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

2. 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

3. LSIS and Safeguarding
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.

4. 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

5. 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)

6. 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?

7. 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.

8. 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

9. 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

10. What are we safeguarding learners from?

11. 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

12. 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

13. 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!)

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

15. 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

16. 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

17. 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

18. 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

19. 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.

20. 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.

21. 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

22. 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

23. 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

24. E learning Resource

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

26. Module 4 – Support and Development

27. 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

28. Assessment Screen

29. 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

30. Learning and Skills Improvement Service
Contact Details
Learning and Skills Improvement Service
Fourth Floor 47 Mark Lane London EC3R 7QQ
Enquiries: 0870