Transcript Objectives of Child Protection Training

Staff Training
 Be aware of, and use, procedures and
policies
 Enable staff to be supported in their work
 Start to build an understanding of
Safeguarding matters
 Recognise signs and symptoms of abuse
 Understand our roles and responsibilities
to the student and to ourselves
 Be aware of the procedure for referral of
concerns
 Ensure College is a safe place to be for all of us
Update knowledge of
Safeguarding procedures
Ensure training takes place
Keep Principal informed
Recording systems
Liaise with other agencies
Safeguarding
 Safeguarding aims to protect
learners from harm and looks at
preventative action
 Preventative
Child Protection
 Child Protection looks at how we
should respond to suspected
abuse
 Responsive
Key Triggers for New Legislation:
Holly and Jessica
2002
CRB [now DBS]
New good practice guide is to be renewed
every 3 years
Baby P
2007
OFSTED
A new Common Inspection Framework
therefore a much bigger agenda item for
OFSTED
Operation Yewtree 2012
Even after legislation for CRBs
and setting up the DBS, we still
haven’t got it right.
DBS = Disclosure and
Barring Service
CRB = Criminal
Record Bureau
DBS = Disclosure
and Barring
Service
 CRB has now been replaced with
DBS
 As professionals working with
young people, all teachers and
other staff require enhanced DBS
clearance
 DBS checks enable safer
recruitment
 All safeguarding concerns about
an adult are referred to the DBS
 The DBS allows ‘snippets’ of
information from different places
to be collected together [Ian
Huntley]
1. Keeping yourself safe
2. What you should do
if you suspect a student
is subject to abuse
 Avoid responding to student behaviour in any way that could be construed as
physically abusive
 Avoid giving negative attention or ridicule
 Remember that genuine attempts to support – restraint, comfort – could be
misinterpreted as abuse
 Best intentions can be seen by others as inappropriate –try to assess your
behaviour as an on-looker might see it
• All allegations must be followed by an
investigation
• If allegation substantiated then LADO
[Local Area Designated Officer] notified
• LADO gives advice on referral to DBS
• College refers to DBS
• DBS makes final decision about suitability
to work with young people
Be alert to:
 Treating students as peers
 Sharing inappropriate comments
 Over-familiarity
 Socialising with students
[You can still be friendly whilst maintaining a professional distance from students]
 Strongly recommended that staff do not befriend students on Facebook
 Staff should not give personal mobile numbers or email address to students
 Email language should be professional
[Everything done electronically can be traced and tracked]
 Accessing student details unnecessarily
 ‘Aside’ comments to colleagues or students
Could lead to:
1.Unsafe
Practice
2.Unhealthy
Culture
3.Blurred
Boundaries for
students
4.Staff
Vulnerability
http://www.dailymail.co.uk/news/article-2208130/Megan-Stammers-teachers-knewmaths-teacher-Jeremy-Forrest-pupil-7-months-ago.html
*A ‘child’ is any young person under the age of 18 & any vulnerable adult over
the age of 18*
As education professionals we have a legal duty of care to children i.e. under
the age of 18 and all vulnerable adults
Different Types of Abuse and Possible Consequences
Impairment on achievement
Impairment to development
Suffering
Physical
Emotional
Mental
Intellectual
Impairment to health
Abuse
Physical
Emotional
Sexual
Neglect
For us this might manifest as: self harm, eating disorders,
bullying, racism and forced marriage
[these are not always signs of abuse and this is not a definitive list]
 Unexplained bruising or markings on skin
 Unexplained absences
 Fear of contact being made with parents
 Eating disorders
 Self harm
 Isolation
 Substance abuse
 Inappropriate emotional responses
 College feels a safe place to be
 Their views and contributions are respected
 We are respectful to each other
 There is a culture of honesty and trust
 Staff listen
 There is space for privacy
 Listen
 Reassure- but don’t promise confidentiality or to solve the problem
 React- no leading questions, no judgements, explain what you must do next
 Write- brief notes
 Support – the student has chosen you; you will not make things worse
 Pass it on – always pass the information on
 Ignore or dismiss
 Investigate
 Promise not to tell anyone
 Have a word with the person
concerned yourself
Where is the Policy?