Safeguarding in the Learning and Skills Sector

Facilitators Participants Introductions An Introduction Your own notes:

Please note: An Introduction Some of the content within this presentation and training day is sensitive and may be difficult to discuss If you would like to talk about any issues raised, please approach the facilitator, your safeguarding designated person or contact one of the support agencies whose details are contained in the training handbook. Key Points: It is important to recognise that in discussing certain safeguarding issues/concerns this can unearth bad memories, therefore all staff need to be aware of this. Your own notes:

Aims and Objectives Aim: An Introduction Aim: To identify effective safeguarding practice in the learning and skills sector, and to update on the wider context for the safeguarding of young people and vulnerable adults Your own notes:

Aims and Objectives Objectives of the workshop: An Introduction Objectives of the workshop: To identify the legislative context and key policy drivers which have informed the safer recruitment and wider safeguarding agenda To understand the difference between safeguarding and child protection and to explore ways of safeguarding young people and vulnerable adults in further education To identify the importance of creating a whole organisation approach towards safeguarding Your own notes:

Important to have a whole organisation approach An Introduction Key points: To achieve a whole organisation approach all these elements need to be in place. This workshop is based on this approach and elements within the diagram are detailed within the following modules. It is also important to note that LSIS also offer the following workshops: Safeguarding and Safer Recruitment Risk Assessment Safeguarding for Governors / Board members/Trustees Safeguarding and Human Resource Management Safeguarding and External Inspection For further details please contact LSIS http://www.lsis.org.uk/Services/Events/Pages/default.aspx All of these workshops have been designed to provide even more detail on relevant topics and to different groups Your own notes:

A Background to Safeguarding An Introduction Lord Laming inquiry into the death of Victoria Climbie (2003) Soham murder case and subsequent Bichard inquiry (2004) Lord Lamming review into the death of Baby ‘P’ (2009) Every Child Matters –outcome 5 ‘staying safe’ (2004) Inspection – limiting grade (2009) Key Points This slide highlights the key elements that have informed the current Safeguarding agenda. The Victoris Climbie Inquiry 2003. Delivering Safeguarding in a diverse society poses challenges that need to be met effectively. The report (published in 2003 and charied by Lord Lamming explored some of the issues surrounding racila and cultural diversity and safeguarding. The Bichard Inquiry Report 2004. To see the full report, go to: http://police.homeoffice.gov.uk/publications/operational-policing/bichard-inquiry-report Every Child Matters: Change for Children, 2004 Sets out the national framework for change programmes to build services around the needs of children and young people so that we maximise opportunity and minimise risk. It highlights five outcomes that are key to the wellbeing of children and young people all of which are underpinned by the Children Act 2004: 1) Stay safe 2) Be healthy 3) Enjoy and achieve 4) Make a positive contribution 5) Achieve economic wellbeing http://www.everychildmatters.gov.uk/publications/ The current inspection framework makes Safeguarding a limiting grade. The impact of this is as follows Safeguarding judgement of inadequate – Overall Effectiveness most unlikely to be better than satisfactory; likely to also be inadequate Safeguarding judgement of satisfactory – Overall Effectiveness most unlikely to be better than good; likely to also be satisfactory

Our task is to make it as difficult as possible for them to succeed….’ An Introduction Bichard Inquiry Report, 2004 p12 para 79 ‘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….’ Key points: A quote from the Bichard report outlining why it is so important to do the best we all can do to prevent people who want to hurt children from getting into a position where they may be able to do so. References: The Bichard Inquiry Report 2004. To see the full report, go to: http://police.homeoffice.gov.uk/publications/operational-policing/bichard-inquiry-report Following the Bichard Inquiry Report, the government is planning the introduction of a new scheme involving the new Independent Safeguarding Authority for vetting people whose jobs will bring them into contact with children and vulnerable adults. Please note as of the 15th June the start of this scheme has been delayed and the detail of how it will work is under review. For further details go to http://www.opsi.gov.uk/ACTS/acts2006/ukpga_20060047_ Your own notes:

Definitions An Introduction Child or young person: up to their 18th birthday (UN convention of the Rights of the Child) Vulnerable adult: a person who has attained the age of 18, and: Is receiving any form of health care Is receiving a service or participating in an activity which is specifically targeted at people with age-related needs, disabilities or prescribed physical or mental health conditions or expectant or nursing mothers living in residential care Age-related needs includes needs associated with frailty, illness, disability or mental capacity For more details see Section 59 of Safeguarding Vulnerable Groups Act 2006. Key points: In law a child is a child until their 18th birthday and this applies to all domestic legislation. There is no legal definition of a young person and different projects work with ‘young people’ of different age groups, e.g. 11-16, 14-19, or up to 25. There is no official age at which a “child” becomes a “young person”. Your own notes:

The Context An Overview: Definition of safeguarding What we are safeguarding learners from? Who are the potential abusers? Why is safeguarding important? Safeguarding and external inspection Module 1: The Context Key points: Safeguarding looks at all types of harm and the prevention of these types of harm, rather than just looking at abuse and neglect, as child protection does. References: ‘Keeping it Safe’ from National Council for Voluntary Youth Services is a manual which enables voluntary youth organisations to look at their safeguarding practices and ensure they are doing everything possible to keep young people they work with safe. Whilst it is not written for the education sector specifically, much of the content is entirely relevant. Your own notes:

What is child protection? What is safeguarding? What’s the difference? Module 1: The Context What is child protection? What is safeguarding? What’s the difference? Key points: Although we are talking about protecting vulnerable adults as well as young people, child protection is the term many professionals are familiar with. It is important to note that if your organisation has a crèche or nursery facility, safeguarding duties extend to these children as well. Your own notes:

Module 1: The Context 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 delivers preventative action, not just reaction. Key points: Many people who have heard the term safeguarding think it is simply the new word for child protection. Others haven’t heard it. As the slide shows, there is a lot more to safeguarding than protecting children from abuse, and the term safeguarding encompasses all learners, although child protection is still an essential element ref. slide (9). Your own notes:

Safeguarding Definition Module 1: The Context “The term ‘safeguarding’ describes the broader preventative and precautionary approach to planning and procedures that are necessary to be in place to protect children and young people from any potential harm or damage.” Keeping it Safe, National Council for Voluntary Youth Services, 2002 Child protection and safer recruitment are important aspects of safeguarding This is also true for vulnerable adults Key points: Safeguarding looks at all types of harm and prevention of these types of harm, rather than just looking at abuse and neglect, as child protection does. References: ‘Keeping it Safe’ from National Council for Voluntary Youth Services is a manual which enables voluntary youth organisations to look at their safeguarding practices and ensure they are doing everything possible to keep young people they work with safe. Whilst it is not written for the education sector specifically, much of the content is entirely relevant. Your own notes:

So what are we safeguarding learners from? Module 1: The Context Activity So what are we safeguarding learners from? Key points: This is a question to consider before moving on to the next slide. Your own notes:

Safeguarding Learners From Module 1: The Context Sexual abuse or inappropriate relationships Grooming Physical and emotional abuse or neglect Domestic violence Inappropriate parenting Inappropriate supervision by staff/volunteers i.e. ‘bad practice’ Bullying, cyber-bullying Self-harm, risky behaviour Unsafe activities and environments Key points: Taking safeguarding in its widest context we can also include these lists of potential risks and dangers. We are not asking you to deal with all of these issues, but to be vigilant and spot any signs of harm potentially coming to the learners and for you to know what to do about any concerns. This is not about eliminating all risk from the lives of young people, as learning how to deal with and avoid risks is part of growing up and learning to cope with the world. This is about protecting them from significant harm and avoidable danger. Please find definition for grooming in the glossary. It is also important to note that ‘inappropriate parenting’ can lead to specific types of abuse e.g. neglect, Emotional abuse. Your own notes:

And… Accidents e.g. road, home Crime Fear of crime Module 1: The Context Accidents e.g. road, home Crime Fear of crime Exploitation including financial abuse, sexual exploitation, forced marriage Immigration issues Potentially unsafe environments e.g. parks, sports grounds Homelessness and unsuitable housing Victimisation due to race, sexuality, faith, gender, disability and so on Key points given with Slide 18. Your own notes:

Who are the potential abusers? Module 1: The Context Who are the potential abusers? Your own notes:

Potential Abusers Family members Friends and acquaintances Module 1: The Context Family members Friends and acquaintances Strangers, e.g. predatory paedophiles Staff working in the sector including peripatetic staff e.g. assessors and agency staff Externally contracted staff e.g. security staff, transport staff Key points: Children and vulnerable adults who are abused are most likely to suffer abuse at the hands of someone known to them. Often parents are most afraid of “stranger danger” and the things given the majority of media attention such as paedophiles and strangers who abduct and attack children. However, this is relatively uncommon compared to abuse perpetrated by family and acquaintances. We are also highlighting again the possibility of staff within the organisation in which they work being the perpetrators of abuse, i.e. people they know and trust. It is difficult to say how many people are abused or are abusers, but we know both come from all walks of life, are of any age, any gender, any sexuality, culture and ethnic group. The purpose of these lists is to look at safeguarding in the widest possible sense. Therefore practically any form of harm can be included. Safeguarding learners from other learners is also an issue, but beyond the scope of this workshop – where appropriate organisations should have procedures in place to risk assess learners they enrol. Your own notes:

Continued… Volunteers Governors/trustees/board members Other learners Module 1: The Context Volunteers Governors/trustees/board members Other learners Themselves Anyone (potentially!) References: Volunteering England are producing resources to support FE organisations around safeguarding and volunteering. www.volunteering.org.uk Your own notes:

‘This could never happen here, so why is this important?’ Module 1: The Context Activity What challenges and concerns might you face when taking this back to your workplace/team? What do you see as the main challenges and concerns? Are some colleagues likely to be resistant? If so, how and why? Key points: Consider these questions and be prepared to share you own views, experiences and concerns. Your own notes:

So why is this important? Module 1: The Context Legal/policy issues Doing what is best Legislation Inspection Protecting the organisation and its workforce Policies and procedures Contractual responsibilities Commitment to providing the best and safest learning environment possible to ensure learners can succeed and staff can feel secure Key points: It is important to recognise that Safeguarding your staff is as important as your learners. As previously identified the Ofsted inspection framework emphasises the importance of safeguarding and safer recruitment. It is a limited grade. Your own notes:

Safeguarding Legislation Module 1: The Context Core legislation: Safeguarding Vulnerable Groups Act, Independent Safeguarding Authority and Children Acts Other legislation: Employment law (to cover Work-Based Learning), Equality & Diversity law, health and safety, and regulations that take into account the learner voice Broader policy context: Every Child Matters and safer practice Core Legislation Other legislation Broader policy context Slide 22 Key points: This is a brief overview of the basic legislation underpinning safeguarding. There is more information available on the e-learning resource. References: Further details and references can be found detailed within the handout following this slide. Your own notes:

Every Child Matters Every Child Matters - the five outcomes: Module 1: The Context Every Child Matters - the five outcomes: Being healthy Enjoying and achieving Making a positive contribution Achieving economic well-being Staying safe www.everychildmatters.org.uk Providers now apply and are inspected on how they apply the five outcomes to every learner Slide 23 Key points: Whilst all 5 outcomes in ‘Every Child Matters’ could arguably contain an element of safeguarding, the ‘staying safe’ outcome is clearly the most relevant. Why is this important? Lord Laming highlighted the importance of safeguarding children better in the report following the inquiry into the death of Victoria Climbie and this lead to the Every Child Matters policy and Children Act 2004. The five outcomes are now effectively applied in many Learning and Skills organisations to all learners, not just young people and vulnerable adults. References: Every Child Matters: Change for Children , HM Government, 2004 Also see www.everychildmatters.gov.uk Your own notes:

External inspection will look at: Whether there is an awareness of safeguarding across the organisation including staff and learners Whether there is staff training on safeguarding to ensure all understand the requirements and duties to safeguard all learners including vulnerable adults Whether providers have looked at their policies to include safeguarding Whether providers have safeguarding systems in place and are critically looking at existing practices Whether the organisation is proactive and taking the right steps Module1: The Context Slide 24 Key points: Your approaches to safeguarding will be considered at external inspection. Inspectors will be looking for evidence of a whole organisation approach to safeguarding policy and practice. It is important to make use of Appendix 2 – the Safer Recruitment and Safeguarding Audit Tool. This includes key elements that Ofsted will consider in external inspections. Your own notes: 24

