Transcript Model basic Safeguarding Course

Safeguarding Single-Agency
Children Centres
23 September 2014
Developed by MKSCB
Housekeeping
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Fire alarms and exits
Toilets
Breaks and refreshment arrangements
Non smoking policy of venue
Switch mobiles OFF
Sign in
TRAINING PRINCIPLES
• (Limited confidentiality) Trainers required
to help individuals address dangerous
practice
• Respect for others
• Timekeeping
• Style of training
• Naïve questions are OK
• KEEP YOURSELF SAFE
Aims
To provide a basic introduction to
safeguarding and child protection for those
who work in an organisation where they
have direct or indirect contact with children
and young people, or with adults who may
be parents/carers
Objectives
By the end of the training participants should
• Be aware of relevant legislation and local Procedures
• Be familiar with signs and indicators of abuse and
neglect
• Understand their own role and responsibility in relation to
safeguarding and promoting the welfare of children and
young people
• Know what to do if they have concerns about the welfare
of a child
• Understand the concepts of safeguarding and child
protection and the difference between the two
• Be aware of recent Child Protection cases and learning
from them
What do we mean by
Safeguarding & Child Protection?
Safeguarding
Is an Umbrella that covers:
• protecting children from maltreatment;
• preventing impairment of children’s health or
development;
• ensuring that children are growing up in circumstances
consistent with the provision of safe and effective care;
and
• Taking action to enable all children to have the best
outcomes.
Working Together 2013
Working Together to Safeguard
Children March 2013
Working Together to Safeguard
Children 2013
Guidance covers:
• Legislative requirements and expectations on services to
safeguard children
• Framework for Local Safeguarding Children Boards to
monitor effectiveness of services
Changes:
• Slimmed down
• Moved from national directive to local responsibility
• Early Help strengthened
• Training requirements have been removed but MKSCB
has adopted the 2010 training requirements.
Child protection
Child protection is a part of safeguarding and
promoting welfare.
‘This refers to the activity that is
undertaken to protect specific
children who are suffering, or are
likely to suffer significant harm.’
Working Together 2010
Safeguarding is Everybody’s
Business
“If safeguarding children is everybody’s
responsibility, then everybody should know
how, and who to contact if they are
concerned about a child or young person’
ref:3.6, Lord Laming progress Report
Principles of Children Act 1989
• All children deserve the opportunity to reach their full potential
• There is no perfect way of bringing up children. Asking for help
should be seen as a sign of responsibility rather than failure
• Only exceptionally should there be compulsory intervention in
family life
• All work with children should retain a clear focus on the welfare
of the child
• Promoting children’s wellbeing and safeguarding them from
significant harm depends on competent professional judgement
based on sound assessment and effective information sharing,
collaboration and understanding between families, agencies and
professionals
Childrens Act 1989
Safeguarding continuum of
concern
Safe
Child Protection
Effective Support Windscreen
Caf windscreen
One Referral Process
Multi Agency
Safeguarding Hub
(MASH)
CSC
Section 47 and
high end Section 17
Level 4 & top Level 3
CFP
Level 2 & 3
Single Agency
response
Level 1 &
some Level 2
STRENGTHENING FAMILIES
Localities: Early Help
Integrated Early Help Service in 3 localities
– North, South & Central
• Children and Families Practices
• Children Centres
• Youth and Play
• (Specialist Teachers)
Children & Families Practices
• 3 CFP Practices – approx.16 staff in each
practice
• Referrals come via the Hub – Lev 2/3 cases.
