Inroduction to Child Safeguarding Course

Introduction

1. Safeguarding and Child Protection

1.3. Safeguarding and child protection in schools 

While everybody working in education should have heard of the term ‘safeguarding’, you might not be sure what safeguarding in schools actually means. Simply put, when a child is in school, the school is responsible for keeping them safe from harm and abuse. The school should create a safe learning environment, identify children who are suffering from or may be at risk of harm and take suitable action.

Everyone in the school who comes into contact with children and their families and carers has a role to play in safeguarding children. In order to fulfil this responsibility effectively, all professionals should make sure their approach is child-centred. This means that they should consider, at all times, what is in the best interests of the child.

To help protect children in their care, schools should have:

As part of their safeguarding responsibilities, schools should also be teaching children how to protect themselves. Personal, social and health education (PSHE) lessons should explain, for example: 

2. Introduction to Abuse and Maltreatment

Abuse and maltreatment are forms of harm inflicted upon children that can have severe physical, emotional, and psychological consequences. These harmful behaviours can take various forms, including:

References:  
1. Sedlak, A.J., Mettenburg, J., Basena, M., Petta, I., McPherson, K., Greene, A., and Li, S. (2010). Fourth National Incidence Study of Child Abuse and Neglect (NIS–4): Report to Congress. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families.
2. C. Richard Snyder, Academic Press, (7 Jun 2000) – Handbook of Hope: Theory, Measures, and Applications

Child abuse is an appalling crime against some of the most vulnerable in society. It is something that is not often discussed or well understood. For a clear picture, Office of National Statistics gathered data on abuse experienced in childhood in England and Wales, it includes data on sexual abuse, physical abuse, emotional abuse and neglect. While data from Office of National Statistics will not be in your test, you may find it useful:

2.1. Roles and Responsibilities of Those Working with Children and Families

Child protection and the safeguarding of children is everyone’s responsibility: It is not only childcare workers that have a duty to promote the welfare of children and protect them from harm.

When you come into contact with a child/ children, in any way, in your day to day work, it is your job to make sure that their wellbeing is safeguarded. As with the need to report a concern about an adult at risk, refer any concern even if you have some doubt, to a manager who is trained to investigate and substantiate the concern. You should never expect someone else to take action to raise a concern instead of you. If you were the person to whom the disclosure was made, you are the person who needs to raise this.   Your evidence will be more credible than that provided through a third party.

Roles and responsibilities include:

3. Risks and Vulnerability

Risk and vulnerability are distinct concepts that are often used to assess and address the well-being and safety of individuals in various settings.

3.1. Risk

Risk refers to the likelihood or probability that a child or young person may be exposed to harm, danger, or negative outcomes. It involves assessing the potential for adverse events or situations to occur in their lives.  

Risk factors for children and young people can include poverty, substance abuse in the family, parental neglect, exposure to violence, lack of access to education, and inadequate healthcare. These factors increase the chances of negative outcomes or harm.

3.2. Vulnerability

Vulnerability, on the other hand, refers to the extent to which a child or young person may be more susceptible or sensitive to harm, negative experiences, or adverse conditions. Vulnerability is influenced by a combination of factors, including individual characteristics and external circumstances. 

Vulnerability factors can encompass:
These factors determine how well a child can cope with or recover from adverse situations.

Children are exposed to a range of factors which make them more vulnerable to poorer outcomes. Children may fall into more than one group so, for example, some children living in homes where there is adult alcohol dependency may also experience domestic violence. This makes it difficult to offer exact figures on the number of children affected but the Office of the Children’s Commissioner has estimated that overall there are 2.3 million children growing up with a vulnerable background, each of whom may have one or more risk factors (3).

Some groups of children are more likely to be vulnerable than others, often because of other risk factors. The Office of the Children’s Commissioner categorised groups of vulnerable children into 9 domains based on the type of vulnerability which are:

It's important to note that risk and vulnerability are interconnected but distinct concepts. A child may be at risk due to external factors such as a challenging home environment, but their vulnerability, which depends on their individual characteristics and support systems, can influence how they respond to that risk.

In child welfare and protection efforts, professionals assess both risk and vulnerability to determine the appropriate interventions and support services needed to ensure the safety and well-being of children and young people. The goal is often to mitigate risks and enhance protective factors to reduce the potential for harm and promote positive outcomes for children and youth.

4. Responding to Concerns

In the previous section, we discussed the signs that might indicate a child is facing abuse, as well as the concept of disclosure – when someone confides in you about child abuse. This section will outline the necessary steps to take in response.

Reporting suspicions, disclosures, or allegations of child abuse can be emotionally challenging. However, it's crucial to understand that doing nothing is not an option. Numerous investigations into child deaths and severe injuries have highlighted missed opportunities to intervene and prevent harm, such as the tragic cases of Victoria Climbié, Kyra Ishaq, and Baby Peter. It is imperative to treat any suspicions, allegations, or disclosures of child abuse with utmost seriousness. Every individual working with children, their families, or adults in parental or caregiving roles has a duty to safeguard and promote children's well-being.

