Staffordshire Safeguarding Children Board (SSCB) Workforce Development and Training Quality and Assurance Strategy Version 2 Sept

Transcription

1 Staffordshire Safeguarding Children Board (SSCB) Workforce Development and Training Quality and Assurance Strategy Version 2 Sept

2 Introduction: This strategy will outline the role and responsibilities of SSCB and its partners in ensuring appropriate quality standards across single and inter-agency training. This includes training delivered by members of the SSCB local training team, partnership training providers, external trainers contracted to the SSCB and trainers providing Level 1 child protection training within Staffordshire. The document will introduce a single agency quality assurance process, the SSCB core level 1 slides and the process for their use; outline the standards for SSCB training delivery and the quality assurance, evaluation and measuring the impact processes involved. Research for the Department of Children, Schools and Families and the Department of Health 1 has shown that inter-agency training is highly effective in helping professionals understand their respective roles and responsibilities, the procedures of each agency involved in safeguarding children and in developing a shared understanding of assessment and decision-making practices. Further, the opportunity to learn together is greatly valued; participants report increased confidence in working with colleagues from other agencies and greater mutual respect. (4.3) Context: The Working Together to Safeguard Children 2 guidance states that Local Safeguarding Children Boards (LSCBs) has a range of role and statutory functions including developing local safeguarding policy and procedures and scrutinising local arrangements. The statutory functions 3 of LSCBs include: 1 Carpenter et al (2009) The Organisation, Outcomes and Costs of Inter-agency Training to safeguard and promote the welfare of children. London: Department for Children, Schools and Families 2 Working Together to Safeguard Children. DfE, Regulation 5 of the Local Safeguarding Children Boards Regulations 2006 sets out that the functions of the LSCB, in relation to the above objectives under section 14 of the Children Act 2004 Version 2 Sept

3 Developing policies and procedures for safeguarding and promoting the welfare of children in the area of the authority, including policies in relation to: Training of persons who work with children or in services affecting the safety and welfare of children; Monitoring and evaluating the effectiveness of what is done by the authority and their Board partners individually and collectively to safeguard and promote the welfare of children and advising them on ways to improve; In order to fulfil its statutory function 4 under regulation 5 a LSCB should use data and, as a minimum, should: Monitor and evaluate the effectiveness of training, including multi-agency training, to safeguard and promote the welfare of children. In addition Working Together to Safeguard Children 2015 (pg. 67) goes on to say; LSCBs do not commission or deliver frontline services though they may provide training. While LSCBs do not have the power to direct other organisations they do have a role in making clear where improvement is needed. Working Together to Safeguard Children 2015 also highlights the responsibilities of employers in relation to training; these can be found in Appendix A. This quality assurance process document supports the SSCB in meeting its responsibilities and operates within the SSCB Workforce Development and Training Strategy and through the SSCB Workforce Development and Training sub-group. 4 Working Together to Safeguard Children 2015.DfE.page 67 Version 2 Sept

4 Training Standards for SSCB Training Delivery What are the Standards? All training delivered by SSCB will be expected to meet the following inter-agency principles 5 : The training and facilitation of the training should reflect that the child s welfare is paramount and that it actively promotes and incorporates children s rights and needs The training and facilitation should actively recognise and promote the need for working in partnership with parents and carers All the training and facilitation of the training will incorporate equal opportunities and take into consideration both the diverse needs of the individuals and groups being referred to within the training and the needs of the training audience All appropriate individuals who work with children and / or their carers in the statutory, voluntary and independent sectors have access to the training All training promotes the need for interagency working, bringing together people and organisations, to effectively safeguard children from harm All training promotes SSCB Inter-agency procedures All training promotes the importance of information sharing All course materials and facilitated training will contain and relate to evidence based research and lessons learned Trainers should plan their training in advance and make preparations for the training groups arrival The training should contain an introduction to the aims and outcomes of the course which needs to be revisited at the end of the training to review their completion The trainers should be able to facilitate the training in a safe environment for trainees All training will take account of adult learning styles and offer a blended learning approach Trainers should utilise a variety of training skills and methods to enable the messages from the training to be imparted to the participants The trainer should adhere to a multi agency / interagency perspective at all times All training is responsive to identified local needs and will be subject to regular rigorous review and evaluation 5 Adapted from PIAT Sustaining quality: Standards for Interagency Child Protection Training and Developments updated 2013 Version 2 Sept

5 Local Training Team/Partnership Trainers A large proportion of SSCB training is delivered through the cooperation and contribution of our partners, many of these staff members are a part of the SSCB local training team. As it is important that the standard of this delivery is also high, the following additional standards will apply to the SSCB Local Training Team and partnership trainers. Criteria Training team members will hold a training qualification and/or be a professional with identified relevant experience Training team members will provide evidence of their own continuing professional development through attendance at their own agency / professional related training Training team members will sign an annual Training Team Agreement Training team members will attend SSCB Level 3 training as part of their own professional development An annual workshop will be provided to enable Training Team members to examine/ explore their presentation and facilitation skills. Measure Training team members provide evidence of relevant professional and/or safeguarding development/training (updated at least every 2 years) Training Pool Agreement Attendance certificate for SSCB courses/ Annual Workshop SSCB training events evaluation forms regularly reviewed and updated. External Contracted Trainers SSCB engages external contractors to deliver many of the training programs. Their contracts already contain certain terms and conditions. The standards listed below supplement these terms and conditions : Criteria All external trainers to be asked to provide a CV (not more than two years old) proving relevant experience/qualifications All external trainers to be asked to provide a copy of the programme / handouts. Recommendations for trainers/courses to be sought from other LSCBs where possible. Version 2 Sept

