Welcome to Level 1 Safeguarding Children Presented by

Welcome to Level 1 Safeguarding Children Presented by

Welcome to Level 1 Safeguarding Children Presented by [Insert Trainer name] Valid From September 2017 to September 2018 1 Aims of the session To understand your own and others role & responsibilities Legislation

The role of Staffordshire Safeguarding Children Board To recognise factors which could indicate a child is at risk Handling Disclosures Information Sharing and MultiAgency Working Safeguarding

Policies and Procedures To enable staff to understand threshold criteria How to Make a Referral To highlight key messages and Lessons from Serious Case Reviews 2

REMEMBER ALWAYS KEEP THE CHILD IN FOCUS 3 Safeguarding or Child Protection? What is Safeguarding? What is Child Protection? Who do you think is responsible for Safeguarding children? 4 Key Legislation and Guidance Children Act 1989 and 2004 Education Act 2002 and 2011

Working together to safeguard children, March 2015 Keeping children safe in education, September 2016 Staffordshire Safeguarding Children Board policies and procedures Your organisations own safeguarding policies and procedures 5 Staffordshire Safeguarding Children Board 6 Windscreen Threshold Model 7

Understanding Child Development Those working with children should have an understanding of child development The quality of care that a child receives can have an impact on their health and development As children grow, they continue to develop skills and abilities, from infancy through to adolescence Plans and interventions to safeguard and promote the welfare of children should be based on clear assessment of the childs development and the difficulties the child may be experiencing Action should be timely, appropriate for the childs age and stage of development 8

Child Abuse and Neglect Abuse and neglect are forms of maltreatment of a child. Someone may abuse a child by inflicting harm, or by failing to prevent harm Children can be abused in a family or in an institution or community setting: by those known to them or, more rarely by a stranger for example, via the internet Children can be abused by an adult, adults or another child or children Where you have reasonable cause to believe or suspect that a child or young person may be suffering or is likely to suffer significant harm you should make a referral. 9

Physical Abuse May involve Hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child May also be caused When a parent or carer fabricates the symptoms of, or deliberately induces illness in a child 10 Common sites for non-accidental injuries EYES - bruising, black (particularly both eyes) SKULL - fracture or bleeding

under skull (from shaking) CHEEK/SIDE OF FACE - bruising, finger marks MOUTH - torn frenulum SHOULDERS - bruising, grasp marks GENITALS - bruising BACK

} Linear bruising. Outline of belt/buckles. Scalds/burns BUTTOCKS } THIGHS } Courtesy of Warrington Borough Council 11 Emotional Abuse is the persistent emotional maltreatment of a child such as to cause

severe and persistent adverse effects on the childs emotional development it may involve conveying to a child that they are worthless or unloved, inadequate or valued only insofar as they met the needs of another person it may include not giving the child opportunities to express their views, deliberately silencing them or making fun of what they say or how they communicate

It may feature age or developmentally inappropriate expectations being imposed on children. 12 Emotional Abuse may: involve seeing or hearing the ill treatment of another involve serious bullying (including cyberbullying) causing children frequently to feel frightened or in danger

involve the exploitation or corruption of children Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone 13 Sexual Abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. activities may involve physical contact including assault by penetration or non penetrative acts. Non contact activities e.g. involving children looking at, or in the production of, sexual images, watching sexual activities or encouraging children to behave in sexually inappropriate

ways or grooming a child in preparation for abuse (including via the internet) Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. 14 Neglect the persistent failure to meet a childs basic physical and/or psychological needs, likely to result in the serious impairment of the childs health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. 15

Once a child is born, Neglect may include failure to: Provide adequate food, clothing and shelter (including exclusion from home or abandonment) Protect a child 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 It may also include neglect of, or unresponsiveness to, a childs basic emotional needs. Working Together to Safeguard Children 2015 16 Lets recap

17 Identifying your concerns: Try and sort out in your mind Why are you worried? What have you seen? What have you heard from others? What has been said to you directly? Try and be as clear as you can about why you are worried but do not be afraid to listen to your instinct that something just does not seem right. Always share your concerns 18 19

Who Should I speak to?... In this establishment, the person you should talk to whenever there is a concern about a childs welfare is: [insert name] or, in their absence: [insert name] 20 Information Sharing Check out Your agency/organisations policy on sharing information SSCB Information Sharing Procedure (1J) Check out non-statutory guidance