Step downs from CSC (and step ups)
• CFP complete initial assessment (need family’s
consent to work with them)
• Lead Professional role unless it is better for
agency to continue
• Support & monitor the plan
Child Abuse
• Child Abuse is taken to refer to any child
under the age of 18 who through the
actions or failure to act of the parents or
other caretaker has suffered or is at risk
of physical or serious emotional harm
– Working Together 2010
Significant harm
The Children Act 1989 uses the concept of significant harm to justify compulsory
intervention in family life in the best interests of children
The local authority is under a duty to make enquiries where it has reasonable
cause to suspect a child is suffering significant harm. They will need to
consider
• the nature of harm
• the impact on the child’s health and development
• the child’s development within the context of their family and wider
environment
• any special needs such as a medical condition, communication impairment
or disability that may affect the child’s development and care within the
family
• the capacity of the parents to adequately meet the child’s needs
• the wider environmental context
• ill-treatment (including sexual abuse and physical abuse)
• impairment of health (physical or mental) or development (physical,
intellectual, emotional, social or behavioural) as compared to a similar
child
Child in Need
(Section 17)
A child shall be taken to be in need if:
• He/she is unlikely to achieve or maintain, or have the
opportunity of achieving or maintaining, a reasonable
standard of health or development without the
provision for him /her of services by a local authority
under this part
• His/her health or development is likely to be
significantly impaired, or further impaired, without the
provision of such services
• He/she is disabled
Child in Need of Protection
(section 47)
• Duty of local authority to investigate
Reasonable cause to suspect that a child is
likely to suffer significant harm
• Where they have obtained an emergency
protection order
• Where informed a child in the area is subject to
an emergency protection order or is under
police protection
• Where a family court directs them to
investigate
• Where a local education authority inform that a
child is not complying to an education order
Legislation and Guidance
• United Nations Convention on the Rights of the Child 1989
• Children Acts 1989, 2004
• Working Together to Safeguard Children 2006, 2010, 2013
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The Education Act 2002, 2011
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Adoption and Children Act 2002
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Sexual Offences Act 2003
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Female Genital Mutilation Act 2003
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Domestic Violence, Crime and Victims Act 2004
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Serious Organised Crime and Police Act 2005
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Safeguarding Vulnerable Groups Act 2006
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The Childcare Act 2006
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Forced Marriage Act 2007
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Children and Young Persons Act 2008
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Children Schools and Families Act 2010
NSPCC Introduction to child protection legislation in UK – NSPCC website
Reports
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2010 The Foundation Years: preventing poor children becoming poor adults – Frank Field
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2011 Early Intervention: The Next Steps – Graham Allen
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2011 Munro Review of Child Protection – Eileen Munro
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2011 Supporting Families in the Foundation Years
Legislation and Guidance
• Milton Keynes Interagency Policy and
Procedure document available on
MKSCB website www.mkscb.org
• Information Sharing: Guidance for
Practitioners and Managers 2008 CWDC
• Think Family reports 2006, 2008
• Disclosure & Barring
EDUCATION ACT 2002 –
SECTION 175 & 157
Section 175
• requires LAs and Governing Bodies of maintained schools
and further education institutions to make arrangements
to ensure that their functions are carried out with a view
to safeguarding and promoting the welfare of children
Section 157
• requires proprietors of Independent Schools, Academies
and City Technology Colleges to have arrangements to
safeguard and promote the welfare of children
Significant cases
Victoria Climbié
• Victoria Climbié died in February 2000, aged 8 years
• Kouao and Manning were found guilty of murder and sentenced
to life imprisonment in January 2001
• Inquiry set up in April 2001, chaired by Lord Laming
• Report published on 28 January 2003
• Report makes 108 recommendations
• Victoria was known to three housing departments, four social
services departments, two GPs, two hospitals, an NSPCC-run
family centre, two police child protection teams and the housing
department
Children Act 2004
• A Children’s Commissioner
• A duty to co-operate to improve the wellbeing of children Local Safeguarding
Children Boards
• A Director of Children’s Services
accountable for local authority education
and children’s social services,
• and a lead council member for children,
to ensure clear accountability politically
Baby Peter Connelly
• 17 month old Baby Peter died in August 2007,
seven years after the death of Victoria and in
Haringey – the same borough as Victoria
• Government ordered a National Child Protection
Review headed again by Lord Laming
• Report ‘The Protection of Children in England: A
Progress Report’ March 2009 made 58
recommendations
• 66 different agencies involved
• Hidden men in family
Other Significant Cases
Daniel Pelka
Hamzah Khan
Nigel Leat
Callum Wilson
Vanessa George
Megan Stammers
Rochdale Case
Yew Tree Investigation
Stuart Hall
Jimmy Savile
Rolf Harris
Daniel Pelka
• 4 year old
• Starved and beaten for months before he
died in March 2012 at his Coventry home
Daniel Pelka SCR Sept 2013
Serious Case Review Key Findings:
• Police called to 26 separate incidents at the family home, many
involving DV and alcohol abuse
• Excuses made by Daniel’s “controlling” mum were accepted by
agencies
• Professionals needed to “think the unthinkable” and act upon what
they saw , rather than accept parental versions
• Daniel’s “voice was not heard” because English was not his first
language and he lacked confidence
• No record of “any conversation” with Daniel about his home life, his
experiences outside school, or his relationships with his siblings,
mother and her partners
• None of the agencies involved could have predicted Daniel’s death
• There were “committed attempts” by his school and health workers
to address his “health and behavioural” issues in the months before
his death.
