Northumberland County Council Learning and Skills Service Welcome
Northumberland County Council Learning and Skills Service Welcome to class, whilst you are waiting log on to the computer
Safeguarding 1 Welcome your tutor today is Mona. Armstrong@Northumberland. gov. uk
Session Aim The aim of the unit is, to provide the learners with the knowledge and skills to enable them to confidently Safeguard Children, Young People and themselves in the workplace.
Sensitive subject we can help You may find this subject upsetting. Should you need to take time out then please take time. We have highly qualified Safeguard leads, Brian Harrison and Gillian Fox. You can contact them direct, use Tootoot, or talk with your lecturer should your require support. We can also support with counselling and mentors depending on your needs.
Learning Outcomes ü ü Identify Legislation Policy, Procedure and Guidance State the Importance of Safeguarding Describe signs, Symptoms, Indicators and Behaviours that may cause concern. Describe actions to take Note: -Some work may cross reference to/from the Health and Safety Unit.
Extension Activity Complete your assessment plan and submit By Completed work to be handed in Week beginning 25 February 2019
Extension Activity Free Safeguarding Courses to enhance your CV https: //www. virtual-college. co. uk/resources/freecourses/keep-them-safe
Courses Available Awareness of forced marriages https: //www. virtual-college. co. uk/resources/freecourses/awareness-of-forced-marriage Safe from sexual exploitation https: //www. virtual-college. co. uk/resources/free-courses/keepthem-safe PREVENT https: //www. virtual-college. co. uk/resources/free-courses Awareness of FGM https: //www. virtual-college. co. uk/resources/freecourses/recognising-and-preventing-fgm
Learner to achieve It is expected that you will make an effort and be resilient by üTake pride in your work üWork independently üStay motivated and engaged üPersevere through challenges üLearn from a mistake üRedo and improve
Keep yourself and others safe and comfortable
Our Class rules To work together To value the opinion of your peers To participate To show respect to your tutor and peers Independent learners to work quietly, we value your input so please join in with discussions. Mobile phones to silent please.
SHEDDS and British Values • • SHEDSS Refer to current SHEDSS/ Hot topic handout and discuss 1 current issues What is PREVENT? https: //www. youtube. com/watch? v=Ei 3 LIe 7_mj 8
Following of from the Health and Safety Topic what is Safeguarding? What comes to mind when you hear the words SAFEGUARDING AND CHILD PROTECTION. 5 minute discussion in pairs Feedback
What is Safeguarding? Safeguarding - an umbrella term used to describe any measures to help keep children, young people and vulnerable adults safe from a wide range of dangers, from accidents in the home/nursery/school to substance abuse and un protected consenting sex. Child Protection - is covered within this umbrella term. Child protection is about measures that we take to keep children and young people safe from abuse and harm intentionally caused to them by another person. Source Nelson Thornes Children and Young People ‘s workforce L 3 by M Walker
Research Activity In small groups Research your settings policy and procedure for Safeguarding Children. Identify legislation and guidelines for Safeguarding and Welfare of children and adults in your setting. Ensure you include PREVENT. Include an example of how you have applied the Safeguarding Policy in your setting. Feedback to the group in 15 minutes.
FEEDBACK What might be included a settings Safeguarding Policy and Procedure
State the Importance of Safeguarding In pairs write a statement stating the importance of Safeguarding. Present in a poster/powerpoint Feedback in 10 minutes: Share with the group.
What is your role as a practitoner? ● ● ● It is crucial that all practitioners working with children and young people are aware of the signs, symptoms and different types of abuse. It is vitally important you, as a practitioner are able to recognise signs and symptoms of a suffering child. It is vitally important you know who to report these concerns to within your setting. Task 2 10 mins; In pairs discuss why?
What do you need to do? • Keep children, young people and yourself safe • Recognise potential patterns to protect the child or young person • Understand the importance of safeguarding • Be able to fully understand your role and that of others in your team • Be confident when or if you need to deal with any disclosure.
What are the four main types of abuse? Task 3 10 mins • • Physical; Emotional; Sexual; Neglect; Task 3; Group 1 will note down possible signs of physical and emotional. Group 2 will note down possible signs of sexual and neglect. We will then peer feedback.
Neglect • • • Neglect is a failure to thrive. When parents or carers DO NOT provide adequate support, food, clothes warmth, shelter care and protection to the child. Signs/ symptoms; Constantly hungry, poor personal hygiene, untreated medial issues, stealing food, destructive tendencies. It is important to recognise the symptoms but equally important to consider each child and life circumstances. A child may fall into this category of abuse but actually have loving parents or carers who are living in poverty.
Physical • • Physical abuse is when a child or young person is subject to deliberate harm. It can involve, hitting, punching, biting, burning, shaking causing pain and injury to the child or young person and in some cases causing death. Signs/symptoms; Unexplained injuries/bruising/marks/ burns etc. Wearing long sleeve clothes to cover any marks or bruising Repeated running away issues Role play behaviours connecting to physical punishments. Many signs can be connected with accidental injuries it is important to be aware of accidental and non accidental injury sites on the body.
