and evidenced and these are outlined in A to D below:-

Update and refresh at least every three years.

Competency level identified by Manager and staff member. Learning

opportuneness appropriate learning opportunities identified and

accessed/ provided.

Appropriate learning opportunities identified and accessed/ provided Recording and Evidence: Manager and worker provide the evidence and

record that competencies have been met.

Training quality and effectiveness – Reports on request from the

Safeguarding Adults Board.


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This Competency Framework document: Provides guidance regarding how to identify the appropriate competency group for members of the workforce who have contact with adults with care and support needs who may be ‘at risk’ to abuse or being abused.

Outlines the minimum competency for staff and volunteers in relation to their role in the safeguarding adult’s process.

Provides suggestions regarding a range of training, learning and development methods and opportunities through which the competencies might be achieved. Suggests a format for recording this evidence

This competency framework has been prepared in accordance with Buckinghamshire’s Safeguarding Adults Multi- agency Policy and Procedures 2015, The Care Act 2014, 42-46, ‘Safeguarding Adults’ (ADASS, 2005), especially standard 5, National Occupational Standards (NOS) for Health and Social Care, and National Minimum Standards for Healthcare Support Workers and Adult Social Care Workers in England (Skills for Care and Skills for Health, 2013), The Professional Capabilities Framework for Social Workers (TCSW 2012), Standards of Proficiency for Social Workers in England (HCPC 2012)and relevant diplomas and qualifications. Essential Information This competency framework supports a flexible approach acknowledging different types of learning and development in addition to traditional training events, and accepts that there are alternate ways to gain valid learning experiences. This reflects Adult learning theory which is about the fact that adults learn in a variety of different ways and this is central to this framework. This will require managers and individuals to do more than just attend a training event. It will require staff and volunteers to be given opportunities, as appropriate, to undertake discussion and reflection on learning, and for these to be recorded in order to ensure that the minimum requirements are met. Please note: - Learning activities help to provide the knowledge and skills that contribute to staff being able to meet their competencies. Attending a training course does not automatically mean that the competencies will have been met – discussion and verification after the event may be required.


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Different recognised activities that could contribute to the competencies could include: -

Class room based activities (single agency, multi-agency, joint courses – in house or external provider)

Practice based workshops (single, joint and multi-agency) E-Learning / workbooks, use of articles

Attending Conferences

E learning/Webinar’s

Self-directed learning and distance learning

Mentoring and shadowing Reflective supervision, group supervisions

BSCB and BSAB briefings / Safeguarding Adults Review briefings

Formal education / qualification pathway

Peer reviews

Learning / knowledge from previous qualifications It is the responsibility of individual organisations to: -

Identify which competencies individuals need to meet

Ensure that relevant training, learning and development opportunities are accessible and individual members of staff or volunteers are supported to meet these needs effectively

Identify on-going developmental needs

Evidence and record that the minimum competency has been achieved – this must be based on learning activities that have taken place within the previous 6 months.

Ensure that staff and volunteers are given learning, training and development opportunities within the appropriate timescales to enable individuals to meet their minimum requirements over a 3 year period

Submit information about learning and development undertaken by staff to Buckinghamshire’s Safeguarding Adults Board, on request

That there is recognition amongst those professionals who have a responsibility for their continuing professional development that Adult Safeguarding forms part of their competencies and requires continual refreshing and development.


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Evidencing and recording the competency requirements The employing organisation has a responsibility to: -

Ensure that staff meet the required safeguarding competencies

Provide staff and volunteers with training/learning opportunities to meet the required competencies

Record and evidence how staff members / volunteers have met the requirements for their role within the Safeguarding Adults process. Recognise and consider different learning activities, in addition to traditional training events, that will contribute to meeting the required competencies

Identify and use a system to record learning that has been undertaken.

Note: This competency framework does not aim to be overly prescriptive about how learning is recorded, but has provided a template that could be used to provide the evidence to record that the competencies have been met

Provide evidence for the Competency Framework based on learning activities that have been undertaken within the previous 6 months.

For example, this could include: -

Supervision and appraisals/performance reviews that have included opportunities to review the competencies.

Where whole organisation training that contributes to all of the competencies is used, the organisation may keep a centralised record of Competencies met, the date, who delivered the training and which staff were present.