6 All trainers to be issued with a trainer contract which outlines the learning outcomes for each course All trainers to receive a copy of the SSCB Training standards Trainers to provide feedback from evaluation sheets Trainers to be advised if course is being evaluated by Workforce Development and Training Sub-group member and to receive copy of feedback. Measure Trainer information: Trainer CV Course material Recommendation letters/ Trainer contract How is SSCB Training to be Evaluated? SSCB evaluation process s primary consideration will be on the following: To ensure that both single and multi-agency training materials and course content meet appropriate standards. To ensure that all training delivery meets appropriate standards. To ensure that the effectiveness of training is monitored and evaluated and influences the planning of future training and impact on practice. SSCB Training Quality Assurance Scheme, address the relevance, currency and accuracy of course material and the quality of training delivery by applying the following standards: All attendees on SSCB training events will be requested to complete a pre-course evaluation form (see example in Appendix B) and an end of day course form (see an example in Appendix C). The completed forms will be summarised. Trainers will be expected to meet certain minimum standards, these are: o 75% of attendees report that the trainer met the outcomes, either well or very well. o 75% of attendees report that the overall rate of the course was good or excellent. Version 2 Sept

7 If the minimum standards are not met the SSCB Training Manager will observe the training and deal with any trainer issues. All new external contracted trainers will be observed by a member of the WD&T subgroup and the SSCB Trainer Evaluation / Feedback form completed. (See an example in Appendix D). A good practice guide is included as a useful reference document in Appendix E. If the minimum standards are not met the SSCB Training Manager will deal with any trainer issues. Scheme for Evaluating the Impact of Safeguarding Children Training in Staffordshire In order to evaluate short and longer term outcomes and the impact of training on working together and inter-professional relationships SSCB has agreed that the appropriate level of evaluation is to: Evaluate the impact of training by evaluating the changes on the attendees reported level of knowledge in working with others to safeguard and promote the welfare of children 6. Evaluate the impact of training on the practice of participants by evaluating the changes in their level of self confidence in working with others to safeguard and promote the welfare of children Evaluate the impact of skills level by evaluating the increase in their skill level in working with others to safeguard and promote the welfare of children Seek anecdotal evidence of the impact of training by demonstrating how the knowledge and skilled gained has been utilised. Seek anecdotal evidence of the impact of training and how practice has impacted on outcomes for children and young people. In addition to the end of course evaluation process, all events will be subject to a further evaluation 3 months after the event. An online post course questionnaire will be used to identify post course application of learning, including any evidence of this from the 6 Self reporting of self efficacy and confidence has been evidenced as a good predictor of future behaviour (Salas and Cannon-Bowers, 2001 in Carpenter ) Self reporting is more than a selfperception of knowledge and competence; it is an individual s assessment of his or her confidence in their ability to execute specific skills in a particular set of circumstances, or in other words, to use knowledge learnt in practice and thereby achieve a successful outcome. Version 2 Sept

8 perspective of the participant, and their view of whether attending the course made any difference to how they handled, or would handle, a situation. Participants may also be asked to comment and to ask to provide any anecdotal evidence of impact on outcomes for children and young people. As part of the ongoing assessment of impact on practice, each agency representative on the WD&T subgroup will work directly with a sample of 10 learners, each quarter, to evaluate the impact of SSCB training by requiring them to complete, in conjunction with their line manager, the Impact on Practice questionnaire ( see Appendix F) The Importance of Evaluations during Supervision Learning and development activity is a shared responsibility and managers across all agencies should work together to support each other in measuring the impact of training on achieving the best outcomes for children. It is essential that learning and development becomes a standing item on a supervision agenda and one-to-one sessions should include a discussion on learning from any recent course/event. Training follow up is linked to transfer motivation: staff are less likely to change their practice if no one expresses an interest if they have or not (Research in Practice (2012) Training transfer: Getting Learning into practice. Dartington: research in practice). Evaluation motivates people to transfer their learning. Quality Assurance Processes for Induction/Introduction & Single Agency Level 1 Training Although the publication of Working Together to Safeguard Children 2013 and 2015 has removed the specific chapter relating to training, SSCB has agreed to continue to work to the principles outlined in Working Together 2010 (and the SSCB Workforce Development & Training Strategy ) which identifies 8 groups of professionals, all of which will require different levels of training. Working Together 2015 (p.9) highlights two key principles: Safeguarding is everyone's responsibility; for services to be effective each professional and organisation should play their full part; and A child centred approach; for services to be effective they should be based on a clear understanding of the needs and views of children. Version 2 Sept