COMMON ACCIDENTAL INJURY SITES Forehead Nose Chin Knees Shins Bony spine Elbows Forearm Hips
NON ACCIDENTAL INJURY SITES skull- fracture, bruising or bleeding under skull from shaking eyes- bruising, black, particularly both eyes mouth- torn frenulum cheek/side of face- bruising, finger marks chest- bruising grasp marks ears- pinch or slap marks neck- bruising grasp marks shoulders- bruising grasp marks Upper and inner arms- bruising and grasp marks back genitals- bruising knees- grasp marks buttocks thighs linear bruising, outline of belt/buckle, scalds, burns
Sexual • • Sexual abuse occurs when a child or young person is forced or persuaded into any sexual acts or situations by others. Children may be encouraged to watch unsuitable materials, they may be harassed, they may be touched or forced to have sex. Signs/ symptoms; Inappropriate sexual knowledge, displayed through role play activities or use of language. Medical issues, pain itching in the genital areas. Depression and changes on behaviours, withdrawn, clingy regression. Wetting or soiling self. Becoming worried when removing clothing
Emotional info slide • • Emotional abuse can be identified when a child is lacking love, security and approval. A child or young person may be constantly blamed or shouted at. Signs/ symptoms; Delayed development Sudden speech problems Fear of new situations Lack of confidence/self esteem Withdrawn
Bullying/ harassment • • • This is also a form of abuse often affecting children and young people It can include all characteristics of abuse; Emotional bullying; not speaking to the person, ridiculing the person and humiliating the person. Physical bullying; pushing, hitting, biting, burning Verbal bullying; name calling, spreading rumours and teasing Sexual bullying- Unwanted constant and abusive comments.
Be aware of cultural practices which can be harmful Harmful traditional practices are forms of violence which have been committed primarily against women and girls in certain communities and societies for so long that they are considered, or presented by perpetrators, as part of accepted cultural practice. In groups research cultural practices which could be harmful. Feedback in 10 minutes.
Be aware of cultural practices which can be harmful - feedback HONOUR BASED VIOLENCE So called “honour crime”, “honour-based violence” or “izzat” (mainly a South Asian term) embrace a variety of crimes of violence mainly perpetrated towards girls and women, including assault, imprisonment and murder where the person is being punished by their family or their community. The family or community are punishing them for undermining what they believe to be the correct code of behaviour. FEMALE GENITAL MUTILATION. FGM is an illegal, extremely harmful practice and a form of child abuse and violence against women and girls, and therefore should be dealt with as part of existing child and adult safeguarding / protection structures, policies and procedures. FORCED MARRIAGE Hundreds of people in the UK (particularly girls and young women), some as young as nine, are forced into marriage each year. A 'forced' marriage, as distinct from a consensual 'arranged' one, is a marriage conducted without the full consent of both parties and where duress is a factor. Duress cannot be justified on religious or cultural grounds. PREFERRED SEX OF A CHILD Some cultures have a preference for a male child. Expectant mothers and new babies could be at risk if a female child is expected and a male is desired.
What actions would you take? • • Task 4 If a child or young person provided you with evidence of an allegation they had been abused, harmed, bullied or even may be at risk WHAT ACTIONS WOULD YOU TAKE? In groups discuss your roles/ responsibilities and any limitations to you in your setting. What would be your course of action? Do you know what to do? Who would you speak to with your concerns? Example; Volunteer in setting, report to class teacher/mentor In your groups create a mind map or list your evidence.
Feedback Teacher, Head of school, setting manager or Designated Safeguarding Officer (DSO) or Safeguarding Champion Designated Officer (previously LADO), OFSTED. Maintain CONFIDENTIALITY however YOU MUST pass on any information to your DSO within your setting. DSO will gather information and may talk with other agencies to resolve the issue or to gain further advice. You need to ensure you record that you have raised concerns on the child’s personal records, date and sign. Alternatively email Safeguard Lead and explain you have concerns –– FREEDOM OF INFORMATION ACT You have a duty of care to safeguard children and young people in your care.
NCC Designated Officer previously (LADO) The Designated Officer (formerly known as the Local Authority Designated Officer or LADO) should be informed of all cases in which it is alleged that a person who works with children has: Behaved in a way that has harmed, or may have harmed, a child; Possibly committed a criminal offence against children, or related to a child; or Behaved towards a child or children in a way that indicates they may pose a risk of harm to children, for example if their conduct falls within any of these categories of abuse Physical Emotional Sexual Neglect. Allegations made against workers who are paid, unpaid, volunteer, agency, casual and self-employed as well as foster carers, and adoptive parents of children on Placement Orders should all be reported to the Designated Officer. This should be done within 24 hours of the incident. Adam Hall Tel: 01670 623979 Email: LADO@northumberland. gov. uk or Adam. hall 01@northumberland. gov. u https: //www. northumberland. gov. uk/Children/Safeguarding-children-information-for-
Whistle blowing • WHISTLE BLOWING; “PASSING ON INFORMATION ABOUT THE BEHAVIOUR OF COLLEGUES OR MANAGERS IN YOUR SETTING”. • • Your setting should have a Whistle blowing policy. This policy provides you with the advice and guidance you will need to report any concerns that are deemed to be a safeguarding issue.
Legislation and policy Research task; 10 Mins In small groups use the laptops or your text books to research legislation and policy connected to safeguarding children and young people. Your settings policy and procedure will also give your guidance
The main pieces of legislation and guidance documents that you should be aware of include • • • Working Together to Safeguard Children 2018. Human Rights Act 1998 United Nations Convention on the Rights of the Child 1998 Help Children to Achieve (Every Child Matters)2010 guidance Children Act 1998/2004 Counter Terrorism and Security Act 2015 Prevent Duty and Fundamental British Values Care Act 2014 Keeping Children Safe in Education 2018. GDPR and the Data Protection Act 2018. Statutory Framework for the Early Years Foundation Stage 2017 Df. E website.
Time to work on your Assessment Plan
Useful Sources Policy and procedure of your setting Handbook for your course Class notes and information NCC website http: //www. northumberland. gov. uk/Children/Safeguarding/Sa feguarding-children-information-for-professional. aspx nspcc https: //learning. nspcc. org. uk/child-protectionsystem/england/ See also Information stored on padlet https: //padlet. com/nicola_lingard/s 9 sh 9 r 6 mdox 6
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