• But “too many opportunities were missed for more urgent and
purposeful interventions”
• Two of those chances were when Daniel was taken to an accident
and emergency department with injuries.
Hamzah Khan
• 4 year old boy found dead in his cot Sept 2011
• Died on 15 Dec 2009
• Mother convicted of manslaughter and child cruelty
Oct 2013
Hamzah Khan SCR Nov 2013
Points of learning:
• Developing mindsets that are open to fresh information.
Avoid normalisation.
• Put child’s needs, views and wishes at the forefront
• Identify patterns or inconsistencies that could lead to
significant harm to children
• Multi agency understanding of ‘good enough’ parenting
• Promote well-being of children (especially pre-school);
more assertive forms of help when required
Callum Wilson
• 11 month old boy died in March 2011
• Suffered a detached retina, broken bones and bruising
and an “unsurvivable brain injury”
• Mother jailed for life in January 2014
Callum Wilson SCR Nov 2011
Points of learning – significance of:
• Concealed/denied pregnancies
• Minor injuries to pre-mobile infants
• Current concerns in the context of past history
• Listening to, taking account of the views of others,
including members of public
• Other professionals may have information
• Child being returned from care must be subject to a child
in need plan
• Clarity about family relationships
• Involvement of key family members in assessments
Serious Case Reviews
January – August 2014
• How many cases?
37
• How many of these are under 5 years of
age?
25! - 68%
• 45% of all SCRs involve a child under 1
year of age. 1st 3 months most vulnerable
(source NSPCC)
• Find SCRs on NSPCC website
Key Findings of significant cases
• Lack of communication and joined-up working
between agencies
• Important information is not always shared
because data protection laws are "still not well
understood" by staff
• Lack of Professional Curiosity
• Three parental issues occur in nearly all SCR
cases- Parental substance misuse, mental
health issues and domestic violence
What is Abuse?
There are 4 categories of abuse
• Physical
• Sexual
• Emotional
• Neglect
In groups write a definition for each type
DEFINITION OF PHYSICAL ABUSE
Physical abuse may involve hitting
shaking throwing poisoning burning
scalding drowning suffocating or
otherwise causing physical harm to a
child. Physical harm may also be caused
when a parent or carer fabricates the
symptoms of or deliberately induces
illness in a child
(Working Together 2010)
DEFINITION OF EMOTIONAL ABUSE
Emotional abuse is the persistent emotional maltreatment of a
child such as to cause severe and persistent adverse effects on the
child’s emotional development. It may involve conveying to
children that they are worthless or unloved, inadequate, or valued
only insofar as they meet 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. These may
include interactions that are beyond the child’s developmental
capability, as well as overprotection and limitation of exploration
and learning, or preventing the child participating in normal social
interaction. It may involve seeing or hearing the ill-treatment of
another. It may involve serious bullying (including cyberbullying),
causing children frequently to feel frightened or in danger, or 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.
Working Together 2010
DEFINITION OF SEXUAL ABUSE
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. The activities may involve physical contact, including
assault by penetration (for example, rape or oral sex) or nonpenetrative acts such as masturbation, kissing, rubbing and
touching outside of clothing. They may also include non-contact
activities, such as involving children in looking at, or in the
production of, sexual images, watching sexual activities,
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.
(Working Together 2010)
DEFINITION OF NEGLECT
Neglect is the persistent failure to meet a child’s basic physical
and/or psychological needs, likely to result in the serious
impairment of the child’s health or development.
Neglect may occur during pregnancy as a result of maternal
substance abuse. Once a child is born, neglect may involve a
parent or carer failing 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); or
● ensure access to appropriate medical care or treatment.
It may also include neglect of, or unresponsiveness to, a child’s
basic emotional needs.
