Safeguarding Young People and Vulnerable Adults in the Further Education Sector Natspec March 2009

Aims and Objectives This presentation will help you to: Understand what is meant by safeguarding and safer recruitment Recognise the key features needed to ensure that safeguarding is embedded in the culture of an organisation Identify key actions for own organisation

LSIS and Safeguarding 2008 - DIUS commitment to safeguarding young people and vulnerable adults in FE in ‘Staying Safe: Action Plan’ published by DCSF DIUS commissioned LSIS to create training resources specifically for use by FE sector to mirror training for schools from NCSL Resources developed in consultation with sector and organisations including AoC, Skill, NUS, Natspec, Becta, NIACE, NCSL, DIUS and DCSF.

Our task is to make it as difficult as possible for them to succeed….’ ‘For those agencies whose job it is to protect children and vulnerable people, the harsh reality is that if a sufficiently devious person is determined to seek out opportunities to work their evil, no one can guarantee that they can be stopped. Our task is to make it as difficult as possible for them to succeed….’ Bichard Inquiry Report, 2004 p12 para 79 The need for safeguarding and safer recruitment processes was highlighted by the Soham case The findings in Sir Michael Bichard’s report (2004) identified flaws and shortcomings in recruitment This enabled Ian Huntley to be employed as a caretaker at Soham Community School

Definitions up to their 18th birthday Vulnerable adult: Child or young person: up to their 18th birthday (UN convention of the Rights of the Child) Vulnerable adult: “a person who is or may be in need of community care services by reason of mental or other disability, age or illness; and who is or may be unable to take care of him or herself, or unable to protect him or herself against harm or exploitation”. (Department of Health, 2000)

What do we mean by safeguarding and safer recruitment? What is Safeguarding? What do we mean by safeguarding and safer recruitment? Who are we safeguarding?

Child protection looks at recognising abuse and neglect and acting on it… …whereas safeguarding looks at keeping children, young people and vulnerable adults safe from a much wider range of potential harm, and looks at preventative action, not just reaction.

Why is this Important? External and Internal Drivers Doing what is best Legislation Inspection Policies & procedures Contractual responsibilities Protecting the organisation and its workforce Commitment to providing the best and safest learning environment possible to ensure learners can succeed and staff can feel secure

Implications of getting it wrong? Benefits of getting it right? Learners may be abused Learners may not receive proper care, education and training The emotional impact for members of staff in the organisation Emotional and economic impact of suspension, resignation or dismissal Further cost of recruitment Damage to organisation’s reputation and viability Impact on leadership and management at inspection Getting it right Learners are kept safe and enabled to learn and develop Learners receive high standards of care, education and training The organisation is effective and achieves success Fewer complaints Reputation and viability of the organisation is enhanced Impact for leadership and management at inspection

What are we safeguarding learners from?

We are Safeguarding Learners From: Sexual abuse or inappropriate relationships Physical and emotional abuse or neglect Exploitation including financial abuse, sexual exploitation, forced marriage Domestic violence Inappropriate parenting Inappropriate supervision by staff/ volunteers i.e. “bad practice” Bullying, cyber-bullying

Victimisation due to race, sexuality, faith, gender, disability etc. Self harm, risky behaviour Accident prevention e.g. road, home Unsafe activities and environments Crime and fear of crime Immigration issues Potentially unsafe environments e.g. parks, sports grounds Homelessness and unsuitable housing

Who are the Potential Abusers? Strangers, e.g. predatory paedophiles Family members, friends and acquaintances Staff including peripatetic staff e.g. assessors and agency staff Externally contracted staff e.g. security staff, transport staff Volunteers Governors/trustees/board members Other learners Themselves Anyone (potentially!)

Embedding Safeguarding How can you ensure that safeguarding is embedded in the culture of your organisation?