Information sharing advice for safeguarding practitioners Further Guidance on Legal Issues Information sharing: Pocket Guide 21 YES You should either Initiate an Early Help Assessment Or Make a Child in Need Referral Consent to share

Information? NO You should not seek consent if to do so Information can be shared, without consent when it increases risk of significant harm to child/ young person is in the public interest.

places an adult at increased risk of serious harm Or a Child Protection Referral leads to unjustified delay in making enquires prejudices the prevention, detection or prosecution of a serious crime protects children from significant harm Protects adults from

serious harm prevents crime and disorder promotes the welfare of children 22 7 Golden Rules for Information Sharing 1. Remember that the Data Protection Act and Human Rights Law are not a barrier to sharing information 2. Be open and honest 3. Seek advice if in any doubt 4. Share with informed consent where appropriate 5. Consider safety and well-being 6. Necessary, proportionate, relevant, accurate, timely and secure 7. Keep a record

23 Concerns about a child: Record Keeping Confidential and kept secure Communicated clearly and appropriately Separate fact from opinion

Relevant Clearly written, dated with time and signed Accurate Immediate and indicate action taken Free from speculation Free from jargon

abbreviations 24 Serious Case Reviews 25 Serious Case Review Daniel Pelka Daniel was murdered by his mum and stepfather. Issues identified by school staff: He died from a brain injury

Always hungry Taking food at every opportunity Scavenging in bins Growing thinner Bruises and unexplained injuries Poor attendance 26 Recap Safeguarding Children Record Keeping Information

Sharing Professional Confidence 27 Child Welfare: Employment: The employer must apply for an employment licence Child must be over 13 years old Child cannot work before 7.00am or after 7.00pm Entertainment: A licence or exemption is required for all children between birth and compulsory school leaving age to enable them to take part in modelling, film, theatre, television and photographic work.

Chaperones must be licensed by law if they come into contact with children who are not their own. 28 Local Safeguarding Priorities Staffordshire Children Safeguarding Board 29 Child Sexual Exploitation (CSE) Sexualised risk taking including on the internet Drugs/alcohol use

Regularly coming home late or going missing Unaccounted for monies or goods Gang association Self harming Non school attendance or excluded due to behaviour Getting into cars with unknown or

known CSE adults Sexually Transmitted Infections (STIs) Pregnancy/ miscarriage/ terminations 30 Intent to Commit Suicide (4U)

Who is the child at risk from? Take it very seriously Be prepared to talk and listen to child Who else have they been confiding in e.g. other children? Have they tried to harm themselves Have they considered the means and made preparations Do they need immediate medical attention

Have they talked to carers about their distress Inform your designated person without delay Do not let the child go home without support having been put in place 31 Honour-Based Abuse Encompasses crimes which have been committed to protect the honour of the family and/or community. All are abuse regardless of the motivation, for example Female genital mutilation (FGM) Forced Marriage Breast Ironing 32 Prevent

The UK faces a continuing threat from both international and domestic terrorism and violent extremism, which can emerge from any community and can be inspired by a wide range of causes. The current threat from terrorism in the UK can include the exploitation of vulnerable people, including children of all ages, young people and adults and involve them in terrorism or activity in support of terrorism. Young people are being recruited into groups promoting hatred, discrimination and sometimes violence. Prevent is everyone s business! 33 Prevent: How to Refer

Notice Practitioner has a concern about an individual in relation to radicalisation / extremism. Check Are there any reasons for the change in behaviour? Share Discuss concern with colleagues / safeguarding lead Refer

If practitioner still has concerns, contact Staffordshire Police Prevent Team 34 Contact details Staffordshire County Councils Safer Communities Team Tel: 01785 854428 Email: [email protected] Prevent Team Tel: 01785 238239 Email: [email protected] 35 Domestic Abuse and the Abuse of Children

Prolonged or regular exposure to domestic abuse can have a serious impact on a childs development and emotional wellbeing, even when a parent tries to protect their children. The negative impact of domestic abuse is made worse when combined with alcohol, drug misuse or poor mental health 36 Allegations against staff and volunteers Has the person: behaved in a way that has harmed a child, or may have harmed a child; possibly committed a criminal offence against or related to a child; or behaved towards a child or children in a way

that indicates they may pose a risk of harm to children. 37 Where to Refer MASH - First Response Team/LADO 0800 13 13 126 [email protected] or MASH - Police 101 or Emergency Duty Service (out of hours) 0345 604 2886 For Stoke on Trent local authority referrals 01782 235100 38

