1. SAFEGUARDING: UP-DATING/REFRESHER TRAINING Jan Tothill Learner Support Manager

2. Objectives  Understand the systems in place in the college and where to access policies and other information  Recognise the different types of abuse and neglect  Understand your responsibilities 2

3. Why are we doing this training?  From “No Secrets: guidance….” 2010 Staff should have basic introduction training, more detailed training and safeguarding training is a continuing responsibility and should be provided as part of a rolling programme  OFSTED – For ‘outstanding’ the college needs to have basic training, higher level training and refresher training  Last year there was the training module on the VLE (if you have not done this you still need to do it) 3

4. What does the term Safeguarding mean to you?  Take 2 mins with the person sitting next to you to discuss a definition 4  The term ‘Safeguarding’ describes a broader preventative and precautionary approach to planning and procedures that are necessary to be in place to protect children and young people (and adults with safeguarding needs) from any potential harm or damage. ( Keep it Safe – National Council for Voluntary Youth Services)  Care Act 2014: Adult Safeguarding is the process of protecting adults with care and support needs from abuse and neglect.

5.  Child Protection, adults with safeguarding needs (was ‘Adults at Risk’) and safer recruitment are important aspects of safeguarding.  It is not just Health and Safety 5

6. Background to Safeguarding Major Safeguarding incidents  Victoria Climbie 2003  The Soham murders 2004  Winterbourne 2012  Daniel Pelka 2012  Jimmy Saville 2012 Reports and recommendations  Lord Lamming Inquiry  Bichard Inquiry  Sunita Mason Report  Serious case review into the murder of Daniel Pelka  Transforming care: A national response to Winterbourne View Hospital 6 Key Legislation  The Children’s Act 1989 amended 2004  The Equality Act 2010  Safeguarding Vulnerable Groups Act 2006 amended 2012  Protections of Freedoms Act 2012

7. Guidance  Statutory Guidance – April 2014 Keeping Children Safe in Education  Is also relevant to our ‘Adults with Safeguarding needs’  Staff Training  Safeguarding policies and procedures  Roles and responsibilities  Designated Person ( Fiona Playford & Jan Tothill)  Safer Recruitment  Employment History and References  Single Central Record  Allegations against staff 7

8. Guidance No Secrets: Guidance on protecting vulnerable adults from abuse (2000)  Setting up interagency framework  DP’s on Bexley Safeguarding Partnership and Operational Group  What constitutes abuse  Listen to what the adult wants to happen 8

9. What is neglect and abuse?  Abuse and neglect are forms of maltreatment  A person may abuse or neglect a child/adult with safeguarding needs by inflicting harm or failing to act to prevent it  A child/young person/adult with safeguarding needs may be abused in the family or in an institution or in the community  It can be by someone who knows them or more rarely by a stranger 9

10. Some types of abuse  Physical Abuse: includes hitting, shaking, throwing, poisoning, burning, inducing or fabricating illness  Emotional Abuse: includes conveying that the person is worthless, unloved etc. imposing age or developmentally inappropriate expectations, seeing or hearing the ill- treatment of another, serious bullying including cyberbullying, exploitation or corruption.  Sexual Abuse: forcing or enticing a child/young person/adult with safeguarding needs to take part in sexual activities either physical contact or non-contact.  Hand-out with more types of abuse and information. 10

11. Neglect  Persistent failure to meet the adult with safeguarding needs/child’s basic physical and/or psychological needs.  May result in serious impairment of health or development  Can occur in pregnancy as a result of maternal substance abuse A parent/carer must  Protect from physical and emotional harm or danger  Ensure adequate supervision (including the use of inadequate care-givers)  Ensure access to appropriate medical care or treatment 11

12. Signs of abuse and neglect  Can be seen on the PowerPoints and other sources of information on the ‘Safeguarding’ section of the VLE 12

13. Your responsibilities  In the case studies listed before and in many other incident that have gone wrong – the common theme has been the ‘failure to share information’.  You need to ensure that information is shared when it needs to be, with the right people.  Whatever happens, you should always be open and honest with the adult with safeguarding needs if you intend to take the case further.  You must not discuss the case with anyone other than those involved in the case.  If you have any concerns about the progress of the case or have any other concerns these must be discussed with one of the Designated Persons. 13

14. Scenarios  In pairs you will be given a different role  The person who is having the safeguarding issue reported to them – think how you would deal with the situation and how did you feel when the incident/abuse/neglect was being told to you  The person telling of the safeguarding issue – how did you feel talking about it  You have 5 mins for the role play and 5 mins afterwards to discuss how you felt 14

15. SCENARIOS  SCENARIO A: Manager: A 17 year old apprentice come to you, asking to have a word. Their work has deteriorated lately. 17 year old apprentice: There has been some banter for a while from other staff about your hair and dress. It is now getting personal and you are very upset by it and do not want to come to work. You have come to see your manager.  SCENARIO B: Curriculum Manager: A tutor comes to see you looking very angry. Tutor: A student has posted inappropriate picture of you on Facebook. You are demanding to have something done about it now! You go to see your Curriculum manager  SCENARIO C: Tutor: You are concerned about a 16 year old student who is normally reliable but has started arriving late and looking scruffy. You have asked for them to stay behind after the lesson to talk about your concerns. 16 year old student: You have been asked by the tutor to stay behind after the lesson as he/she wants to talk to you. You do not want to talk at first but when asked only say you are going through a bad time at the moment. You have actually been thrown out of home and are sleeping on friends’ floors. 15

16. The Five R’s 16

17. Recognise 17  Behaviour  Signs and symptoms of abuse/neglect

18. Respond  Any concern or report of possible abuse should not be ignored.  Do not lead or probe with questions. Use ‘tell’, ‘explain’ & ‘describe’.  Remain calm and demonstrate interest and concern  Inform the person sharing the information that it must be recorded and passed on ( on a need to know basis)  Reassure that they have done the right thing.  Do not make unrealistic promises 18

19. Report  If concerns report to line manager in the first instance. (If inappropriate, then to a Designated Person).  A Designated Person for Safeguarding. 19

20. Record  Record precisely what has been alleged, using the words of the complainant  Use accurate quotations  If appropriate include factual observations about the physical and emotional state of the individual.  The recording should be stored securely in line with confidentiality policy and accessible only to those who need access to it 20

21. Referral  Will be done by the Designated Persons if appropriate.  However if staff feel that DP has not passed it on and you feel it should be, then they have a right to pass it on. 21

22. Next Steps  Look at further information on the VLE – additional information will be added when availableVLE  Read the Safeguarding Policy  If a safeguarding issue is reported to you, know what you have to do and what your responsibilities are 22