If your responsibilities involve children, young people, their families, or adults who are parents or caregivers, you should familiarise yourself with your organisation's child protection policies and procedures. It's essential to know whom to contact when you have concerns. While data protection, confidentiality, and sharing personal information may be considerations, it's essential to remember that when there are concerns about a child's safety or welfare, these concerns take precedence over all other considerations. Your organisation might have policies on confidentiality and information sharing that you should acquaint yourself with.

The Local Safeguarding Children Board (LSCB) is a legally mandated partnership consisting of agencies responsible for working with children, young people, and adults who may be parents or caregivers. These organisations have a statutory obligation to collaborate in safeguarding and promoting children's welfare. The LSCB develops multi-agency procedures related to child protection, provides information on related topics, and conducts training events.

4.1. What to Do If You Suspect Child Abuse 

When a child requires urgent medical attention, this should take precedence and be addressed as swiftly as possible. Discussions with colleagues, the child, parents, caregivers, or organisations can occur after the child has received medical care if needed.

If you have immediate concerns that abuse has occurred, or if you are concerned about a child's risk of abuse, refer to your organisation's child protection policies (if they exist) or consult with your manager or staff member responsible for child protection regarding an urgent referral to the child protection team at Children's Social Care (formerly known as Social Services) or the Police. In case a manager is unavailable, it is your responsibility to make an immediate referral. If you are a member of the public or your organisation lacks policies or managers, contact the Police or Children's Social Care immediately. Document the actions you take and the reasons for them. Sign and date this record and keep it secure.

If you have concerns about the possibility of child abuse or the risk of abuse, you must record these concerns, as outlined in Section 2. Your organisation may have a child protection policy or procedure, and you should follow the guidance provided therein. Discuss your concerns with your line manager or the staff member responsible for child protection. If you remain concerned but unsure about the next steps, you or your manager/child protection staff member should seek guidance from a colleague at Children's Social Care or the Police. This can be done without disclosing names or specific details.

If you are a member of the public, work independently, or your organisation lacks child protection procedures, it may be beneficial to contact Children's Social Care to discuss your concerns before making a referral. This is particularly helpful when your concerns are not clear or specific.

Regardless of whom you discuss your concerns with, it's crucial to agree on the next steps, their timeline, and who is responsible for taking action. Document this clearly. If you continue to have concerns, even if you are uncertain about abuse, make a referral to Children's Social Care, the Police, or the NSPCC National Helpline*.

NOTE: Statutory sector staff should not make referrals to the NSPCC National Helpline. This resource can be used for information and advice, but all referrals from staff in statutory sector agencies must go through the Police or Children's Social Care.

4.2. Handling Disclosures of Abuses

Disclosure by a child who is suffering abuse or about a child by another child or adult:
If child abuse is disclosed to you, the disclosure must be taken seriously.

5. Recording and sharing

If you are a professional, it is best practice to discuss your concerns with the child, considering their age and understanding. Whenever possible, you should also engage with the child's caregivers/parents. Research indicates that being open and honest about your concerns is often met with respect by parents/caregivers, increasing the likelihood of their cooperation with agencies. Conversations with parents about observations you've made may uncover innocent explanations, such as reasons for weight loss, injuries, or significant changes in the child's behaviour. You might gain insights into family dynamics and circumstances that require additional support for the child, especially during challenging family situations like separation or divorce.

However, you should not disclose your suspicions and concerns to parents/caregivers if you believe that:

It's essential to clarify that your role is not investigative but rather aimed at discussing concerns with parents, caregivers, or the child to seek clarification about what you've observed or been told. If you are uncertain about discussing your concerns with a parent, caregiver, or child, seek advice.

Regardless of the circumstances, the child's welfare and safety must always take precedence, despite any impact that referring to the appropriate agencies may have on the child's parents or caregivers. Your focus must always remain on the child.

5.1. Making a Referral 

Your organisation's child protection policy may specify who should make a referral. If you are uncertain or if the designated person is unavailable, you should take it upon yourself to make the referral. You can refer to the Assessment and Safeguarding Team at Children's Social Care or the Police.

Ensure you have all available information about the child at hand when making the referral. Provide as much relevant detail as possible to the organisation you are referring to. At a minimum, include:

Keep a record of which agency you made the referral to, who you spoke with, and their agreed-upon next steps (e.g., what actions will be taken and when). Inform the person you speak with that you wish to be kept informed of developments. However, if you are not directly involved in further inquiries into possible child abuse, you may not receive extensive information, as this could compromise the investigation or inquiries.

If you are a professional, follow up your telephone referral with a written referral within 48 hours. Keep a secure copy for your records.

Children's Social Care should acknowledge receipt of your written referral within one working day. If you haven't received confirmation within three working days, contact them again and document the details of your conversation.