It is important that the opportunity to reflect on learning is also provided and recorded, to ensure the competencies were fully met. These competencies can be assessed in a number of ways, often using mechanisms that are already in place to assess the level of skill and knowledge in staff members and volunteers. The following methods could be used to assess competency: A manager could assess through: -

Induction programme

Probationary period


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Direct observation

Supervisions / one-to-ones

Performance and Development Reviews (PDRs) / appraisals

Discussion, formal or informal

Questioning, individually or in staff meetings

File audits

Completion of an e-learning assessment module The competency log contains suggestions of evidence that can be used to demonstrate the competency of staff members and volunteers. The decision about how to assess should be made by individual agencies, in a way that is appropriate and relevant for their workforce and their service users, as well as meeting any statutory and regulatory requirements. It is recommended that assessments of competency take place as early as possible for all new starters – this will ensure that any development needs are identified as soon as possible, to reduce the risk of service users experiencing abuse or harm. These assessments of competency could be formal or informal, and could include discussion, questions at interview or observations of practice. Core Values The Safeguarding Adults Competency Framework is underpinned by two Core Values that all staff and volunteers should demonstrate:

1) Ensuring that the adult who is being supported remains central to the Safeguarding Adults process and that everything is done to involve them in the process, including the use of advocates but also making sure that their wishes and views regarding the outcome that they want is recorded. This is in line with “Making Safeguarding Personal1”.

2) Ensuring that when a person lacks capacity that a full mental capacity assessment is completed in regard to the Safeguarding process and that everything that is done is in their best interest and that special mental capacity advocates are used if there is no appropriate family member/friend available to support the person through the process.

1 “Making Safeguarding Personal” was a project led by ADASS and the Local Government Association to assist local councils and other agencies involved in Adult

Safeguarding to ensure that the Adult remained at the centre of all enquires.


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3) Ensuring that the Safeguarding process is carried out in a timely manner and focuses with the person on minimising risk and enabling them to be involved in protecting themselves from future risks.

Timescale for refresher / update training: In the absence of any statutory requirement stating how often staff should attend training, it is recommended that training/learning is attended every three years (minimum). Requirements and responsibilities relating to all competencies: The employing agency/organisation has the responsibility for:

Ensuring and evidencing that staff meet the required competencies.

The organisation, delivery and recording of learning undertaken

Ensuring that any Safeguarding Adults learning reflects the Safeguarding Adults Core values (as above).

Ensuring that any training takes into account legal updates and changes in legislation or practice, information on these areas can be found on the Safeguarding Adults Board Website http://www.buckinghamshirepartnership.co.uk/safeguarding-adults-board/buckinghamshire-safeguarding-adults-board/safeguarding-board-documents/.

Buckinghamshire Safeguarding Adults Board (BSAB) has the responsibility for: -

Ensuring that partner agencies and organisations monitor and quality assure the training / learning provided to enable staff to have the opportunity to meet the minimum requirements.

Seeking assurance from employing agencies/organisations that the training/learning has been effective

http://www.buckinghamshirepartnership.co.uk/safeguarding-adults-board/buckinghamshire-safeguarding-adults-board/safeguarding-board-documents/

http://www.buckinghamshirepartnership.co.uk/safeguarding-adults-board/buckinghamshire-safeguarding-adults-board/safeguarding-board-documents/


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Competency Levels:-

Wider Public/Adults with Support and Care Needs, Carers.

Safeguarding Adults Competencies/Knowledge basis

Provided evidence must be proportionate and relevant to your role. Please see the Comprehensive Guide for more details on this Staff Group Accompanying Competencies can be found in the Margin.

Completed

Awareness of the nature of Adult Safeguarding

Awareness of the types of abuse

How to report a Safeguarding concern

Staff Group A

Alters/NHS level 1. Function – To identify abuse or neglect and report concerns appropriately including but not limited to; all staff that are employed or volunteer in health and social care settings, all frontline staff in Fire and Rescue, Police and Neighbourhood teams, Housing, clerical and administrative staff, Domestic and Ancillary Staff, Health and Safety officers, staff working in prisons and other custodial settings other support staff, elected member and governing bodies and safeguarding administrative support staff.

Safeguarding Adults Competencies Provided evidence must be proportionate and relevant to your role. Please see the Comprehensive Guide for more details on this Staff Group Accompanying Competencies can be found in the Margin.

Completed


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1. Awareness of Safeguarding Adults Demonstrates what constitutes an adult at risk of or experiencing abuse or neglect

Describe what is meant by abuse or neglect

Knowledge of your organisations processes for Safeguarding Adults

Apply duty of care to adults at risk and duty to report Safeguarding Adults Concerns

Know where to find information within own organisation and locally regarding Adult Safeguarding.

2. Reporting Safeguarding Concerns Demonstrate an understanding of your organisation’s procedures for supporting an adult at risk of abuse

Ability to demonstrate understanding of how to ensure immediate safety (e.g. contacting policy) and maintain appropriate confidentiality

Awareness of the importance of preserving evidence and not asking leading questions etc

Ability to outline the processes for informing appropriate person of Safeguarding Adults concerns.