9 All organisations that work with children, young people and/or their families must implement a mandatory Induction into Safeguarding process and ensure that their staff access Level 1 training (child protection awareness training). SSCB supports partner Induction and Level 1 training by providing access to a number of e-learning modules. This training is free to contributing members of SSCB and is free to the Staffordshire (not Stoke-on-Trent) third sector organisations. The modules are provided to assist organisations that have no alternative provision of such training and to assist in the 3 yearly update requirements. Each member agency of the SSCB, or any other organisation providing services for children, young people and their carers in Staffordshire, will have in place an appropriate training programme, approved by Stokeon-Trent or Staffordshire LSCB. (Please note that a charge will apply to non-contributing Board members). SSCB has developed Core Level 1 slides for those organisation that wish to deliver face-to face training and need guidance/support on what should be included. It is expected that any trainer would be suitably qualified to deliver such training and as such will be part of the audit process. These slides will be available on receipt of a successful application form. This process is available on the SSCB webpage. Support will be available for partner organisation trainers who need extra support or development. All organisations should develop a training strategy that outlines the minimum training requirements for their staff. In order to ensure that organisations that work with children, young people and their families have safeguarding training practices which meet the requirements of SSCB Workforce Development & Training Strategy, a Peer Audit system will be implemented. Individual organisations will be peer audited by members of the WD&T subgroup. The Peer Audit Process Some partner agencies and organisations will provide one Introduction to Safeguarding Children course for all of their staff. Others (often larger agencies and organisations) provide different courses depending on the knowledge and information that various staff roles require. Please note: Each member agency of the SSCB, or any other organisation providing services for children, young people and their carers in Staffordshire, providing such training will need to have it approved by Staffordshire LSCB or Stoke-on-Trent SCB. As part of Staffordshire & Stoke on Trent Safeguarding Children Boards Level 1 Safeguarding Training peer audit process, personnel who are undertaking the peer audit of another organisations training are required to complete parts 2-5 of the checklist. Part 1 of the checklist below needs to be completed by the Training Department or employer of the agency being audited prior to the training being delivered and submitted to the relevant SCB Training Officer / Manager. The trainer criteria form needs to be handed to the trainer to complete on the day and returned to the peer auditor. Version 2 Sept

10 This five part checklist provides subject areas and key messages within safeguarding children that the SSCB Workforce Development &Training Sub Group (WD&T) expects to be covered in an Induction/Introduction to Safeguarding Children training. The subject areas will be covered in more or less depth depending on the needs and focus of the organisation and can be included as flexibly and creatively as required. For example; exploring some basic awareness of child development or increased vulnerability could be included when giving examples of some of the signs and indicators of abuse. The auditor will be a member of the SSCB Workforce Development and Training sub group. The audit tool will consider the provision, content and delivery of Induction (into safeguarding) and Level 1 training (child protection awareness training). This will supplement the training questions included in the S11 Single Agency Audit Tool. On successful completion of this stage, organisations will be issued with a certificate of approval, which will be valid for one year, until an annual review is required. (See Appendix G) Annual Review As Staffordshire is such a large county, it is not possible to complete a full peer audit review for all organisations on an annual basis; therefore the Annual Review process will take place with those organisations whose training has already been approved by SSCB. To ensure ongoing quality assurance and validation of course content, agencies will be required to complete an Annual Review Form, along with the following supportive information: Updated or new trainer records A completed Training Content Checklist to ensure required content is still being covered, and has been appropriately updated. Agencies with approved course content will be informed during each year of any key changes in legislation or policy that need to be reflected in materials, and the checklist at the end of each year will include these. Any analysis of evaluation and impact evaluation of training that has been collected SSCB require partner agencies to co-operate with the scheme. This is a responsibility in line with statutory practice guidance. Therefore if agencies fail to submit training materials and other details for quality assurance, this will result in the matter being escalated for the attention of the Boards and the senior representatives from those agencies. If an agency s training programme fails to meet the minimum standards, the WD&T subgroup will provide recommendations about what needs to be improved and invite a resubmission once those improvements have been made. On successful completion of this stage, organisations will be issued with a further certificate of approval, which will be valid for a further year until the next Annual Review. Version 2 Sept

11 The results of the peer audit and annual review are to be shared within seven days with the organisation and discussed at the next SSCB Workforce Development and Training sub group. Organisations will be expected to respond to any identified deficits in training content within one month. The Process Explained In order to accommodate the potential for different approaches to the provision of Induction/Introduction to Safeguarding Children training this checklist is divided into five parts: Part 1 is aimed at all employers/organisations who work with children, young people and or their families. To be completed by the Employer or Training Department. Depending on the group of the staff the training is being delivered to part 2 through to 5 of the checklist will need to be completed by the auditor. Part 2 is aimed at those members of staff that SSCB Workforce Development and Training Strategy identifies in group 1. Part 3 is aimed at those members of staff which SSCB Workforce Development and Training Strategy identifies in groups 2 8. Part 4 is aimed at those members of staff which SSCB Workforce Development and Training Strategy identifies in groups 2 8. Part 5 is applicable to both groups and is a checklist which identifies key messages that should be reflected in the training. Groups 1 and 2 are more likely to access single agency training only. Other groups (3 8) will also access single agency introduction to safeguarding children training although further training will be needed, including multi-agency training, in order to staff to fulfil their role and responsibilities. Group 1 staff in infrequent contact with children, young people and/or parents/carers who may become aware of possible abuse or neglect. E.g. librarians, GP receptionists, community advice centre staff, grounds men, recreation assistants, environmental health officers. Version 2 Sept