External inspection continued….. Module1: The Context Whether learners feel safe Whether the provider knows about the requirements on vetting and barring Whether providers have made decisions around ISA/ CRB checks and who should be included in these Whether the organisation has links with the local safeguarding board LSB (for details of LSB’s www.everychildmatters.gov.uk/lscb) Slide 25 Key points: Your approaches to safeguarding will be considered at external inspection. Inspectors will be looking for evidence of a whole organisation approach to safeguarding policy and practice. For further information in relation to Safeguarding Boards visit www.everychildmatters.gov.uk/lscb It is also important that your organisation knows who the Local Authority Designated Officer (LADO) is and that your Designated Person uses this contact for advice and support Visiting the Ofsted website and looking at the FAQs re safeguarding on this site can also be helpful. Recently the National Association for Managers of Student Services have produced a report looking at Good Practice in the sector and this report can be downloaded from www.safeguardingcolleges.co.uk It is important to make use of Appendix 2 – the Safer Recruitment and Safeguarding Audit Tool. This includes key elements Ofsted will consider in external inspections. 25 Your own notes:

Safeguarding Judgements in the Common Inspection Framework Module1: The Context How safe do learners feel? What is observed (safe practices) What learners tell inspectors (feel safe) How effectively does the provider promote the safeguarding of learners? Learners are safeguarded and protected Staff take action to identify and respond appropriately to users’ welfare concerns Safeguarding is prioritised Providers work together with agencies and professionals effectively to safeguard learners Slide 28 Your own notes 26

External inspection continued… Module1: The Context Compliance or commitment? The grade for safeguarding is a ‘limiting’ grade, which impacts on grades for Leadership and Management and Overall Effectiveness. Compliance is the minimum necessary requirement for a judgement of ‘adequate’ in safeguarding (Reference to Journey to Excellence) Staff Training – The LSIS Safeguarding Training Modules are recognised by OfSTED. It will be important for providers to select the modules best suited to staff roles and responsibilities. Slide 29 Your own notes 27

Activity – How do we safeguard learners Jigsaw Activity Aim: To reflect on what value there is to individual pieces of information To consider how information that sometimes isn’t of concern may help to provide a better picture of the child/vulnerable adult’s whole experience Slide 30 Key Points Reflect on these questions and share your examples with the group. If you have already been inspected against the revised CIF please share any examples that you used or what your experience was in relation to these aspects. Your own notes

Jigsaw Activity Four groups each with one complete jigsaw to assemble Ask yourselves:- What type of picture does this present of the child’s life? Does this information suggest that there are any concerns?

Victoria Climbie-was known to: 4 social services departments 2 police child protection teams 2 hospitals 2 housing offices 1 homeless persons unit 1 child and family centre 1 practice nurse 2 health visitors 1 teacher 2 Baptist ministers

A Safer Environment An overview: Module 2: A Safer Environment A Safer Environment An overview: How do we safeguard learners and staff? An organisations policies and training Developing a culture of vigilance – getting the right balance Roles and responsibilities Types of abuse – recognising and responding Key points: We are moving on from Module 1: The Context, onto talking about the safer environment that must be created in order for learners to be able to learn to their full potential and staff to feel secure ref. slide 24 Your own notes:

How Do We Safeguard Learners and Staff? Module 2: A Safer Environment Safer recruitment of staff including volunteers Effective management and supervision Clear and effective policies and procedures Promoting safe working practices Raising awareness of learners, staff and governors/trustees/board members, and involving them in reviewing and developing approaches Key points: The next two slides outline what needs to be acted on in order to create a safe working and learning environment. Overall in module 2 we will explore policies and procedures, staff awareness and training, learner involvement and an ongoing culture of vigilance, and explore through activities how these can all be used to create a safer environment. Your own notes:

Activity : Polices and Procedures a) Module 2: A Safer Environment Working in groups, list all the policies and procedures in your organisation which relate to safeguarding of learners and staff. Activity notes: In groups identify and list all of the policies and procedures which have a relevance to safeguarding . We will revisit this list to see which provide guidance and support for both staff and learners in different safeguarding contexts Your own notes:

You should have policies and procedures that cover: Module 2: A Safer Environment Safeguarding Safer Recruitment Child Protection/Vulnerable Adult Protection Equality and Diversity Health and Safety Learning and Teaching Anti-bullying Whistle-blowing Acceptable use of technology Key points: It is important that safeguarding and safeguarding practice becomes an integral part of an organisation’s daily activity. It should be given consideration at all stages of organisational development. Your own notes:

Continued... Professional Boundaries Volunteering Lone Working Module1: The Context Professional Boundaries Volunteering Lone Working Learner Behaviour Policy Learner Complaints Learner Recruitment Risk Assessment Slide 35 Your own notes

Activity: Polices and Procedures b) In your groups identify any situations where staff could be placing themselves in a position of vulnerability in relation to safeguarding e.g. using personal mobile phones for communicating with learners Now look back at your list of policies and procedures and identify which of these are designed to provide support and guidance for staff in these situations Key Points: It is important that staff and volunteers both know and understand what the organisations guidance / code of practice is in relation to behaviour and safeguarding. Knowing this does mean that staff should be less likely to place themselves in a position of vulnerability. In addition to the organisations own codes and policies it may also be useful to look at any code of conduct as issued by your own professional body e.g. for Teaching and Training staff the Institute for Learning www.ifl.ac.uk Your own notes:

Safeguarding and Risk Assessment Module1: The Context The following areas may be covered by your Risk Assessment process: Trips Work placements Certain workshop/practical activity Lone Working Other Learners (where applicable) Home visits Mixed age groups within one learning cohort Multiple sites Travel between sites ………… Slide 36 Key Points: It is important that all organisations now ensure that ‘safeguarding’ is an explicit part of their risk assessment process. Where applicable a range of interventions need to be applied in order to mitigate against any potential risks. Your own notes

Involving and Informing Learners and Staff Module 2: A Safer Environment The best way to protect learners and staff is to empower them to protect themselves We should: Ensure that they have an understanding of what is appropriate and what is not Help them to challenge what is inappropriate Give them avenues to address and report their concerns Involve them in the development and review of approaches to safeguarding Slide 38 Key points: This emphasises the point that building the awareness of learners and staff to know what is unacceptable in the way they are treated, and the confidence to do something about it, is the most effective way to protect them. Within this we need to consider any communication difficulties as this can make already vulnerable people more vulnerable to not being able to act against any abuse or inappropriate behaviour. Staff need to have clarity relating to what is acceptable practice especially in relation to situations where they could potentially be making themselves open to an allegation or personal abuse e.g. use of face book, use of mobile phones, LSIS have developed a module for Learners and for further information visit www.leadershiplearning.org.uk Your own notes:

Training and Awareness Raising: Module 2: A Safer Environment 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 Discussion at team meetings Specialist training for the designated safeguarding person/s Information disseminated using wide range of methods e.g. intranet, briefings, newsletters etc.….. Slide 39 Key points It is important that organisations keep safeguarding in the forefront of both staff and learner minds. On going relevant training is essential to support this. Including safeguarding as part of discussions in team meeting and at student / learner voice activity. Your own notes:

Developing a Culture of Vigilance Module 2: A Safer Environment Whose responsibility? Senior management A specialist Designated Person for safeguarding All staff and volunteers Governors/board members/trustees Partnerships How ? Through robust application of safeguarding policy and procedures Through safer recruitment Through Designated Person, line management, appraisal, etc. Slide 40 Key points: These people are the key players with the responsibility for ensuring safeguarding is in place and effective in the organisation; but it is everyone’s responsibility to keep learners safe. They need to be supported by safeguarding being a golden thread through all policies and procedures, and it has to be acted on by the organisation as a whole. Your own notes:

Organisations need to get the right balance Module 2: A Safer Environment Activity Complacency Vigilance Suspicion/Paranoia Slide 41 Key points It is important that organisations get the right balance relating to safeguarding. Staff and learners need to feel safe and understand what their own responsibilities include. The clearer an organisation is in relation to safeguarding then the more confident and vigilant staff and learners will become. If an organisation is unclear in relation to its own safeguarding policy and practices then this can lead to a culture of suspicion where staff are uncertain, and can respond as being complacent or even paranoid. Consider where you believe your organisation is in getting the right balance - are staff and learners complacent vigilant or suspicious? Your own notes