Awareness of and confidence in using “Whistleblowing” policies and procedure.

Staff Group B1 Responders and Specialists staff/ NHS Level 2 and 3. Function – Staff and volunteers with professional and organisational responsibility for adult safeguarding and who may be called upon to lead safeguarding enquiries through the provision of professional/clinical advice and support. Qualified professionals in health and social care and al frontline managers (including staff who may act as the senior staff on duty) who manage/supervise staff providing services directly to the public including but not limited to Social Worker Team managers, Voluntary/Independent Sector Mangers, Heads of Nursing, health and Social Care Provider Service managers, Safeguarding Adult Co-ordinators police officers, probation, Community Safety mangers, prison


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mangers, mental capacity Act lead, Best interest assessors . Advocate therapist Fire and Rescue and staff working in multi-agency safeguarding hubs will be able to.


Completed

3. Inform, Involve and listen Ensure the adult at risk is appropriately informed in decision making around the Safeguarding Adults concern relating to them.

Awareness and use of mental capacity act when involving adult at risk in process.

4. Respond Demonstrate accountable decision making in response to Safeguarding Adults Concerns.

Demonstrate that all Safeguarding Adults practice takes account of the wellbeing of the adults at risk in keeping with Care Act Guidance.

Demonstrate that safeguarding process is person centred and outcome focused.

Demonstrate appropriate use of risk assessments.

Demonstrate appropriate information sharing with others and within your organisation.

5. Report, Refer and Record Ability to apply your organisational procedures and processes for reporting and documenting Safeguarding Adults Concerns.

Staff Group B2 Responders and Specialists staff/ NHS Level 2 and 3. Function – Staff and volunteers with professional and organisational responsibility for adult safeguarding and who may be called upon to lead safeguarding enquiries through the provision of


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professional/clinical advice and support. Qualified professionals in health and social care and al frontline managers (including staff who may act as the senior staff on duty) who manage/supervise staff providing services directly to the public including but not limited to Social Worker Team managers, Voluntary/Independent Sector Mangers, Heads of Nursing, health and Social Care Provider Service managers, Safeguarding Adult Co-ordinators police officers, probation, Community Safety mangers, prison mangers, mental capacity Act lead, Best interest assessors . Advocate therapist Fire and Rescue and staff working in multi-agency safeguarding hubs will be able to.


Completed

6. Managing Safeguarding Adults Concerns and enquires

Safeguarding Manager

Demonstrate ability to manage case through Safeguarding Adult process.

Show ability to co-ordinate Safeguarding Adult Enquires,

Promote outcome focused Safeguarding Adults practice and decision making

Provide support and supervision to staff, volunteer and manger within Safeguarding Adult concern’s

Demonstrate the appropriate involvement for the adult at risk, family, advocate, witnesses and source of harm.

Safeguarding Adults Investigator

Undertaking Safeguarding Adult enquiry with support and guidance from Safeguarding Adults Manager

Identify how best evidence is achieved

Demonstrate how to undertake effective, outcome-based Safeguarding Adults enquiries

Demonstrate the ability to undertake structured and appropriate interviews.


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Demonstrate the ability to produce good quality comprehensive enquiry reports.

Demonstrate the ability to present the report at Outcomes Meetings.

Demonstrate the appropriate involvement of the adult at risk, family, advocate, witnesses and source of harm.

Safeguarding Adult Chair of Outcome Meetings

Show an ability to chair safeguarding Adult s Outcome Meetings (virtual/actual)

Demonstrate an ability to review and analyse information within the investigators report

Demonstrate the ability to review and make appropriate amendments to Safeguarding Adults Outcome Meeting minutes

Demonstrate appropriate involvement of adult at risk, family, advocate, witnesses and source of harm in Safeguarding Adult outcome meetings.

Demonstrate the developing of Safeguarding adult plans with Adult at risk and or via the advocate

Safeguarding Adult plan should be outcome –focused and include risk enablement, protection, specialist assessment, mediation and recovery as appropriate.