Embedding Safeguarding Organisations need: Policies and procedures Safer recruitment practices Management and supervision of staff including volunteers To raise awareness of workforce, and governors/trustees and involving them in reviewing and developing approaches To involve learners – educating and empowering them, and learning from them Policies and procedures Safeguarding and Safer Recruitment Equality and Diversity Anti – Bullying Whistle Blowing Acceptable use of Technology Staff Code of Conduct Volunteering Safer Recruitment Planning and structuring the process Statement of organisational commitment and staff responsibilities to safeguarding included in: Adverts Application forms (not use of CVs only) Job descriptions and person specifications References Selection process should include face to face activity Use of robust questioning techniques to include those that cover safeguarding issues Seek information about criminal history Use of vetting checks: but do not assume this is enough Appointment subject to CRB check and references Ensure an ongoing culture of vigilance across the organisation

Ongoing training and development for staff in key roles Continued… Ongoing training and development for staff in key roles A culture of vigilance – ensuring everyone is aware that it could happen here Listening culture Health and safety and risk assessment of job roles, places, activities, trips etc and corporate risk assessment Training Induction for all staff (part time, full time and contractors), governors/trustees/board members and volunteers to include an element of safeguarding awareness Basic awareness training for all, refreshed regularly Discussions at team meetings Specialist training for the designated safeguarding person/s Information disseminated using wide range of methods e.g intranet, briefings, newsletters etc

Involving Learners The best way to protect learners is to empower them to protect themselves We should: Teach them what is appropriate and what is not Help them build their self-belief and confidence to challenge what is inappropriate Give them avenues to address and report concerns Involve them in the development and review of approaches to safeguarding

The Independent Safeguarding Authority (ISA) New vetting and barring scheme Integration of current lists –POCA, POVA, List 99 and Disqualification orders Pre-employment vetting Continuous updating – employer notified if a person’s status changes Wider workforce coverage Online checks for employers

Employing Volunteers & Staff Types of Activity When appointing someone to a post the Safeguarding Vulnerable Groups (SVG) Act defines this as either: Regulated or Controlled This covers both paid work & unpaid /voluntary work.

Regulated Activity Contact with learners of a specified nature (e.g. teaching) or in a specific place, that is frequent or intensive Also includes people who are in positions of responsibility (e.g. Governors/trustees) It will be a criminal offence for an employer to allow a barred person OR a person not yet registered with the ISA scheme to work for any length of time in any regulated activity It will be a criminal offence for an employer to take on a person in a regulated activity if they fail to check that persons status.

Controlled Activity Frequent or intensive support work in health, care or education Also those with access to sensitive records about learners Support work in adult social care settings It will be a criminal offence for an employer to take on a person in a controlled activity if they fail to check that person’s status An employer can permit a barred person to work in a controlled activity as long as safeguards are in place

The Employer’s Duties Employers must: Check that a prospective employee in regulated activity is a member of the ISA Scheme Not engage a barred person or a person who is not a member of the scheme in regulated activity Not employ a barred person in controlled activity without safeguards in place Refer individuals that have harmed or may harm a young person or vulnerable adult to the ISA

Facilitators’ workshop Training for FE Sector Face to face workshop For anyone in sector but especially those involved in recruitment Facilitators’ workshop For experienced trainers and facilitators wishing to deliver the face to face workshop e.g. staff development, staff trainers, consultants, Local Authority and Local Safeguarding Children Board E learning resource For anyone in sector Can be used for induction, awareness raising and refresher training

E learning Resource

E Learning Resource Covers: Module 1- Introduction Module 2 – Ongoing culture of vigilance Module 3 – Safer recruitment Module 4 – Support and development

Module 4 – Support and Development

Assessment Available via LSIS’ virtual learning environment as part of the e-learning resource Multiple choice Range of questions Testing understanding and knowledge Certificate if successful score achieved

Assessment Screen

What does your organisation need to do? Audit own provision Ensure there is effective training and development Ensure policies and procedures in place Involve learners and staff Review recruitment processes Identify areas for improvement Action plan Improve! May need support from others

Learning and Skills Improvement Service Contact Details Learning and Skills Improvement Service Fourth Floor 47 Mark Lane London EC3R 7QQ Enquiries: 0870 060 3278 ann.ruthven@lsis.org.uk safeguarding@lsis.org.uk