Leadership and Professional Development Safeguarding Training Level 1/A Welcome to Safeguarding Training 1

What is Safeguarding? How does it differ from Child Protection? Safeguarding is everyone’s responsibility and is a much wider concern than child protection It involves a range of preventative and promotional actions to Safeguard Vulnerable Learners from abuse 2

Aims of the Training To introduce and raise awareness of staff to the philosophy, processes and vocabulary of Safeguarding Children, Young People and Vulnerable Adults (CYPVA) in Colleges of Further Education and similar learning settings To explore the signs and indicators of abuse To develop awareness of the safeguarding protocols and procedures to be followed within the College Policy, Procedures and a wider area context 3

By the end of the Day 1 Participants should be aware of and have a basic understanding of: Vulnerable Adult and Child Protection Legislative framework for Safeguarding College Procedures when abuse is suspected College Procedures for avoiding dangerous practice The different categories of abuse and recognise the indicators of abuse Support available to staff 4

Learning Contract for Training Confidentiality Any personal experiences shared during the course should remain confidential to the training room Respect different levels of knowledge and experience in the group by focussing on the issue Discuss the issues If you do not understand, ask! 5

Learning Contract for Training Confidentiality, cont. Research shows that 1 in 4 people have experienced abuse Other people may also have strong feelings about abuse If you feel upset during the session and need to take a break, please do so 6

Definitions What is the definition of a Child? What is the definition of a Vulnerable Adult? 7

Definition of a Child The Children Act 1989 and the UN Convention on the rights of the child define ‘a person is a child until their 18 th birthday’ A person in Care or Care leaver up to the age of 25. (Age 24 and under) 8

Definition of a Vulnerable Adult Adult Learners (18 years or over) who may be eligible for community care services by reason of ‘mental or other disability, age or illness and who is unable to take care or protect him or herself against significant harm or exploitation’. National Framework for Safeguarding Adults Department of Health (DoH) Commission for Social Care Inspection (CSCI) Association of Chief Police Officers (ACPO) Public Guardianship Office (PGO) Practitioner Alliance Against Abuse of Vulnerable Adults (PAVA) ACT and Voice UK 9

Why Safeguarding? Inquiries into Child Deaths Victoria Climbie, 2 November 1991 – 25 February 2000 Report by Lord Laming – 108 Recommendations Green Paper – Every Child Matters (ECM) 2003 Lauren Wright, 16 July 1993 – 6 May 2000, Section 175 Education Act

What were the Contributing Factors Relating to Victoria Climbie and Lauren Wright? Lack of agencies working and communicating together Being passive Not taking responsibility Not connecting a pattern of symptoms 11

General Principles of Safeguarding Everyone in the education service shares an objective to help keep children, young people and vulnerable adults (CYPVA) safe. Provide a safe learning environment for children, young people and vulnerable adults (and all other students and staff) Identify CYPVA who are suffering or are likely to suffer significant harm; and take appropriate action to secure their safety. Providing systems designed to: Prevent unsuitable people working with CYPVA. by practicing safe staff recruitment procedures built around CRB checks 12

General Principles cont. Promote safe practice in a safe and effective environment which promotes optimum life chances Challenge poor and unsafe practice Identify where there are grounds for concern about a CYPVAs’ welfare and take appropriate action to render them safe Contribute to an effective partnership with those involved in providing services for CYPVA. Protect CYPVA from maltreatment or the impairment of health or development 13

Every Child Matters (ECM) Each college should address and support each student to achieve the following five outcomes: Be healthy – physically, mentally, emotionally and sexually Make a positive contribution – including developing positive relationships, self-confidence successfully dealing with significant life changes Enjoy and achieve – personal and social development and enjoy recreation Stay safe – protected from maltreatment, neglect, violence and sexual exploitation. To have security, stability and to be cared for. Achieve economic wellbeing – live in decent homes and households free from low incomes. 14

safeguarding Child protection/recruitment/health and safety BehaviorStudent voice Listening:Monitoring: Policies and Procedures: 15

14-16 Responsibilities In addition to working with 16 and over learners, we also have a number of students who are below the age of 16. Owing to their young age, and falling below the mandatory school age, we have increased range of additional responsibilities under the remit of a “duty of care” to these students. Legally, while not bound by parental responsibilities, teachers must behave as any reasonable parent would do in promoting the welfare and safety of children in their care. Safeguarding 14-16s 16

14-16 Responsibilities cont. This role is also sometimes referred to in loco parentis. The term in loco parentis, Latin for “in the place of a parent” or “instead of a parent”, refers to the legal responsibilities of a person or organisation to take on some of the functions and responsibilities of a parent. Although modern thought now suggests, that teachers hold this responsibility/independently of parents/carers and within their status as teachers. Safeguarding 14-16s 17

4 Main Categories of Abuse Working Together to Safeguard Children – 2006 (ECM) Physical Abuse Emotional Abuse Neglect Sexual Abuse 18

Physical Abuse Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child or failing to protect a child from that harm. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces illness in a child. 19

Emotional Abuse The persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. 20

Neglect Is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. It may occur during pregnancy as a result of maternal substance abuse. Once born neglect may involve parent or carer Failing to provide adequate food and clothing; shelter Failing to protect a child from physical and emotional harm or danger Failure to ensure adequate supervision, access to appropriate medical care Neglect of a child’s basic emotional needs 21

Sexual Abuse Involves 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. The activities may involve physical contact including both penetrative or non-penetrative acts such as kissing, touching or fondling the child’s genitals or breasts, vaginal or anal intercourse or oral sex. 22

Recognising if there is a problem In groups identify a scribe and on flipchart, list the indicators associated with your allocated type of abuse. 23

What are Additional Types of Abuse? E-Abuse Domestic Violence Bullying 24

Safeguarding in a wider context in FE 25

The Legal/Guidance Framework UN Convention on Rights of a Child outcomes of ECM, 2003 Children Act 1989 Protection of Children Act 1999 (CRB) Education Act 2002 (section 175) Lord Laming’s Report (Victoria Climbie) Children Act 2004 (Part 2-section 2) “What to do if you are worried a child is being abused” update 2006 Working Together to Safeguard Children – 2006 (ECM) London Child Protection Procedures rd edition Lord Laming’s Report 2009 Ofsted prominence Common Inspection Framework Guidance

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College Safeguarding Policy Can be found on the College intranet Click on College Policies link, then Click on the Safeguarding and promoting welfare link The Safeguarding Policy, SG1 and Briefing Document can be found in this area on the College intranet 29

Look at the scenarios in groups establish your responses and complete form 30

Complete Form SG1 31

Service Available If you need help or support relating to the issues of abuse you can contact: ICAS Employee Support Helpline Website to access the sitewww.icasxtra.com Enter Username: ucesh Enter Password: ESHuc05 Tick box to agree to T&C’s 32