12 Group 2 those in regular contact or have a period of intense but irregular contact with children, young people and/or parents/carers including all health clinical staff, who may be in a position to identify concerns about maltreatment, including those that may arise from the use of EHA. e.g. housing, hospital staff, YOS staff and staff in secure settings, the police other than those in specialist child protection roles, sports development officers, disability specialists, faith groups, community youth groups, play scheme volunteers. Group 3 - Members of the workforce who work predominantly with children, young people and/or their parents/carers and who could potentially contribute to assessing, planning, intervening and reviewing the needs of a child and parenting capacity where there are safeguarding concerns. For example, paediatricians, GPs, youth workers, those working in the early years sector, residential staff, midwives, school nurses, health visitors, sexual health staff, teachers, probation staff, sports club welfare officers, those working with adults in, for example, learning disability, mental health, alcohol and drug misuse services, those working in community play schemes. Group 4 - Members of the workforce who have particular responsibilities in relation to undertaking section 47 enquiries, including professionals from health, education, police and children s social care; those who work with complex cases and social work staff responsible for co-ordinating assessments of children in need. Group 5 - Professional advisors, including named and designated lead professionals. Group 6 - Operational managers at all levels including practice supervisors; front line managers and managers of child protection units. Group 7 - Senior managers. For example; those responsible for the strategic management of services; NHS board members. Group 8 - Members of the LSCB. For example; Board members, independent chair, Directors of Children s Services, elected member, lay members, members of executive and sub/task groups, business support team and Inter-agency trainers. Version 2 Sept

13 Completing the checklist Place a tick in either the yes or the no column to indicate whether the subject matter is included in Induction/Introduction to Safeguarding Children training, and if so what the evidence for that is; e.g. PowerPoint slide Number 4 and Discussion Activity If the response is no then use the action column to indicate how this will be addressed and a timescale for this identified in the date actions to be completed by column. PART 1 EMPLOYER/ORGANISATION TO BE COMPLETED BY THE EMPLOYER OR TRAINING DEPARTMENT The employer is responsible for the organisation and delivery of Induction/Introduction to Safeguarding/single agency level 1 training. Please state how in your organisation Level 1 Safeguarding Children Training is delivered ie: Own Internal Package Own Internal E Learning Package Virtual College E Learning SCB Approved Package Other Please state Content Yes No Evidence / Action Date actions to be completed by Training strategies reflect the requirement for Induction into Safeguarding for relevant staff groups. (To be completed within 3months of starting work) Training strategies reflect the requirement for Level 1 Safeguarding children training for Version 2 Sept

14 relevant staff (To be completed within 6mths of starting work) A system is in place to identify staff requiring training. A system is in place to disseminate course information. A system is in place to ensure those staff requiring Level 1 training attend A follow up process is in place to notify line managers of nonattendance at Level 1 Training Processes are in place for SCB recommendations/updates to be incorporated into training Single agency Level 1 training is evaluated Part 1 checklist completed by Date.. Role in Organisation. Version 2 Sept

15 Part 2 TO BE COMPLETED BY THE PEER AUDITOR this is the minimum content that any Introduction to Safeguarding Children training should have and is suitable for group 1. Content Yes No Evidence / Action Date actions to be completed by Context setting where job role and responsibilities meet, how does this relate to me and my work? Understand the different ways in which children and young people can be harmed by adults, other children and young people, or through the internet Understand what is meant by the following: Sexual abuse, Physical Abuse Emotional abuse Neglect Domestic abuse Child Sexual Exploitation Understand the signs and indicators of possible abuse and neglect at the earliest stage possible ( early intervention and better outcomes for children) Understand your agency/organisation procedure you need to follow if you suspect any child is being abused, neglected or bullied. Know when and how to refer a concern you have about child Version 2 Sept

16 protection. Understand who to consult in relation to a child-protection or child-welfare concerns in your agency/organisation. Understand your duty to report the unsafe practice of others and what to do if there is an allegation of abuse made against a person who works with children. Understand what emergency action needs to be taken to protect a child, including outside normal office hours Know about your local LSCB and any role your agency, organisation or employer has on it. Including how to access the SSCB Interagency Procedures on Know about laws and national guidance relating to protecting (safeguarding) children. Understand that parental problems (for example, domestic abuse or drug and alcohol abuse) can increase the risk of harm to a child. Understand what multi-agency working means for you including the role of SSCB. Understand other agencies roles and responsibilities in keeping children safe from harm Know how to apply policies and Version 2 Sept

17 procedures about sharing information and gaining consent Part 2 checklist completed by Date Role in organisation Version 2 Sept

18 Part 3 In addition to part 2 above, if training is delivered to groups 2 then the content below should also be included. Content identified above Plus: Be familiar with national guidance and local procedures and appreciate your own role and responsibilities and those of others in safeguarding and promoting the welfare of children. Yes No Evidence / Action Date actions to be completed by Understand what is meant by safeguarding and promoting the welfare of children and the different ways in which children and young people can be harmed. Be aware of the Local SCB and its remit. Know what to do if a child or adult discloses abuse. Know how to ask questions if you suspect a child is being abused. Know about the use of the Early Help Assessment (EHA). Know what to do when there is an insufficient response from other organisations and agencies, while maintaining a focus on safeguarding and promoting the welfare of the child. Understand when you are required to consult with a manager/designated person. Be able to make judgements Version 2 Sept