Everyone’s Responsibilities Module 2: A Safer Environment The 5 Rs Recognise Respond Report Record Refer Key points: Recognise is the first responsibility of everyone working with young people and vulnerable adults. This refers to how we recognise potential signs of abuse or how it could be made apparent to us, i.e. through a disclosure, allegation, our own concerns about a child or vulnerable adult or through whistle-blowing (concerns about another adult’s practice). Your own notes:

Types of Abuse-first R-Recognise Module 2: A Safer Environment Physical Emotional Sexual Neglect From Working Together to Safeguard Children, HM Government, 2006 Also: Bullying, financial abuse and domestic violence Key points: These are the four accepted categories of abuse which will be used as a basis for the next activity. This is from the ‘Working Together’ document, see reference below. Domestic violence and bullying are recognised as additional types of abuse as they can cause immense emotional harm. However, they are not currently included in the official definitions of abuse. There is further information in the handout as to the definitions of abuse. References: Working Together to Safeguard Children, HM Government, 2006 Your own notes:

Activity The first R - Recognise: Module 2: A Safer Environment The first R - Recognise: To get participants to think about what we mean by abuse and neglect 5 minutes in groups and 5 minutes to feed back Four groups: Physical abuse Emotional abuse Signs/suspicions in young Sexual abuse people/vulnerable adults neglect Activity notes: Recognise is the first responsibility of everyone working with young people and vulnerable adults. This refers to how we recognise potential signs of abuse or how it could be made apparent to us, i.e. through a disclosure, allegation, our own concerns about a child or vulnerable adult or through whistle-blowing (concerns about another adult’s practice). The purpose of the activity is to get you to think about what we mean by abuse and neglect. Each group looks at one area of abuse and lists the signs and symptoms of the abuse, both concerns about the young person’s appearance or behaviour and the behaviour of the potential abuser. E.g. for physical abuse it could be burn marks, bruises etc, for sexual it could be sexualised behaviour at a young age, withdrawal, aggression etc, or if the behaviour of a colleague changed and they became secretive, or talking inappropriately about learners etc. Your own notes:

Everyone’s Responsibilities Module 2: A Safer Environment The 5 Rs Recognise Respond Report Record Refer Key points: The following 4 responsibilities refer to everyone working with young people and vulnerable adults (this is also in a handout in the pack). • Respond is about how we react in the moment to a disclosure, allowing the child or vulnerable adult to say as much or as little as they wish, clarifying but not asking leading questions or putting words into their mouth, or delving too deeply. Also not making promises to keep it quiet but letting them know who you have to tell and what might happen next. • Record what the learner has told you as soon as possible to capture as much as you can, in the words they used rather than interpretation. This is important as you do not want to jeopardise any future investigation into the allegation. • Report immediately to your designated person • Referrals should be made by the designated officer or in conjunction with a senior manager. Referrals would be made to the local authority’s children’s services, the police or the NSPCC. At this point it may also be required that the LADO and LSB are informed. Your own notes:

The Second ‘R’ Respond No report or concern should ever be ignored The following 5 actions are required if receiving a safeguarding disclosure or concern: Listen Ask open questions not leading questions Do not make promises Do be clear about what happens next Don’t panic Slide 46 Key Points: Respond is about how we react in the moment to a disclosure, allowing the child or vulnerable adult to say as much or as little as they wish, clarifying but not asking leading questions or putting words into their mouth, or delving too deeply. Also not making promises to keep it quiet but letting them know who you have to tell and what might happen next. Your own notes:

The Third ‘R’ Report Go to handout in your packs Safeguarding guidelines and contacts for staff Any questions/comments?

