CWDC/SSCB induction training programme

1

• CWDC/SSCB induction training programme
• Working Together to Safeguard Children and Young
  People

This training is based on the work undertaken by
Helen Davies of CfBT education trust, on behalf
of CWDC
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Overview of the CWDC training modules 1

1. Understanding the principles and values essential
   for working with children and young people
2. Understanding your role as a worker
3. Understanding health and safety requirements
4. Knowing how to communicate effectively
5. Understanding the development of children and
   young people
6. Safeguarding Children
7. Developing yourself

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Housekeeping 2
Venue
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Learning Principles
3

• The childs welfare is paramount
• Everyones contribution is of equal value
• Challenge views and opinions not the person
• Do not make assumptions in terms of age, gender,
  sexuality, culture, disability or religion
• Respect and value diversity
• Respect different learning styles
• Ensure confidentiality and safety
• Encourage full participation

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Activity 1 Introductions
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• Change seats to sit next to someone you do not
  know or work with
• Introduce yourselves and your role in
  safeguarding children
• Introduce your partner to the group

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Aim
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• To provide participants with the opportunity to
  develop awareness of what to do if they have
  concerns about the safety and welfare of children
  and young people

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Learning Outcomes 6

• By the end of the training participants should be
  able to
• Identify laws and national guidance relating to
  safeguarding children
• Describe what children and young people want and
  need to feel safe
• Identify some of the main forms, signs and
  effects of abuse
• Explain what multi-agency working means for
  individuals and their work environment
• Describe what individuals need to do about
  reporting concerns, including whistleblowing in
  their own work setting.

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Activity 2 What do children need to be safe? 7

• In groups discuss what children need to be safe
  and to promote their welfare?
• List on flip chart paper
• Be prepared to feed back to whole group

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What children want from professionals 8
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Every Child Matters Outcomes 9

• The Every Child Matters agenda focuses on
  ensuring that all children and young people have
  the opportunity to achieve the five outcomes that
  are key to their well being in childhood and
  later life.
•  
•     

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Five Outcomes 10

• Be healthy
•    Stay safe
• Make a positive contribution
• Enjoy and achieve
• Achieve economic well being

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Who has responsibility for
safeguarding and protecting children? 11
Some people have specific responsibilities, but
everyone who works with children and young people
has a part to play in helping to keep children
and young people safe. All practitioners have a
role to play in supporting children to achieve
the 5 every child matters outcomes which
includes stay safe.
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Safeguardingpromoting welfare and
child protection 12

• Protecting children from maltreatment
• Preventing impairment of childrens health or
  development
• Ensuring that children are growing up in
  circumstances consistent with the provision of
  safe and effective care
• Undertaking that role so as to enable those
  children to have optimum life chances and to
  enter adulthood successfully

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Child Protection 13

• Is part of safeguarding and promoting welfare.
  This refers to the activity that is undertaken to
  protect specific children who are suffering or
  likely to suffer significant harm

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Activity 3 Core Safeguarding Documents 14

• Each group will be given some legislation and
  guidance cards
• Working together place the cards in a time line
  placing the earliest first.

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Core Safeguarding Documents 15

• Working Together to Safeguard Children A guide
  to interagency working to safeguard and promote
  the welfare of children (2010)
• Children and Young Peoples Plan Building
  Brighter Futures (2008)
• What to do if youre worried a child is being
  abused (2006)
• The National Service Framework for Children and
  Young People and Maternity Services (2004)
• Common Assessment Framework (2006)
• Safeguarding Children and Safer Recruitment in
  Education (2006)
• These core documents relate to the Every Child
  Matters agenda

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Legislation
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• Children Act 1989
• Education Act 2002
• Children Act 2004

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What is Abuse and Neglect? 17

• Somebody may abuse or neglect a child by
• inflicting harm, or
• failing to act to prevent harm.
• Children may be abused in a family or in an
  institutional or community setting by those
  known to them or, more rarely, by a stranger for
  example via the internet.
• They may be abused by an adult /adults or another
  child or children.

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Categories of Abuse and Neglect 18

• Physical Abuse
• Emotional Abuse (including Domestic Abuse)
• Sexual Abuse
• Neglect

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Activity 4 Recognising Abuse 19

• In groups list the signs and behaviours in a
  child or young person that may indicate they are
  experiencing abuse or neglect.
• In addition consider any signs or behaviours that
  parents/carers may display that would indicate a
  child or young person may be experiencing abuse
  or neglect.
• Each group will be given a different category of
  abuse or neglect.

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Signs of abuse 20

• The following non-specific signs may indicate
  something is wrong
• Significant change in behaviour
• Extreme anger or sadness
• Aggressive and attention-seeking behaviour
• Suspicious bruises with unsatisfactory
  explanations
• Lack of self-esteem
• Self-injury
• Depression
• Age inappropriate sexual behaviour

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Possible indicators of abuse in parenting 21
Domestic Abuse Alcohol Misuse Drug Misuse
Mental Health Illness Frequent missed
appointments (especially health )
Highly mobile families Living in poor
conditions Criminality Poor or negative family
support Un co-operative with services
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Vulnerability 22

• Children may be more vulnerable to being harmed
• if they are
• Babies
• Disabled
• Children who are picked on as being different
• Children who are already thought of as a problem
  e.g. children in care or in secure accommodation
• Children who are privately fostered

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Additional Indicators for Disabled Children 23

• Force feeding
• Unjustified or excessive physical restraint
• Rough handling
• Extreme behaviour modification
• (Deprivation of liquid, medication, food or
  clothing)
• Misuse of medication, sedation, tranquillisation.