5.2. What Comes Next? 

Once you have made a referral, information will be collected, and decisions will be made regarding the next steps. You may be involved in these discussions and deliberations.

An assessment will be conducted, which may determine the need for support services or raise serious concerns about the child's welfare. Depending on the actions taken by the organisation you referred to, you may need to play a further role in the process. This could range from participating in the assessment to attending a Child Protection Conference or, less frequently, providing testimony in court. To prepare for any of these scenarios, retain all your original documentation and notes.

If a Child Protection Conference is convened, Children's Social Care will arrange it, and relevant professionals working with the child and family will attend. When appropriate, the family and child will be invited. The conference will assess the risks to the child, determine if the child is at risk of harm, and plan the necessary steps to protect the child. These plans often involve supporting parents/caregivers to provide safe and appropriate care for their child/children.

In some cases, it may be concluded that there is insufficient information to take further action. Using the Common Assessment Framework (CAF) or Early Help Assessment (EHA) may be appropriate in such situations. If you are uncertain about whether or how to proceed, seek guidance from Children's Social Care or consult your local Integrated Services Manager. However, if you continue to believe that the child is at risk or facing abuse or if you obtain new information indicating a change in the situation, do not give up. Be persistent and make another referral if necessary. Seek support from your manager, senior colleagues, child protection advisor, or community-based services (e.g., counselling services, faith leaders), but be cautious not to breach confidentiality.

Handling child protection matters can be stressful and distressing for all involved, including yourself. Identify sources of support, whether within your organisation from a senior colleague, manager, or counselling service, or from your community or external counselling services, and make use of this support.

Note: Maintain the confidentiality of all parties involved by not discussing the case in public places or revealing details that could identify the child, young person, and/or family.

5.3. The 5 Rs of safeguarding

The 5 Rs of safeguarding provide an easy-to-remember process for keeping vulnerable people safe. Sometimes, the 5 Rs of safeguarding are referred to as the 4 Rs of safeguarding. They refer to the same concept, so you may see both being discussed in relation to safeguarding.

The 5 Rs of safeguarding are:

6. Guidance for Good Practice 

6.1. Guidance for Ethical Information Sharing

Many individuals and organizations often grapple with the question of when and how to share information while respecting confidentiality policies and adhering to legislation like the Data Protection and Human Rights Acts. However, safeguarding and promoting the welfare of children should always take precedence, necessitating the sharing of concerns about children and their parents or caregivers. The following principles can help establish ethical information sharing practices:

6.2. Handling Allegations of Child Abuse Involving Staff and Volunteers 

If you are a concerned member of the public, worried about potential child abuse involving anyone known to you, including employees or volunteers in your area, contact Children’s Social Care or the Police.

Allegations of abuse involving staff and volunteers must never go unreported. While it is rare for children to make false allegations, all allegations of abuse within organizations belonging to the Local Safeguarding Children Board (LSCB) must be reported immediately to the Senior Manager within your organization (SMO) if available. If your agency lacks an SMO, contact the Local Authority Designated Officer (LADO). If you believe there is an immediate risk to a child, contact Children's Social Care or the Police. Refer to your Local Safeguarding Children Board website or Customer Service Centre for procedures and LADO contact details. 

6.3. Government Legislation and Policy 

The Children Act 1989 outlines the duties and responsibilities of local authorities in intervening when children are at risk of suffering significant harm due to abuse or neglect. This Act provides the legal framework for local agencies to work together, share information, and safeguard and promote children's welfare. Agencies subject to this duty collaborate through the Local Safeguarding Children Board (LSCB), which develops procedures, conducts multi-agency training, and ensures mutual accountability. For Full Children Act 1989 please follow the link: 
https://www.legislation.gov.uk/ukpga/1989/41/contents

The "Working Together to Safeguard Children" document delineates how individuals and organizations should collaborate to safeguard and enhance children's welfare. For Full “Working together to Safeguard children” documents please go to: 
https://www.gov.uk/government/publications/working-together-to-safeguard-children--2

6.4. Promoting Ethical Practice

Child Protection Policy and Procedures: If your organization already has child protection policies and procedures in place, become familiar with them and ensure they are up-to-date, reflecting recent legislative and policy changes. If your organization lacks these policies or they are outdated, request the production of up-to-date ones or seek guidance from your Local Safeguarding Children Board, the NSPCC, or their respective websites.

Guidelines for Ethical Practice: Consider working with colleagues to establish a set of guidelines, if not already in place. These guidelines may encompass a staff code of conduct for working with children and specify who in your organization requires child protection training and its type.

7. TEST

The online assessment is taken on completion of the training material. You will be asked 25 multiple choice questions with a pass mark of 80%. The answers are marked automatically so you will instantly know whether you have passed. If you don't pass don't worry! You can take the test as many times as you need with no extra charge. After successful completion of your course, digital PDF certificate will be available for you to download.