Transcript Slide 1

Safeguarding in the learning and
skills sector (SITLASS)
Aims and Objectives
Aim:
To update on the wider context for the safeguarding of
young people and vulnerable adults
Aims and Objectives
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Objectives of the workshop:
To identify the legislative context and key policy drivers
which have informed the safer recruitment and wider
safeguarding agenda
To understand the difference between safeguarding and
child protection and to explore ways of safeguarding
young people and vulnerable adults in adult and
community learning
Continued….
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To identify the importance of creating a whole
organisation approach towards safeguarding
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To understand the roles and key purposes of other
agencies, especially the local safeguarding boards
Please note:
• Some of the content within this presentation and
training is sensitive and may be difficult to discuss
• If you would like to talk about any issues raised,
please approach the facilitator, your safeguarding
designated person or contact one of the support
agencies whose details are contained in the training
handbook.
Programme structure
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Module S1
The Context
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Module S2
A Safer Environment
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Module S3
The October 2009 Legislation
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Module S4
Development and Support
The journey to here…….
Victoria Climbie 2003
Lord Laming inquiry
The connection between racial and cultural diversity
and Safeguarding
The Soham Murders 2004
The Bichard Inquiry
The importance of vetting staff, sharing information
etc.
Vanessa George 2009
The importance of seeing the big picture – CRBs only
one piece of the jigsaw. George had a clean CRB.
The importance of an effective whistle blowing policy
and a culture of vigilance
The journey to here…….
Every Child Matters
A national framework to build services
around the needs of young people and
children 2004
Stay Safe, Be Healthy, Enjoy and
Achieve, Make a Positive Contribution,
Achieve Economic Success
Ofsted
Introduction of Limiting Grade in 2009
Bichard Inquiry Report, 2004 p12 para 79
‘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….’
Definitions
• Child or young person: up to their 18th birthday (UN
convention of the Rights of the Child)
Definition of a vulnerable adult
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A Vulnerable adult is defined by the Safeguarding
Vulnerable Groups Act as a person over 18 years of age and
who are:
Living in certain situations
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Detained in institutions or because of other laws
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Receiving specific services
Module 1:
The context
An overview:
• Definition of safeguarding
• What we are safeguarding learners from?
• Who are the potential abusers?
• Why is safeguarding important?
• Safeguarding and external inspection
What is child protection?
What is safeguarding?
What’s the difference?
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 delivers preventative
action, not just reaction.
Safeguarding definition
• “The term ‘safeguarding’ describes the broader
preventative and precautionary approach to planning
and procedures that are necessary to be in place to
protect children and young people from any potential
harm or damage.”
Keeping it Safe, National Council for Voluntary Youth
Services, 2002
• Child protection and safer recruitment are important
aspects of safeguarding
• This is also true for vulnerable adults
Activity
So what are we safeguarding
learners from?
Safeguarding learners from
• Sexual abuse or inappropriate relationships
• Grooming
• Physical and emotional abuse or neglect
• Domestic violence
• Inappropriate parenting
• Inappropriate supervision by staff/volunteers i.e. ‘bad
practice’
• Bullying, cyber-bullying
• Self-harm, risky behaviour
• Unsafe activities and environments
and…
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Accidents e.g. road, home
Crime
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Fear of crime
Exploitation including financial abuse, sexual
exploitation, forced marriage
Immigration issues
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Potentially unsafe environments e.g. parks, sports
grounds
Homelessness and unsuitable housing
Victimisation due to race, sexuality, faith, gender,
disability
Who are the potential
abusers?
• Family members
• Friends and acquaintances
• Strangers, e.g. predatory
paedophiles
• Staff working in the sector
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!)
So why is this important?
External and
internal drivers
• Legislation
• Inspection
• Protecting the organisation
and its workforce
• Policies and procedures
• Contractual responsibilities
Doing what is best
• Commitment to providing
the best and safest learning
environment possible to
ensure learners can
succeed and staff can feel
secure
External inspection will evaluate:
• Whether there is an awareness of safeguarding across the
organisation, including staff and learners
• Whether there is staff training on safeguarding to ensure all
understand the requirements and duties to safeguard all
learners including vulnerable adults
• Whether providers have looked at their policies to include
safeguarding
• Whether providers have safeguarding systems in place and are
critically looking at existing practices
• Whether the organisation is proactive and taking the right steps
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External inspection continued…..
• Whether learners feel safe
• Whether the provider knows about the requirements on vetting
and barring
• The Central Record
• Speak with the Designated Person
• Whether providers have made decisions around ISA/ CRB
checks and who should be included in these
• Whether the organisation has links with the local safeguarding
board LSB
(for details of LSBs ww.everychildmatters.gov.uk/lscb)
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Safeguarding judgements in the
Common Inspection Framework
How safe do learners feel?