7.Specialist Knowledge in Safeguarding Adults

Demonstrate a working knowledge of legislation and local and organisation guidance in Safeguarding adult’s practices. Depending upon your role and organisation this may include:

Care Act 2014

Mental Capacity Act 2005


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Mental Capacity Code of Practice

Deprivation of Liberty Code of Practice 2009

Human Rights Act 1998

Housing Act 2004

Equality Act 2010

Homelessness Act 2002

Domestic Violence, Crime and Victims Act 2012

Data Protection and Information Sharing

Local and organisational guidance

Making Safeguarding Personal Strategies

7. Application of Specialist skills and Knowledge

Identify how to respond appropriately to Safeguarding Adults concerns

Identify and address any Safeguarding Adults concerns regarding immediate safety

Show ability to initiate good partnership working within and across organisation in line with statutory guidance

Participate and contribute to Safeguarding Adults Enquiries

Support, promote and progress whistleblowing actions in according within your organisations guidance

Apply appropriate and proportionate actions throughout safeguarding adults enquiries

Demonstrate accountable decision making

Demonstrate effective recording and reporting of Safeguard Audis concerns and enquires

Demonstrate appropriate application of skills and specialist knowledge in safeguarding adults practice

Demonstrate ability to apply Mental Capacity Act assessment guidance

Demonstrate how an adult at risk has provided informed consent


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Demonstrate knowledge of sing of coercion and redress

Demonstrate approbation and effective information sharing in accordance with legal guidance for information sharing agreement including ;- Involving the adult at risk Involving the source of harm Sharing information across organisation

Safeguarding adult documentation Safeguarding adults meetings/discussion

Safeguarding adults enquires

Demonstrate ability to include other agencies appropriately throughout the safeguarding adult process, in accordance with local procedures and best practice.

Staff Group C

Decision Makers/Level 4. Function; Making decisions about actions and next steps, charring meetings and supervising staff and undertaking safeguarding enquiries Strategic Managers including but not limted ot Service Managers, Independent chair, Operations Mangers , Head of Assessment and Care Management etc will be able to:-


Completed

9. Develop and Promote Show an understanding and application of best practice in Safeguarding Adults that are:

Outcome focused results

Adults at risk wellbeing

Making Safeguarding Personal


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Demonstrate skills in development and promotion of best practice in Adult Safeguarding; Safeguarding adults policies and procedures Supervision of staff and volunteering undertaking

safeguarding adults in practice Safeguarding adults training Implementing the Safeguarding Adults Capabilities

framework Auditing ad monitoring safeguarding adults practice

Demonstrate skills in application of learning from Safeguarding Adults Reviews

10. Engage Identify and challenge poor practice Safeguarding Adults

Disseminate information to and from strategic leaders in safeguarding adults practice

Actively engage with inter agency and multi-agency networks too support staff, volunteer and manager to enable be s practice in safeguarding adults.

11. Support Support staff, volunteer and management within your organisation to ensure best practice in accordance with statutory and local guidance, policy and procedures (and within your own organisation)

Staff Group D

Governance and Board Roles/NHS level 5. Function to scrutinise adult safeguarding work and to challenge and hold the organisation and safeguarding partnership to account. Including but not limited to executive and senior manager, chief executive, owner/manager, local Safeguarding Adults Boar and above will be able to:

Safeguarding Adults Competencies Provided evidence must be proportionate and relevant to your role. Please see the Comprehensive Guide for more details on

Completed


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this Staff Group Accompanying Competencies can be found in the Margin.

12. Lead Demonstrate and support the enabling cultural change in line with the Care Act.

Show Strategic leadership and understanding of: Outcome focused Wellbeing Making Safeguarding Personal

Demonstrate practice based and embedding of learning from Safeguarding Adults Reviews (SAR’s) across Safeguarding Adults Boards.

Promote embedding of NCF SA within your organisation.

13. Strategic Planning in line with Safeguarding Adults Boards

Ensure and support systems are in place for Safeguarding Adults in respect of;

Safeguarding Adults Annual Report Performance measures Prevention Strategies Safeguarding Adults Strategic plan Auditing and monitoring Training Compliance Whistleblowing Challenging poor practice.

14. Develop and Promote Demonstrate active participation in strategic commissioning within the Safeguarding Adults Board and disseminate within your own organisation.

Demonstrate public, professional and organisational awareness of Safeguarding Adults

Use local community and public engagement strategies

Strategically support outcome focused Safeguarding Adults practice.


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Bibliography and References:-

1) Bournemouth University – The National Competency Framework for Safeguarding Adults. -

http://staffprofiles.bournemouth.ac.uk/display/report/37150

2) SCIE – National Competency Framework for Safeguarding Adults -

http://www.scie.org.uk/publications/guides/guide45/files/Bournemouth.pdf?res=true

3) Leicester, Leicestershire and Rutland Safeguarding Board – Safeguarding Learning Best Practice Guidance

http://www.leicester.gov.uk/media/179045/safeguarding-adults-competency-framework-version-14-2016.pdf

http://staffprofiles.bournemouth.ac.uk/display/report/37150

http://www.scie.org.uk/publications/guides/guide45/files/Bournemouth.pdf?res=true

http://www.leicester.gov.uk/media/179045/safeguarding-adults-competency-framework-version-14-2016.pdf

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