Basic Awareness Safeguarding training Level 2 - PowerPoint Presentation

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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

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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

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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.

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What is safeguarding?

Protecting children from maltreatment Preventing impairment of children's health or developmentEnsuring 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.

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What is safeguarding?

It is more than Child Protection.What else does it involve?

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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

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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 responsibilityEveryone who comes into contact with children and families has a role to play.

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You are part of the safeguarding jigsaw

YOU

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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.

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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.

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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 operatesThe DSL often attends child protection case conferences and understands how to contribute effectivelyThe DSL ensures all staff have access to and understand the schools Safeguarding policy.

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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 settingBe 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)

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Key Safeguarding documents

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Key Safeguarding documents

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Key themes: Working Together 2013

Multi agency document for all professionals working with ChildrenThe Children’s act 1989 Replaces Working together 2010More concise and simplified document Emphasis on information sharing

Importance placed on Child centred approach & voice of the childHighlights the vital role of all agencies and professionals

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Key themes: Keeping children safe in education 2014

Section 175 of the education act Compliments working together (2013) not replacesSpecifically for education settingsReplaces Safeguarding children and safer recruitment in education 2006Highlights the management of safeguarding in schools (DSL role)Defines specific types of abuse and neglectAllegations of abuse against members of staffDefines safer recruitment procedures

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Schools ‘safeguarding suite’ of

documentsAll 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 safeTransparent and clear procedures in place for managing safeguarding issues in school.It is part of whole school staff induction and training.

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TYPES OF ABUSE

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Physical Abuse

HittingShaking ThrowingPoisoningBurning & scaldingDrowningSuffocatingFabricated & Induced Illness (Formally Munchausen Syndrome by Proxy)

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Physical Injury sites

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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.When completing the concern form indicate where injury is, the size and nature.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.

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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 personInappropriate expectations for their age or developmentCausing children to feel frightened or in danger

The exploitation or corruption of childrenSee or hearing the ill treatment of othersAll types of ill-treatment of a child

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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 clothingfailing to protect a child from physical harm or dangerfailure to ensure access to appropriate medical care or treatmentunresponsiveness to a child’s basic emotional needsmay occur during pregnancy as a result of parental substance misuse

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Impact of neglect on brain development

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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 actsInvolving children looking at or in the production of pornographic material Watching sexual activitiesEncouraging children to behave in sexually inappropriate waysBe aware of vulnerable young people being sexually exploited (CSE)This can include males and femalesLook out for changes in behavior Children not engaging or disclosing they have received gifts or money from ‘new friends’

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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.

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Trauma

Witnessing violence (domestic and other)Natural disasterTerrorismAccidentsAbuse (physical or sexual)NeglectLoss of caregiver

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Disclosure golden r

ulesDOListen carefullyMake accurate notes using the child’s wordsInform the designated person for child protectionTell the child that they have done the right thing by telling you

DON’TAsk leading questionsUse your own words to describe events

InvestigatePromise confidentiality

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S

t Philip Westbrook CofE Aided Primary School Child Protection Procedures

DSL contacts

Education

SafeguardingTeam

for advice

442 928

or contacts

Assessment & Intervention Team 443 400, 444 400

(out of hours)

Child in danger of significant harm

(S47) Child

in Need

(S17) Further Assessments needed

A member of staff, volunteer, parent or visitor is concerned

about a

child or a child makes a disclosure to them

No

specific services

required please continue to monitor

Complete

a Common Assessment Framework (CAF)

or

sign

post to another

agency for support

Accepted as a referral –Social work

assessment

undertaken

Complete a Concern Form and immediately discuss with

Designated Senior Lead (DSL) – Mrs J Wightman

or in her absence Mrs A Kirk or Mrs L Pritchard

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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!

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Rules around staff c

onductThe 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 HandbookAttend a comprehensive Induction and understand procedures when working with children

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What we expect - Professional conduct

You have a duty of care to all children and staffYou are placed in positions of power and trustAppropriate dress and appearance when workingThere is an expected behaviour and ‘professional standards’ for all school staffNo Social contact outside of school hoursBe aware of appropriate communications (including use of technology and Esafety)Be mindful of Photography rules in schoolsBe aware of vulnerabilities in 1-2-1 situations

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What we expect - Professional conduct

All members of staff or volunteers who come into school on a regular basis need to be fully aware of our school’s Safeguarding Policy.In line with WSCB audit recommendations all staff will be required to sign a Code of Conduct.There is a requirement for all staff to report any issues that causes them concern about another member of staff, volunteer or visitor.There is a requirement for all staff to report any incidents which may cause concern related to their own behaviour.

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THINK….

Child abuse can occur in any setting, culture, group, religion, social

class

Some children may be particularly vulnerable to abuseAll children are entitled to protection, some need

safeguarding further

Everyone

has a responsibility to report suspicions of

abuse

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Case Study

Daniel is 10. He came to school this morning with his left arm bandaged.His mother made a point of seeing you to tell you that Daniel had been playing at home and had fallen off of his bed. She said she had taken him to the hospital and they had said it was nothing to worry about.Later on in the day Daniels ’s friends tell you he is crying. He tells you his arm hurts because his dad was cross with him last night and had pulled him off of the sofa when he was naughty. He said his mum had put the bandage on.

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Case Study

Chidi is four years old. Today, he arrives late for school when he is usually on time; his mother appears distressed and says they over slept. Chidi becomes unusually tearful when his mother leaves and wants only to sit and look out of the window. Later that morning, you observe Chidi in the home corner with two dolls bashing them together and repeating “you dirty cow”. The child sees you watching, stops playing and bursts into tears.

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Case Study

Sinead is 3 and attends your morning nursery. You rarely see her father. Her step- mother brings her to nursery most mornings and she is usually very late. Sinead smells of stale urine, is generally dirty and wears tight, ill- fitting clothes. The other children in nursery do not want to sit near Sinead and you see them moving away from her during group activities. Sinead seems nervy and has a frightened look about her.

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Case Study

Chantelle is 7. She does not have very good expressive language. You get on well with Chantelle’s mother although you have not met her new partner Alan.In recent weeks Chantelle has become more withdrawn and you are considering what steps to take next to support Chantelle in school. One afternoon Chantelle shows you a picture she has drawn – she tells you it is of her and Alan. You ask her to tell you about her picture and she tells you it is of her ‘flower’ but Alan has said it is a secret.

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Daniel Pelka

Daniel age 4 died in March 2012 from an acute head injury (40 injuries noted)For at least six months before his death, Daniel suffered from starvation, neglect and physical abuse. Mother and stepfather were convicted of murder (30 yrs)SCR published Sept 2013

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Recommendations/ Points for Learning

Headteachers should ensure:they regularly discuss children who give cause for concernother agencies share their concerns and knowledge with schoolsthat children’s views are sought and notedall contacts with parents/external agencies are loggedletters of concern are sent directly to a named professional

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Other areas to be aware of …

FGMForced MarriageCSEPrivate FosteringRadicalisation and Extremism

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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 themChildren 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

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Thank you

Any questions?