• What is observed (safe practices)
• What learners tell inspectors (feel safe)
How effectively does the provider promote the safeguarding
of learners?
• Learners are safeguarded and protected
• Staff take action to identify and respond appropriately to
users’ welfare concerns
• Safeguarding is prioritised
• Providers work together with agencies and professionals
effectively to safeguard learners
External inspection continued…
Compliance or commitment?
• The grade for safeguarding is a ‘limiting’ grade, which
impacts on grades for Leadership and Management
and Overall Effectiveness.
• Compliance is the minimum necessary requirement for a
judgement of ‘adequate’ in safeguarding (Reference to
Towards Excellence)
• Staff Training – The LSIS Safeguarding Training
Modules are recognised by Ofsted. It will be important for
providers to select the modules best suited to staff roles
and responsibilities.
Activity – Key elements for inspection
Activity
1. Do you know how safe your learners feel? If so how?
2. Do you know how safe staff feel? If so how?
3. How is safeguarding promoted across the
organisation?
Module 2:
A safer environment
An overview:
•How do we safeguard learners and staff?
•An organisation’s policies and training
•Developing a culture of vigilance – getting the right balance
•Roles and responsibilities
•Types of abuse – recognising and responding
How do we safeguard learners and
staff?
• Safer recruitment of staff including volunteers
• Effective management and supervision
• Clear and effective policies and procedures
• Promoting safe working practices
• Raising awareness of learners, staff and
governors/trustees/board members, and involving them in
reviewing and developing approaches
Activity : Polices and procedures a)
Working in groups, list all the policies and
procedures in your organisation which relate
to safeguarding of learners and staff.
You should have policies and
procedures that cover:
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Safeguarding
Safer Recruitment
Child Protection/Vulnerable Adult Protection
Equality and Diversity
Health and Safety
Learning and Teaching
Anti-bullying
Whistle-blowing
Acceptable use of technology
continued...
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Staff Code of Conduct
Volunteering
Lone Working
Learner Behaviour Policy
Learner Complaints
Learner Recruitment
Risk Assessment
Activity: Polices and procedures b)
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In your groups, identify any situations where the actions of
staff could be placing themselves in a position of vulnerability
in relation to safeguarding: e.g. using personal mobile phones
for communicating with learners
Now look back at your list of policies and procedures and
identify which of these are designed to provide support and
guidance for staff in these situations
Safeguarding and risk assessment
The following areas may be covered by your Risk
Assessment process:
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Trips
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Work placements
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Certain workshop/practical activity
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Lone working
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Other learners (where applicable)
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Home visits
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Mixed age groups within one learning cohort
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Multiple sites
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Travel between sites …………
Involving and informing learners
and staff
The best way to protect learners and staff is to empower
them to protect themselves
We should:
• Ensure that they have an understanding of what is
appropriate and what is not
• Help them to challenge what is inappropriate
• Give them avenues to address and report their concerns
• Involve them in the development and review of approaches
to safeguarding
Training and awareness raising:
• 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
• Discussion at team meetings
• Specialist training for the designated safeguarding person/s
• Information disseminated using wide range of methods e.g.
intranet, briefings, newsletters etc.…..
Developing a culture of vigilance
Whose responsibility?
• Senior management
• A specialist Designated
Person for safeguarding
• All staff and volunteers
• Governors/board
members/trustees
• Partnerships
How ?
• Through robust application of
safeguarding policy and
procedures
• Through safer recruitment
• Through Designated Person,
line management, appraisal,
etc.
Roles and responsibilities:
the role of the Designated Person
• To promote positive safeguarding procedures and practice
• Receive information and offer advice about safeguarding
concerns, maintain secure records and take appropriate action
• To be familiar with national and local safeguarding guidance and
referral procedures
• To assess the development needs of staff and co-ordinate
training
• To keep all staff and volunteers informed of good practice and
development
• To monitor safeguarding cases in the organisation
Everyone’s responsibilities
The 5 Rs
Recognise
Respond
Report
Record
Refer
Types of abuse
• Physical
• Emotional
• Sexual
• Neglect
From Working Together to Safeguard Children, HM
Government, 2006
Also:
• Bullying, financial abuse and
• Domestic violence
Activity
The first R - Recognise:
• Signs and indicators in the learner that may cause you to be
concerned that they are being abused
• And behaviour of the potential abuser which may cause you
to be suspicious
The second ‘R’; respond
The following 5 actions are required if receiving a
safeguarding disclosure or concern:
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Listen
Ask open questions not leading questions
Do not make promises
Do be clear about what happens next
Don’t panic
Activity
Case Study 1
A learner approaches you and tries to explain that they are
worried about a friend who they believe is being abused . They say
that they have approached you because they trust you.