19 about ways in which practitioners should act to safeguard and promote the welfare of a child Know the boundaries of personal competence and responsibility, know when to involve others and know where to get advice and support Have the confidence to challenge own and others practice. Be aware of the statutory duty to safeguard and promote the welfare of children in accordance with the: Children Act 1989 Education Act 2002 Children Act Working Together 2015 Keeping Children Safe in Education Understand the legal context and ranges of response e.g. Early Help Assessment, S.17 and S.47 Children Act Understand statutory requirements governing consent, confidentiality and informationsharing. Provide appropriate, succinct information to enable other practitioners to deliver support to the child and family. Understand the necessity of information sharing and accurate Version 2 Sept

20 recording within the context of safeguarding and promoting the welfare of a particular child. Part 3 checklist completed by Date Role in organisation Version 2 Sept

21 Part 4 in addition to part 2 & 3 above, if training is delivered to groups 3-8 then the content below should also be included. Key Messages Yes No Evidence / Action Date actions to be completed by Be able to recognise when a child or young person is in danger or at risk of harm and take action to protect them. Know that is it essential that the child is spoken to alone and that they are given the opportunity to explain their own personal circumstances, while maintaining focus on what is in the child and young person s best interest. Understand the safeguarding roles of parents and carers and recognise risk factors that can impact on parenting capacity such as domestic abuse, parental substance misuse, mental health and perpetrators of abuse. Know about Early Help Assessment and where appropriate how to use it. Be able to identify concerns about possible maltreatment arising from completion of A Early Help Assessment Understanding of the Staffordshire's Threshold Framework - 'Accessing the Right Help at the Right Time Understand vulnerability and risk Version 2 Sept

22 factors e.g. young carers; disability; race and racism; private fostering; fabricated and induced illness; child sexual exploitation; female genital mutilation; forced marriage; gang activity, child trafficking, radicalisation Understand that the common sense short-cut of taking a parent s treatment of some of her children as indicative of the nature and quality of their treatment of all of their children, can lead to oversight of the distinctive maltreatment of a particular child Key messages from learning from SCR and other reviews both locally and nationally Part 4 checklist completed by Date Role in organisation Version 2 Sept

23 Part 5 in addition to specific content outlined above, all safeguarding training should reflect the following elements of an appropriate ethos. Again please indicate if these key messages are reflected in your training, adding a short description of how (evidence), or action to be taken if not. Key Messages Yes No Evidence / Action Date actions to be completed by The value and importance of collaborative working with others The importance of respecting diversity. Being sensitive to and taking difference into account, but not at the cost of risk of harm to a child The importance of promoting equality (e.g. both women and men can be perpetrators, issues apply to same sex as well as opposite sex relationships) The participation of children and families in safeguarding processes is promoted and encouraged Part 5 checklist completed by Date Role in organisation. Version 2 Sept

24 SSCB TRAINER CRITERIA Name Agency Job Role Experience in practice Training Qualifications Version 2 Sept

25 SCB training courses you deliver Evidence of own continuing professional development i.e. training courses, conferences in the last 2 years Please provide dates SCB Level 3 courses you have Version 2 Sept

26 attended within the last 2 years. Please provide dates Date & Signature Date form completed: On completion of this form, please forward to your line manager for endorsement. This record also provides recognition of your contribution to safeguarding children training and the importance of continuing professional development which can link into your supervision and / or appraisal processes. Line Managers Please confirm that you have read and agree with the information contained in this trainer record by placing a cross in the box. Name: Date: Contact tel. no: Please this form to SSCB Training Manager. Your forwarding of this record will be accepted as confirmation of the information provided. Version 2 Sept

27 Introduction to Safeguarding Children Training Content Annual Review Checklist 2015 This training content checklist is to be used as part of the Annual Review Process for training content that has been previously quality assured by Staffordshire Safeguarding Children Board. It is based on the checklist used for the initial approval of course content, but is updated annually to reflect any changes as a result of legislation or policy that agencies have been required to include in their content during the year. Its purpose is to support the ongoing quality assuring of introduction level safeguarding children training and awareness training therefore covers the competences for the staff groups identified in the National Competence Framework, and previously in the 2010 version of Working Together. Some partner agencies will provide one introduction to safeguarding children course for all of their staff. Others (often larger agencies and organisations) provide different courses depending on the knowledge and information that various staff roles require. Part 1 To be completed by the employer or training Department Part 2 of the checklist outlines the absolute minimum content that any introductory level of safeguarding children training should include and therefore applies to training delivered to any group of staff. The Competence Framework specifically identifies, but is clear this is not limited to: Staff in infrequent contact with children, young people and/or parents/carers who may become aware of possible abuse or neglect. E.g. librarians, GP receptionists, community advice centre staff, grounds men, recreation assistants, environmental health officers. (Staff Group 1) Part 3 of the checklist outlines the additional content that should be covered for staff who work more regularly with children, young people and families, with the Competence Framework specifically identifying, but again, not limited to: Those in regular contact or have a period of intense but irregular contact with children, young people and/or parents/carers including all health clinical staff, who may be in a position to identify concerns about maltreatment, including those that may arise from the use of EHA. E.g. housing, hospital staff, YOS staff and staff in secure settings, the police other than those in Version 2 Sept