The Fourth ‘R’ Record You should record precisely what has been alleged This information should be recorded and stored securely, in line with confidentiality policy and accessible to only those who need access as part of any action that needs to take place

The Fifth ‘R’ Refer Only the designated person of their deputy can make the decision to refer a complaint or allegation

Roles and Responsibilities: the role of the Designated Person Module 2: A Safer Environment To promote positive safeguarding procedures and practice Receive information and offer advice about safeguarding concerns, maintain secure records and take appropriate action To be familiar with national and local safeguarding guidance and referral procedures To assess the development needs of staff and co-ordinate training To keep all staff and volunteers informed of good practice and development To monitor safeguarding cases in the organisation Key points: Please see handout which follows for a role description of the designated person. This is generic role description which you may want to adapt to make it relevant to your organisation Your own notes:

Designated Person Flowchart Module 2: A Safer Environment Slide 53 Key Points: It is recommended that all organisations develop a similar flowchart. This should be personalised to the organisation and made available to both staff and learners. Your own notes:

Activity Case Study 1 A learner approaches you and tries to explain that they are worried about a friend who they believe is being abused . They say that they have approached you because they trust you. What action do you take? Case Study 2 You have been off work recently and during this time have, on a number of occasions seen a part time member of the teaching staff socialising with one of your learners. You happen to know that this learner is currently having a difficult time at home you are also worried as this learner is 17 years old. Module 2: A Safer Environment Slide 52 Activity notes: The purpose of this activity is for you to consider exactly what action you should take in this situation Use this activity as an opportunity to get complete clarity of your own organisations expectations and requirements. Your own notes: 52

Activity Case Study 3: John is a 25 year-old man who experienced an acquired brain injury in a road traffic accident. He has a left sided weakness and is unable to walk and has severs cognitive difficulties. He can have problems understanding what people say and finds it hard to say or write down his thoughts. John attends College as part of his rehabilitation programme There have been rumours that other learners are getting John to pay for their meals at lunch time. What action do you take?

Activity Case Study 4: A learner has received threatening Messages on social networking sites and through their personal E mail from other students at their college, the learner is feeling And fears for their safety. The messages are sent from college computers, in college time What action do you take?

In Summary Module 3:The Vetting and Barring Scheme We owe it to all learners and staff to keep them as safe as we can It is not just good practice, but a requirement, to have effective policies and procedures in place Key points: Reflect on the session and give feedback on any observations or points of view. It is important to reaffirm the importance of your own responsibilities and commitment to safeguarding and safer recruitment. Your own notes:

Development and Support Module 4: Development and Support Development and Support Your own notes:

Information and Support for Learners and Staff Module 4: Development and Support It is important to note that all incidents must be reported and that some learners may need specific support linked to different issues It is important that organisations offer staff access to both practical and personal support around safeguarding issues Your handbook (reference Appendix 1) contains suggestions of organisations that can support vulnerable learners and young people and adults generally You may know of local support agencies as well Key points: In working through this workshop the content may have aroused personal issues. In addition if you do become involved in a safeguarding incident this can also create issues for you. It is important that you have a clear understanding of where to access information and support. This is all included within the participant pack (appendix 2). Organisations may also add their own sources either as developed within their organisation or as part of a local service e.g. Local Safeguarding Boards. The final support document is an audit tool. This has been adapted from the NIACE audit tool (Safer Practice Safer Learning) and is designed for organisations to use in order to review and then continually develop and improve their own approach to safeguarding and safer recruitment. Your own notes:

E-learning Resource Module 4: Development and Support Key points: Following the face to face workshop you are encouraged to: • access modules 1-4 of the e-learning resource to support what you have learnt during the face to face workshop • undertake the assessment found within the e-learning resource and if successful download a certificate. The e-Learning resource is located on the LSIS Virtual Learning Environment (VLE) Web address www.leadershiplearning.org.uk Your will need to create your own user name and password. Click on the Safeguarding Resource to begin. Your will be able to undertake assessments at the end of each module And if successful you can get a certificate for each module Your own notes:

Assessment Module 4: Development and Support Available via the LSIS virtual learning environment (VLE) as part of the on line learning resource at www.leadershiplearning.org.uk Multiple choice 2 assessments: one covering modules 1 and 2 one covering all the modules Range of questions Testing understanding and knowledge Certificate if successful score achieved No feedback as assessment not quiz Slide 59 Key points: After completing this workshop and the e-learning you should complete the on line assessment. Upon successful completion this will then be recorded and you will be able to download a certificate for each module. This will be an important record of your achievements and can be included as part of your own CV. It is going to become increasingly likely that your knowledge of and experience relating to safeguarding and safer recruitment will feature as part of any future job applications. Your own notes:

Any Questions