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Integrated Induction training
June 2006 National induction programme for level 3/4 children’s workforce practitioners: Generic modules Module 4 Developed by TAC (a part of CfBT) on behalf of CWDC
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Overview of module 4: Keeping children and young people safe from harm
Theme 1 – Safeguarding and Child Protection Legislation and policy Different forms of abuse Signs and indicators What children want and need to feel safe Principles and procedures for Child Protection Local Safeguarding Children’s Boards Reporting unsafe practices Theme 2 – Safeguarding and Child Protection Health and safety legislation and policy Safe working practices with children and young people Risk assessments Medication, infection control and allergies Education outside the classroom 1
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Theme 1: Safeguarding and protecting children
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The importance of safeguarding and protecting children
Every individual within the children’s workforce has a responsibility to safeguard and promote the welfare of children and young people 3
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Legislation and national guidance
Integrated Induction training June 2006 Legislation and national guidance Children Act 2004 Education Act 2002 Working to safeguard children Safeguarding children in education What to do if you’re worried a child is being abused 4
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Abuse – forms, signs and effects
There are different forms of abuse and practitioners need to be able to recognise the possible signs and indicators that a child or young person is suffering from, or is at risk of, abuse and to understand the effects that abuse can have on children and young people. Child abuse occurs when a person in a position of trust and/or authority misuses this power over a child and causes him or her emotional and/or physical harm. 5
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Factors that stop children reporting abuse and accessing help
Integrated Induction training June 2006 Factors that stop children reporting abuse and accessing help May not be listened to or believed Embarrassment Adults not empathetic or trustworthy Fear of consequences: Over-reaction / lack of control / not knowing what happens next Limited awareness and stigma of professional help Understanding or recognising abuse 6
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What children want from professionals
Integrated Induction training June 2006 What children want from professionals Build up trust. Listen to their wishes & feelings To be kept informed Given time to make choices Gain consent Services to be non-stigmatised Limit sharing information 7
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Principles and procedures for child protection
Some general key general principles for child protection are listed below: If concerned about a child or young person, discuss it with a designated/appropriately trained member of staff. It may be appropriate to discuss initial concerns with the family, but only if this might pose a risk Make a professional decision based on the evidence know to you and always discuss concerns If unsure, but suspect a child or young person may be suffering harm, discuss it with the designated child protection worker Don’t keep suspicions to yourself Remember it is not your role to determine whether or not abuse has taken place and you should always err on the side of caution. 8
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Theme 2: Health and safety
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Health and safety legislation and policy
Integrated Induction training June 2006 Health and safety legislation and policy Legislation: Health and Safety at Work Act 1974 The Management of Health and Safety at work Act 1992 and associated regulations Policy: The Health and Safety Executive (HSE) enforces health and safety legislation. Work environment’s individual health and safety policies 10
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Guidance on safe working practices
Integrated Induction training June 2006 Guidance on safe working practices Documents giving guidance on safe practices when working with children and young people include: Guidance for Safe Working Practice for the Protection of Children and Staff in Education settings (Feb 2005, DfES) Positively Safe - A guide to developing safe practices (2005) published by the NCVCCO Safeguarding Children Project Health and safety on educational visits (1998, DfES). 11
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Conducting a risk assessment
Integrated Induction training June 2006 Conducting a risk assessment Look for the hazards Decide who might be harmed and how Evaluate the risks Record your findings Review and refine it 12
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