What action do you take?
Case Study 2
You have been off work recently and during this time have, on a
number of occasions, seen a part-time member of the teaching
staff socialising with one of your learners. You happen to know that
this learner is currently having a difficult time at home you are also
worried as this learner is 17 years old.
What action do you take?
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Designated Person Flowchart
Safeguarding policy and activity to promote it
All staff, volunteers, contractors and learners
Any concerns about learners or staff re safeguarding
Dealt with
internally.
Record and
monitor
Designated person
and/or deputy:
Gathers information
Takes advice
Makes judgement
Local Authority
Designated Officer
Local
Children’s
Safeguarding
Services
Board
Independent
Safeguarding
Authority
Police
Adult
Services
Module 3: The legislation
An overview:
• The current legislation
• What is the Independent Safeguarding Authority (ISA)
• The impact on staff
The Government Review
In June 2010 the Home Secretary called for a review of
the intended Vetting and Barring scheme and delay of
the start of the scheme.
The review concluded Feb 2011 and recommendations
have been made to Government.
However new safeguarding regulations introduced in
October 2009 continue to apply.
Activity
Who has contact with your learners?
The legislation
(October 2009)
A person who is barred from working with children or vulnerable
adults will be breaking the law if they work or volunteer, or try to
work or volunteer with those groups.
An organisation which knowingly employs someone who is
barred to work with those groups will also be breaking the law.
If your organisation works with children or vulnerable adults and
you dismiss a member of staff or a volunteer because they have
harmed a child or vulnerable adult, or you would have done so if
they had not left, you must tell the Independent Safeguarding
Authority.
The VBS remodelling – February 2011
Recommendations to government:
• merging
the CRB and ISA to provide a barring and criminal
records checking service
• only
those working closely and regularly with children and
vulnerable adults will need checks
• portability
of criminal records checks between jobs and ability to
update status
• no
requirement to register with the VBS and then be continuously
monitored
• more
stringent guidelines to employers on criminal records
checks
Visit the ISA website to see the full report – www.isagov.org.uk
Organisational planning: CRB
checks and risk assessments
Until the changes are implemented (over the next few years)
organisations need to continue to use Criminal Records
Bureau (CRB) checks, including checking barred status.
Who can be CRB checked will be determined by individual
staff, volunteers and contracted staff roles and their level of
contact with learners.
In other contexts it will be necessary to use a risk assessment
process to determine what other safeguards could be applied
The Bichard Report –
recommendation 19
“New arrangements should be introduced requiring those
who wish to work with children or vulnerable adults, to be
registered. The register would confirm that there is no
known reason why an individual should not work with
these client groups.”
This led to the setting up of the Independent Safeguarding
Authority
What is the Independent
Safeguarding Authority (ISA)?
• Non-Departmental Public Body set up in response to The
Bichard Report – Recommendation 19
• The ISA will manage the ‘barred’ lists – these lists are of
those who are unsuitable to work with children and
vulnerable adults
Key features of the legislation
• Linking information to inform the barred lists
• ISA referrals process
• ISA Decision Making process
Recommendation is to abolish plans for:
• ISA Registration
• Free online checking
• Continuous monitoring and informing
employers/associations of changes in individual employee /
volunteer status
Staffing impacts
• Organisations need to have a clear policy relating to their
vetting check requirements and these need to be
communicated to all staff
• If an existing member of staff is barred, they must be
moved from working with children and vulnerable groups
immediately
• Unsubstantiated or malicious allegations won’t be
enough to get a member of staff barred
• Individuals may make representations against being
barred in most circumstances
In summary
• We owe it to all learners and staff to keep them as safe as we
can
• It is not just good practice, but a requirement, to have
effective policies and procedures in place
Module 4: Development and
support
Information and support for learners
and staff
• It is important to note that all incidents must be reported and
that some learners may need specific support linked to
different issues
• It is important that organisations offer staff access to both
practical and personal support around safeguarding issues
• Your handbook (reference Appendix 1) contains suggestions
of organisations that can support vulnerable learners and
young people and adults generally
• You may know of local support agencies as well
E-learning resource
Assessment
• Available via the LSIS virtual learning environment (VLE) as part
of the on line learning resource at www.leadershiplearning.org.uk
• Multiple choice
• 2 assessments:
• One covering modules 1 and 2
• One covering all the modules
• Range of questions
• Testing understanding and knowledge
• Certificate if successful score achieved
• No feedback as assessment not quiz