Managing Professional Disagreement All agencies are responsible for ensuring that their staff are supported and know how to appropriately escalate inter-agency concerns and disagreements about decisions being made about a child or young persons wellbeing If in doubt seek advice from your manager and/or your designated person For more guidance please refer to the SSCB Escalation procedure 7B on the SSCB website. REMEMBERbe confident and challenge when you need to! 39 Key learning from local serious case reviews

See, listen and hear childrenmake sure theyre visible in your assessments Think whole family; are there any other children connected to the family, if so who are they? Involve men; be flexible to their needs and listen to their story Do your homework; find out who else is working with your family and involve them in any assessments and support you offer

Check with other professionals that what you are seeing and hearing is the same Get better at recognising and responding to risk its everyones responsibility Think about the importance and relevance of the information you hold, who needs it and why? What are the consequences if you dont share it?

Actively work with other professionals and be clear on everyone's roles and responsibilities If you dont agree with the decision of another professional, use the SSCB Escalation Policy and Procedure www.staffsscb.org.uk/procedures SSCB policies and procedures are there to support and guide you and 40 to help you work better with children and families .

Key Messages and Next Steps What have you learned? What will you do next? How? 41 Any Questions? 42 Thank you for your attendance today and I hope you have enjoyed the course Please complete the evaluation form


Recently Viewed Presentations

  • Literary Archetypes and the Hero's Journey

    Literary Archetypes and the Hero's Journey

    What's an archetype again? archetype (ˈɑːkɪˌtaɪp) — n . ... The Devil Figure - This character represents evil incarnate. He or she may offer worldly goods, fame, or knowledge to the protagonist in exchange for possession of the soul or...
  • Chapter 8 : Approximation Algorithms

    Chapter 8 : Approximation Algorithms

    Young CS 530 Ad. Algo. D&A Approximation Algorithms * The decision PS problem is NPC PARTITION PS (you should try this!) Approximation PS Algorithm // assume programs are sorted in nondecreasing order of program size, // i.e. s1 s2 …...
  • Chapter 1: Fundamental Concepts - personal.tcu.edu

    Chapter 1: Fundamental Concepts - personal.tcu.edu

    an ester sodium acetate + 3-pentanol (3) Show, with specific structures and reactions, how the following compound can be prepared in three steps starting with the appropriate alkyne. NaOH Review Questions, cont. (4) Write a complete structural formula of the...
  • EXPO Parent Meeting 2010-2011 Being Gifted Has Its

    EXPO Parent Meeting 2010-2011 Being Gifted Has Its

    How knowledge is extended or broadened Across the Disciplines Perspective Over Time Results Students have the opportunity to explore an enriched, differentiated curriculum Concrete Abstract Curriculum Student Cognition Student's academic development Set Batik Blink Chairs Plexers Rush Hour IT TAKES...
  • NASA-SPoRT products at WFO MRX

    NASA-SPoRT products at WFO MRX

    The LMA coverage area only covers the western half of our area, but we wish it covered more. A procedure has been created in AWIPS to incorporate the LMA Source Density data with other radar products. Using the Panel Combo...
  • Introduction to Psychology

    Introduction to Psychology

    Times New Roman Arial Arial Black Tahoma Monotype Sorts Contemporary Portrait 1_Contemporary Portrait Perception Testing Selective Attention Perceptual Illusions: Ames' cube Perceptual Organization Perceptual Organization- Gestalt Illusory Contours Perceptual Organization- Grouping Principles Perceptual Organization- Gestalt Perceptual ...
  • Rhetorical Analysis Essay Feedback

    Rhetorical Analysis Essay Feedback

    Introduction Exemplar #3 - Kennedy MacNichol - good transitioning BRIDGE . Space exploration has always been a dazzling thought for many. The thought of touching the very stars you see out of your window.But even the most wonderful ideas can...
  • Better Care Fund Task Force Better Care Support

    Better Care Fund Task Force Better Care Support

    Leaders role model change and are visible and resilient, and acknowledge their responsibilities to challenge groupthink. There is a . clear, shared vision, narrative . and . principles statement . ... expectations are clea. r at the start.