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Activity 5Empowering
children to report abuse 24

• Consider the statements made by young people as
  to why they do not report concerns.
• Consider what is happening within your agencies
  to encourage and enable children and young people
  (or their parents for those who do not work
  directly with children) to talk about their
  concerns.
• Identify positive practical suggestions for how
  this could be improved.
• Be prepared to feed back to the whole group.

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Factors that stop children reporting abuse and
accessing help
May not be listened to May not be believed Embarrassment Unable to communicate the abuse Adults not sympathetic Adults might tell someone else
Fear of consequences Lack of control Not knowing who to tell Previous/current experience of racism Understanding or recognising abuse Believe it is their own fault
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What to do if a child tells 26

• DO
• Listen carefully
• Record the conversation in the childs words and
  note the time
• Sign and date the record you make
• Take it seriously
• Reassure they are right to tell
• Explain what will happen next

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What to do if a child tells 27

• DONT
• Ask leading questions
• Make promises you cannot keep
• Jump to conclusions
• Speculate or accuse anybody
• It is not your responsibility to decide if the
  allegation is true or not

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Activity 6 Multi Agency Working 28

• Each group will be given a case study
• Read the case study
• Discuss and list on one side of the flip paper
  your concerns and on the other who needs to be
  involved.
• Make notes for feedback to the whole group.

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Common Assessment Framework (CAF) 29

• The CAF is a key part of delivering front line
  services that are integrated and focused around
  the needs of children and young people.
• It is a holistic consent based needs assessment
  framework that records in a single place and in a
  structured and consistent way, every aspect of
  childs life,family and environment.
• Lead agencies include
• Health
• Education
• Early years
• The CAF is not a referral form, although it may
  be used to support a referral for specialist
  service

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Common Assessment Framework (CAF) 30

• A standard national approach
• Assessment to support early intervention
• Improved joint working and communication
• Support the sharing of information
• Rationalise assessments
• Better referrals

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Why Refer?
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• Children have a right to be safe
• Adults have a responsibility to protect children
• Abuse and neglect are damaging
• Abuse and neglect continue because of the secrecy
  and silence which surround them
• You only have one small piece of the jigsaw
• Children rarely lie about abuse
• An abuser may well abuse many other children who
  also have a right to protection

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Benefits of multi-agency working 32
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Practical steps to improve
multi agency working 34
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Putting the jigsaw together 33

• In many cases it is only
• when information from a
• range of sources is put
• together that a child can
• be seen to be in need or at
• risk of harm.

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Features of a safer culture 35

• Open, no secrets
• Belief that it could happen here
• Clear procedures for reporting concerns
• Support in raising concerns and commitment to
  take action
• Code of conduct
• Policies and procedures put into practice
• Induction and probationary periods

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Whistle blowing
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• Whistle blowing is an important aspect of
  safeguarding whereby staff and volunteers are
  encouraged to share genuine concerns about a
  colleagues behaviour
• The behaviour may not be child abuse but it may
  be transgressing the code of conduct or pushing
  boundaries beyond normal limits

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What you need to find out about whistle
blowing 37

• Find out the following for your own work setting
• When and how to refer a concern about a child,
  including when there is concern about significant
  harm.
• Who to consult about a child protection concern.
• If not satisfied you need to be clear about
• Your own duty to report the unsafe practice of
  others
• What to do if the response from your own agency
  or another agency is not satisfactory.

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How to refer
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• Contact Centre 0300 200 1006.
• Professionals 03456 009 009
• Emergency Duty team 01483 517898
• www.surreycc.gov.uk/safeguarding
• What to do if you are worried a child is being
  Abused(2006)

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References 39

• Brandon, M Et al (2009) Understanding Serious
  Case Reviews and their Impact A Biennial Review
  of Serious Case Reviews 2005-07, London DCSF
  Publications
• Department for Children, Schools and Families
  (2009) Children Trusts Statutory guidance on
  co-operation arrangements in the Children Trust
  Board and the Children and Young People Plan
  consultation draft, London DCSF publications
• Department for Children, Schools and Families
  (2008) The 2020 Children and Young People
  Workforce Strategy, London DCSF publications
  www.dcsf.gov.uk/everychildmatters/strategy/childre
  nandyoungpeoplesworkforce/
•  Department for Children, Schools and Families
  (2008) The Childrens Plan. Building Brighter
  Futures The Next Steps for the Childrens
  Workforce, London DCSF publications

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References
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• Department for Education and Skills (2004) Every
  Child Matters Change for Children, London DfES
  publications
•  Her Majestys Government (2010) Working Together
  to Safeguard Children A guide to interagency
  working to safeguard and promote the welfare of
  children, London DCSF publications
•  Her Majestys Government (2010A) The
  Governments response to Lord Laming One Year
  On, London DCSF publications
• Lord Laming, (2009), London The Protection of
  Children in England A Progress Report, London
  The Stationery Office