(Working Together 2010)
Case studies
Zac Roberts
Mrs Wishart & Lemar
Yolanda Belinski
Chloe and Aimee
Signs and Symptoms
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Physical
Sexual
Emotional
Neglect
What might you see, what changes in
behaviour, how might they or others act
differently
High Risk groups
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Children under one year
Children with Disabilities
Children of substance misusing parents
Children in homes with domestic violence
Children of parents with mental health issues
Privately fostered children
Children in Care or secure units
Transient Children
Children who are picked on as being different (eg,
asylum seeking/refugee children; black children)
• Reconstituted Families
Other Issues
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Bullying
Safer Networking
Self Harm and Suicidal Ideation
Forced marriage
Female Genital Mutilation
Witchcraft & Spirit Possession
Trafficked Children
Attitudes to physical punishment
Home Schooled Children
Child Sexual Exploitation
Making the links
Child protection
Animal welfare
Adult
Safeguarding
Children Centre Child Protection policy &
procedures
Model Safeguarding and Child Protection Policy for Schools and
Settings in Milton Keynes – August 2013
Safeguarding Children and Adults Corporate
Policy Statement
Managing Allegations and Concerns regarding
staff in education settings and schools – July 2013
Children Centre Child Protection
policy & procedures
• We must be familiar with and follow our
safeguarding policy and procedures
• We all have a responsibility to refer our
concerns to our safeguarding designated
lead, or in an emergency to the ISSC
Referral Hub or Emergency Social Work
Team
Children Centre Child Protection
policy & procedures - reporting
Who should you report concerns to?
Safeguarding designated lead – Children Centre Cluster
Co-ordinator/Senior Family Support Worker
What if the designated leads are unavailable or
they are implicated with the abuse?
Unavailable – Another CC Cluster Co-ordinator/SFSW, or
go direct to the ISSC Referral Hub
Implicated in abuse – Head of Delivery or LADO (Bill Cook)
Children Centre Child Protection
policy & procedures - recording
What should be recorded and where?
Case notes – fact not supposition
What are the procedures for keeping
documentation secure?
K:drive
7 Golden rules for information
Sharing
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Remember that the DPA is not a barrier to sharing
information
Be open and honest with the person or family
Seek advice if you are in any doubt
Share with consent where appropriate
Consider safety and well-being
Necessary, proportionate, relevant, accurate timely,
and secure
Keep a record of your decision and reasons
(Information Sharing:Guidance for practitioners and managers, Department for Children, Schools
and Families, and Communities and Local Government 2008)
7 Key questions for information sharing
1.
2.
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5.
6.
7.
Is there a clear and legitimate purpose for sharing
information?
Does the information enable a living person to be
identified?
Is the information confidential?
Do you have consent?
Is there sufficient public interest?
Are you sharing appropriately and securely?
Have you properly recorded your decision?
(Information Sharing:Guidance for practitioners and managers, Department for Children, Schools and Families, and Communities
and Local Government 2008
Barriers to Information Sharing
• Lack of confidence about what, how and
when to share information
• Professional ‘silos’
• Lack of understanding of different agency
roles and responsibilities
• Communication difficulties
• Not knowing who to contact for support
Information Sharing: DCSF
Reporting Suspected Child Abuse
• Staff member becomes concerned
• Reports concerns to line manager or designated
safeguarding lead
• Records concerns & signs
• Report discussed and signed by parent (if appropriate)
• Report goes to line manager or safeguarding lead,
Social services
• Children Social Care may question staff member
• Support for staff member
• Support for child and parents
Reports
• Tara is 6 years old
• Mum has had lots of boyfriends
• James has missed every Monday session in
the last 7 weeks
• He seemed really grubby
• Jane doesn’t seem to want to go home
• Zack’s mother is not very bright
Reports
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Date & time of incident
Name and address of alleged perpetrator (if known)
Details of child & siblings if known
Details of incident or disclosure including witnesses
What you have been told
What you said
Action taken
Sign, name, role & date
If more than one witness –separate reports & seal.
Do not discuss between you
Dealing with Disclosure
• Receive
• Reassure
• React
• Record
• Support
Mechanisms
• Who
• Where
• When
• Why
Working with parents
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The child is paramount
Think Family
Think about the wider links
Never act in isolation
Effective Support
The family know most about themselves
Continued Support
Aims
• To provide a basic introduction to
safeguarding and child protection for those
who work in an organisation where they
have direct or indirect contact with children
and young people, or with adults who may
be parents/carers
Objectives
By the end of the training participants should
• Be aware of relevant legislation and local Procedures
• Be familiar with signs and indicators of abuse and
neglect
• Understand their own role and responsibility in relation to
safeguarding and promoting the welfare of children and
young people
• Know what to do if they have concerns about the welfare
of a child
• Understand the concepts of safeguarding and child
protection and the difference between the two
Additional Training
• www.mkscb.org
• Everybody’s Business –
mandatory
(update every 3 years or complete an
alternative course – info on the ISSC
training website)
Where are you now?
• Key message from
today
• What will you take
back to your own
workplace?
• Will you make any
changes in your
own practice?
• What do you need to
explore further
Key message
Take back to own
workplace
Change your own
practice?
Need to explore
further?
Please can you complete your
evaluation form