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Safeguarding in the learning and skills sector (SITLASS) Presented by –Andy Ashley Date – 5th September 2012 Aim To introduce tutors to the wider context for the safeguarding of young people and vulnerable adults Workshop content • Module S1 The Context • Module S2 A Safer Environment • 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 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 • 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 • Detained in institutions or because of other laws • 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… • • 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 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!) 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 17 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) 18 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 You should have policies and procedures that cover: • • • • • • • • • 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... • • • • • • • Staff Code of Conduct Volunteering Lone Working Learner Behaviour Policy Learner Complaints Learner Recruitment Risk Assessment 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 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 The second ‘R’; respond The following 5 actions are required if receiving a safeguarding disclosure or concern: • • • • • Listen Ask open questions not leading questions Do not make promises Do be clear about what happens next Don’t panic 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 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