28 specialist child protection roles, sports development officers, disability specialists, faith groups, community youth groups, play scheme volunteers. (Staff Group 2) Part 4 of the checklist outlines the additional content for groups 3-8:- Group 3 - Members of the workforce who work predominantly with children, young people and/or their parents/carers and who could potentially contribute to assessing, planning, intervening and reviewing the needs of a child and parenting capacity where there are safeguarding concerns. For example, paediatricians, GPs, youth workers, those working in the early years sector, residential staff, midwives, school nurses, health visitors, sexual health staff, teachers, probation staff, sports club welfare officers, those working with adults in, for example, learning disability, mental health, alcohol and drug misuse services, those working in community play schemes. Group 4 - Members of the workforce who have particular responsibilities in relation to undertaking section 47 enquiries, including professionals from health, education, police and children s social care; those who work with complex cases and social work staff responsible for co-ordinating assessments of children in need. Group 5 - Professional advisors, including named and designated lead professionals Group 6 - Operational managers at all levels including practice supervisors; front line managers and managers of child protection units. Group 7 - Senior managers. For example; those responsible for the strategic management of services; NHS board members. Group 8 - Members of the LSCB. For example; Board members, independent chair, Directors of Children s Services, elected member, lay members, members of executive and sub/task groups, business support team and Inter-agency trainers. Completing the checklist Place a tick in either the yes or the no column to indicate whether the subject matter is included, and updated where required, in your training. If it is no longer included or nor updated, then please provide an explanation and what action is being taken about this. Version 2 Sept

29 Part 1 - The employer is responsible for the organisation and delivery of Induction/Introduction to Safeguarding/single agency Level 1 training. Please complete the following for your organisation. PART 1 EMPLOYER/ORGANISATION TO BE COMPLETED BY THE EMPLOYER OR TRAINING DEPARTMENT The employer is responsible for the organisation and delivery of Induction/Introduction to Safeguarding/single agency level 1 training. Please state how in your organisation Level 1 Safeguarding Children Training is delivered ie: Own Internal Package Own Internal E Learning Package Virtual College E Learning SCB Approved Package Other Please state Content Yes No Evidence / Action Date actions to be completed by Training strategies reflect the requirement for Induction into Safeguarding for relevant staff groups. (To be completed within 3months of starting work) Training strategies reflect the requirement for Level 1 Safeguarding children training for relevant staff (To be completed within 6mths of starting work) Version 2 Sept

30 A system is in place to identify staff requiring training. A system is in place to disseminate course information. A system is in place to ensure those staff requiring Level 1 training attend A follow up process is in place to notify line managers of nonattendance at Level 1 Training Processes are in place for SCB recommendations/updates to be incorporated into training Single agency Level 1 training is evaluated Part 1 checklist completed by Date.. Role in Organisation. Version 2 Sept

31 Part 2 To be completed by the Organisation this is the minimum content that any Introduction to Safeguarding Children training should have. Content Included? Updated? Please provide details of material that Yes No Yes No has been updated. If applicable please indicate why material has been not included and/or updated Context setting where job role and responsibilities meet, how does this relate to me and my work? Understand the different ways in which children and young people can be harmed by adults, other children and young people, or through the internet Understand what is meant by the following: Sexual abuse, Physical Abuse Emotional abuse Neglect Domestic abuse Child Sexual Exploitation Understand the signs and indicators of possible abuse and neglect at the earliest stage possible ( early intervention and better outcomes for children) Understand your agency/organisation procedure Evidence of update submitted. Indicate Yes/No Version 2 Sept

32 you need to follow if you suspect any child is being abused, neglected or bullied. Know when and how to refer a concern you have about child protection. Understand who to consult in relation to a child-protection or child-welfare concerns in your agency/organisation. Understand your duty to report the unsafe practice of others and what to do if there is an allegation of abuse made against a person who works with children. Understand what emergency action needs to be taken to protect a child, including outside normal office hours Know about your local LSCB and any role your agency, organisation or employer has on it. Including how to access the SSCB Interagency Procedures on Know about laws and national guidance relating to protecting (safeguarding) children. Understand that parental problems (for example, domestic abuse or drug and alcohol abuse) can increase the risk of harm to a Version 2 Sept

33 child. Understand what multi-agency working means for you including the role of SSCB. Understand other agencies roles and responsibilities in keeping children safe from harm Know how to apply policies and procedures about sharing information and gaining consent Part 2 checklist completed by Date Role in organisation Version 2 Sept

34 Part 3 In addition to part 1 above, if training is delivered to groups 2 then the content below should also be included. Content identified above Plus: Be familiar with national guidance and local procedures and appreciate your own role and responsibilities and those of others in safeguarding and promoting the welfare of children. Included? Yes No Updated? Please provide details of material that has been updated. If applicable Yes No please indicate why material has been not included and/or updated Evidence of update submitted. Indicate Yes/No Understand what is meant by safeguarding and promoting the welfare of children and the different ways in which children and young people can be harmed. Be aware of the Local SCB and its remit. Know what to do if a child or adult discloses abuse. Know how to ask questions if you suspect a child is being abused. Know about the use of the Early Help Assessment (EHA). Know what to do when there is an insufficient response from other organisations and agencies, while maintaining a focus on safeguarding and promoting the welfare of the child. Version 2 Sept

