Safeguarding in the learning and skills sector (SITLASS)

1. Safeguarding in the learning and skills sector (SITLASS)

2. Aims and Objectives Aim: To update on the wider context for the safeguarding of young people and vulnerable adults

3. 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 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

4. 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

5. 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.

6. Programme structure Module S1 The Context Module S2 A Safer Environment Module S3 The October 2009 Legislation Module S4 Development and Support

7. The journey to here…….

8. The journey to here…….

9. 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….’

10. Definitions • Child or young person: up to their 18th birthday (UN convention of the Rights of the Child)

11. 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

12. 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

13. What is child protection? What is safeguarding? What’s the difference?

14. 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.

15. 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

16. Activity So what are we safeguarding learners from?

17. 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

18. 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

19. Who are the potential abusers?

20. 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!)

21. So why is this important?

22. 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 22

23. 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) 23

24. 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

25. 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 TowardsExcellence) • 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.

26. Activity – Key elements for inspection Activity Do you know how safe your learners feel? If so how? Do you know how safe staff feel? If so how? How is safeguarding promoted across the organisation?

27. 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

28. 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

29. 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.

30. 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

31. continued... Staff Code of Conduct Volunteering Lone Working Learner Behaviour Policy Learner Complaints Learner Recruitment Risk Assessment

32. Activity: Polices and procedures b) 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

33. Safeguarding and risk assessment The following areas may be covered by your Risk Assessment process: Trips Work placements Certain workshop/practical activity Lone working Other learners (where applicable) Home visits Mixed age groups within one learning cohort Multiple sites Travel between sites …………

34. 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 ofwhat is appropriate and what is not • Help them to challenge what is inappropriate • Give them avenues to address and reporttheir concerns • Involve them in the development and review of approaches to safeguarding

35. 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.…..

36. 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.

37. 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

38. Everyone’s responsibilities The 5 Rs

39. Types of abuse • Physical • Emotional • Sexual • Neglect • From Working Together to Safeguard Children, HM Government, 2006 • Also: • Bullying, financial abuse and • Domestic violence

40. 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

41. 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

42. 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? 42

43. Designated Person Flowchart

44. Module 3: The legislation An overview: The current legislation What is the Independent Safeguarding Authority (ISA) The impact on staff

45. 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.

46. Activity Who has contact with your learners?

47. 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.

48. 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.isa-gov.org.uk

49. 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

50. 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