Transcript PowerPoint F2F

Safeguarding Learners in the Learning and Skills
Sector
Presented by –Andy Ashley
Date – 8th and 11th September 2010
Aims and Objectives
Aim:
To update on the wider context for the
safeguarding of young people and
vulnerable adults
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Aims and Objectives
Objectives of the workshop:
• To identify the legislative context and key
policy drivers which have informed the
safer recruitment and wider safeguarding
agenda
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• 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….
• To identify the importance of creating a whole
organisation approach towards safeguarding
• To understand the roles and key purposes of other
agencies, especially the local safeguarding boards
• Be aware of the new Independent Safeguarding
Authority (ISA) and its implications for safer
recruitment
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A Need for Ongoing Vigilance
• The need for safeguarding and safer
recruitment was highlighted by the Soham
case and the murders of Holly Wells and
Jessica Chapman by Ian Huntley.
• The findings in Sir Michael Bichard’s report
(2004) identified flaws and shortcomings in
recruitment when working with children or
vulnerable adults.
• Without vigilance Ian Huntley, for example,
was employed as a caretaker at Soham
Community School.
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The Bichard Inquiry 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.”
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Definitions
• Child or young person:
up to their 18th birthday
(UN convention of the Rights of the Child)
• Vulnerable adult - a person who has attained the
age of 18, and:
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• is receiving any form of health care
• is receiving a service or participating in an activity
which is specifically targeted at people with agerelated needs, disabilities or prescribed physical or
mental health conditions or expectant or nursing
mothers living in residential care
• age-related needs includes needs associated with
frailty, illness, disability or mental capacity
For more details see Section 59 of SVG Act
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
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So what are we safeguarding
learners from?
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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
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• Unsafe activities and environments
And…
• Accidents e.g. road, home
• Crime
• Fear of crime
• Exploitation including financial abuse, sexual
exploitation, forced marriage
• Immigration issues
• Potentially unsafe environments e.g. parks,
sports grounds
• Homelessness and unsuitable housing
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• Victimisation due to race, sexuality, faith,
gender, disability and so on
Photograph provided by a-2-e
Photograph provided by a-2-e
Everyone’s Responsibilities
The 5 Rs
Recognise
Respond
Record
Report
Refer
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Activity
The first R - Recognise:
• Signs and symptoms one may become aware of
in the victim which may cause concern
• What other explanations might there be for these
signs and symptoms?
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Who are the potential abusers?
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Potential Abusers
• Strangers, e.g. predatory paedophiles
• Family members
• Friends and acquaintances
• Staff working in the sector including peripatetic
staff e.g. assessors and agency staff
• Externally contracted staff e.g. security staff,
transport staff
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Continued…
• Volunteers
• Governors/trustees/board members
• Other learners
• Themselves
• Anyone (potentially!)
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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
Designated Person Flowchart
Corporation/
Board
Complaints
Concerns
Chair/ Principal
Learners
Complaints
Concerns
Staff/ Student
Union
Staff
Complaints
Concerns
Line manager /
Trade Union
Contractors
Complaints
Concerns
Contract
manager
Volunteers
Complaints
Concerns
Volunteer coordinator
Complaints
Concerns
Relationships
manager
Safeguarding
Policy
Activities
promoting
Safeguarding
Policy
Stakeholders/
Partners
Designated Person/s and/or Deputy/ies
Investigate, Record Refer to ISA
Resolved - No
further action.
Children/ Adult
Services
Report
Report
Police
Record
Any individual is able to report
directly to the designated
person should the situation
require this
Safeguarding
Children Board
Investigation
Prosecution
No further
action
Record
Activity
Case Study
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?
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External inspection will look at:
• Whether there is an awareness of safeguarding across the
organisation including staff and learners
• Whether providers have safeguarding systems in place and are
critically looking at existing practices
• Whether learners feel safe
• Whether providers have looked at their policies to include
safeguarding
• Whether providers have made decisions around ISA/ CRB
checks and who should be included in these
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External inspection continued…..
• Whether there is staff training on safeguarding to
ensure all understand the requirements and duties to
safeguard all learners including vulnerable adults
• Whether the provider knows about the requirements on
vetting and barring
• Whether the organisation is proactive and taking the
right steps
• Whether the organisation has links with the local
safeguarding board LSB (for details of LSB’s
www.everychildmatters.gov.uk/lscb)
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E-learning Resource
http://www.leadershiplearning.org.uk/
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Assessment screen
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Revisiting the 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 explore
ways of safeguarding young people and
vulnerable adults in adult and community
learning
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Continued….
• To identify the importance of creating a whole organisation
approach towards safer recruitment and safeguarding
• To understand the roles and key purposes of other
agencies, especially the local safeguarding boards
• Be aware of the new Independent Safeguarding Authority
(ISA) and its implications for safer recruitment
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