35 Understand when you are required to consult with a manager/designated person. Be able to make judgements about ways in which practitioners should act to safeguard and promote the welfare of a child Know the boundaries of personal competence and responsibility, know when to involve others and know where to get advice and support. Have the confidence to challenge own and others practice. Be aware of the statutory duty to safeguard and promote the welfare of children in accordance with the: Children Act 1989 Education Act 2002 Children Act Working Together 2015 Keeping Children Safe in Education 2015 Understand the legal context and ranges of response e.g. Early Help Assessment, S.17 and S.47 Children Act Understand statutory requirements governing consent, confidentiality and information- Version 2 Sept

36 sharing. Provide appropriate, succinct information to enable other practitioners to deliver support to the child and family. Understand the necessity of information sharing and accurate recording within the context of safeguarding and promoting the welfare of a particular child. Part 3 checklist completed by Date Role in organisation Version 2 Sept

37 Part 4 in addition to part 2 and 3 above, if training is delivered to groups 3-8 then the content below should also be included. Key Messages Included? Updated? Please provide details of material that has been updated. If applicable Be able to recognise when a child or young person is in danger or at risk of harm and take action to protect them. Know that is it essential that the child is spoken to alone and that they are given the opportunity to explain their own personal circumstances, while maintaining focus on what is in the child and young person s best interest. Understand the safeguarding roles of parents and carers and recognise risk factors that can impact on parenting capacity such as domestic abuse, parental substance misuse, mental health and perpetrators of abuse. Know about Early Help Assessment and where appropriate how to use it. Be able to identify concerns about possible maltreatment arising from completion of an Early Help Yes No Yes No please indicate why material has been not included and/or updated Evidence of update submitted. Indicate Yes/No Version 2 Sept

38 Assessment Understanding of the Staffordshire's Threshold Framework - 'Accessing the Right Help at the Right Time Understand vulnerability and risk factors e.g. young carers; disability; race and racism; private fostering; fabricated and induced illness; child sexual exploitation; female genital mutilation; forced marriage; gang activity, child trafficking, radicalisation Understand that the common sense short-cut of taking a parent s treatment of some of her children as indicative of the nature and quality of their treatment of all of their children, can lead to oversight of the distinctive maltreatment of a particular child Key messages from learning from SCR and other reviews both locally and nationally Part 4 checklist completed by Date Role in organisation Version 2 Sept

39 Appendix A What are the Employers responsibilities? Working Together to Safeguard Children (2015) includes the following:- Section 11 places a duty on: local authorities and district councils that provide children s and other types of services, including children s and adult social care services, public health, housing, sport, culture and leisure services, licensing authorities and youth services; NHS organisations, including the NHS Commissioning Board and clinical commissioning groups, NHS Trusts and NHS Foundation Trusts; the police, including police and crime commissioners and the chief officer of each police force in England and the Mayor s Office for Policing and Crime in London; the British Transport Police; the National Probation Service and Community Rehabilitation Companies; Governors/Directors of Prisons and Young Offender Institutions; Directors of Secure Training Centres; Principles of Secure Colleges; and Youth Offending Teams/Services. These organisations should have in place arrangements that reflect the importance of safeguarding and promoting the welfare of children, including: appropriate supervision and support for staff, including undertaking safeguarding training: employers are responsible for ensuring that their staff are competent to carry out their responsibilities for safeguarding and promoting the welfare of children and creating an environment where staff feel able to raise concerns and feel supported in their safeguarding role; staff should be given a mandatory induction, which includes familiarisation with child protection responsibilities and procedures to be followed if anyone has any concerns about a child s safety or welfare; and all professionals should have regular reviews of their own practice to ensure they improve over time. Working Together to Safeguard Children (2015, p ) includes the following: staff should be given a mandatory induction, which includes familiarisation with child protection responsibilities and procedures to be followed if anyone has any concerns about a child s safety or welfare; and Version 2 Sept

40 No system can fully eliminate risk. Understanding risk involves judgement and balance. To manage risks, social workers and other professionals should make decisions with the best interests of the child in mind, informed by the evidence available and underpinned by knowledge of child development (p24). Version 2 Sept

41 Appendix B Staffordshire Safeguarding Children Board Pre-course Evaluation Form This form is designed to help improve the quality of training offered to you. We would be grateful if you would take time to complete this form honestly and return it to the trainer/facilitator before you leave. All information provided is kept confidential and is only used for research. Name: Date: Job Role: Agency: Title of Course: 1. Please rate your knowledge, at this moment, of the subjects identified in the learning objectives for this course. ( 6 high level of knowledge, 1 being no knowledge) When did you last receive training on this topic? Never Less than 1 year ago 1-2 years ago Over 2 years ago 3. Why did you register to attend this training? My colleague recommended it I think it will help improve my practice My manager told me I had to attend I don t know 4. How relevant to your current role do you think this topic is? ( 6 being extremely, 1 being not at all) of 51

42 5. Please rate your confidence in practice when dealing with this subject. Not very confident needing guidance much of the time Fairly confident, needing guidance some of the time Confident, needing guidance in complex situations Confident and able to offer peer support 42 of 51

43 Appendix C Staffordshire Safeguarding Children Board Post course Evaluation Form This form is designed to help improve the quality of training offered to you. We would be grateful if you would take time to complete this form honestly and return it to the trainer/facilitator before you leave. All information provided is kept confidential and is only used for research. Name: Date: Job Role: Agency: Title of Course: Name of Trainer/Facilitator: 1. To what extent have the objectives of the course been achieved? Please circle( 6 being fully met, 1 not at all) If you have not scored 6 can you please indicate which objectives you felt were not met with the training. 2. Please rate your knowledge, at this moment, of the subjects identified in the learning objectives for this course. ( 6 high level of knowledge, 1 being no knowledge) of 51

44 3. Please rate the following areas; ( 6 being excellent, 1 being poor) Trainers knowledge of subject Trainers style/delivery Hand-outs/Visual Aids If you have scored 3, 2 or 1 please comment: Comments: 4. Did the Trainers create a learning environment that challenged discrimination and promoted equality of opportunity? Yes No 5. What did you find most useful about the course? 6. What did you find most least useful about the course? 7. Please describe how your practice will improve the outcomes for children? 8. How will you transfer the knowledge and skills into your everyday practice at work? 9. What is your overall rating of the course? Please circle. ( 6 being excellent, 1 being Poor 44 of 51

45 If you have scored 3, 2 or 1 please comment: 10. To what extent has your awareness of national developments and local safeguarding priorities improved? Please circle. ( 6 being fully, 1 not at all) Fully Not at all If you have scored 3, 2 or 1 please comment: 11. Any other comments: Thank you for taking the time to complete this evaluation form. It is much appreciated. 45 of 51

46 Appendix D- Quality Assurance Peer-Assessment Form Trainers This form is designed to help you support the trainer in assessing their practice. You can help them identify where their strengths lie and also areas that may need some additional development. Name of trainer Date of assessment and course title Please mark accordingly Did the course meet its aim? Was the trainer well informed? Did they respond well to questions? Were delegates able to contribute fully to the course? Did delegates gain a greater understanding of the subject? Did the course change or reaffirm their practice? Trainer Attributes 1 = high/yes 5 = low/no Does the trainer appear confident delivering the materials? Did the trainer appear well prepared? Was the room layout appropriate? Did the trainer appear confident with the subject? Did the trainer include all participants in the training? Did the trainer consider different learning styles? Did the trainer cover all contents of the course? Did the trainer draw attention to the SSCB inter-agency procedures (where appropriate)? Did the trainer highlight lessons learnt from serious case reviews (where appropriate)? Did the trainer appear enthusiastic delivering the course? Did the trainer deliver a clear message to the participants? Did the trainer welcome constructive feedback from the co-trainers, Area for development 46 of 51

47 observers and participants? Did the trainer deal with any equality or diversity issues appropriately? Additional Comments Please refer to Appendix E What went particularly well in the training? What does the trainer need further support with? 47 of 51

48 Appendix E Criteria Room and equipment prepared Welcome and icebreaking Rapport established with the group A level of understanding of the subject matter Use of training materials / equipment Use of group work skills Delivery methods and style Dealing with equality and diversity issues Course timing Co-working Good Practice Laptop and projector on and PowerPoint loaded with welcome screen up. Speakers connected and checked if appropriate. No unsafe cables. Register ready for people signing in. Any flipcharts prepared. Delegate packs ready to give out or on chairs depending on course. Appropriate layout of chairs / tables. People welcomed and signed in as they arrive. Signposted to refreshments. When session starts, introductions, domestics, aim+ objectives, learning agreement all handled well Appropriate icebreaker handled well. Evidence of trainer listening to participants, responding appropriately, valuing contributions, sense of humour, checking people are understanding content, inviting questions of clarification where appropriate, establishing a dialogue with participants. Demonstrating a good understanding of the content of the training material, including background information and context, including background information and context. Able to give appropriate, thoughtful responses to questions, and handle questions that they don t know the answer to appropriately. Good knowledge of the materials and activities used in the course. Well prepared. Competent with laptop and projector and use of the PowerPoint presentation. Good use of flipchart (i.e. legible writing, appropriate recording of contributions.) All training content offers an appropriate level of knowledge and information for the participants and level of training. High level of Involvement of participants. Good explanation, support and enabling of the group work activities. Ability to deal with difficult situations and dominant people. Friendly, confident, clear, engaging, approachable, non judgemental and able to make people feel comfortable in the training environment. Equality and diversity issues integrated into the dialogue. Clear messages communicated about the importance of considering where diversity needs to be taken into account (e.g. needs relating to disability, culture, sexuality) but also that sensitivity to diversity is never an excuse for not acting when a child is at being harmed. Timing managed flexibility but course started on time, breaks at appropriate times, activities managed well time-wise and course finished on time. Respectful attitude to co-trainer. Sensible and appropriate sharing out of roles. Good rapport with co-trainer being able to welcome and handle their contributions when leading an activity or session. 48 of 51

49 Appendix F Staffordshire Safeguarding Children Board Training & Development Impact Analysis to be completed 6 12 weeks after attending the training, in conjunction with Line Manager Your contact details Training attended Date attended Please do not enter any confidential or other information which could identify individuals or cases. A. Please give an example of something that you have done differently as a result of attending this training. For example Your own individual actions resulting in improved outcomes Your confidence and knowledge has increased B. Please give an example of how the training has influenced the way you have safeguarded a child. 49 of 51