Salford Safeguarding Children Board Multi-Agency Safeguarding Children. Learning & Development Strategy

Transcription

1 Salford Safeguarding Children Board Multi-Agency Safeguarding Children Learning & Development Strategy Any queries related to this document should be forwarded to Sharn Begum, SSCB Training Coordinator August 2016 (Review Due: January 2018)

2 1 Introduction Salford Safeguarding Children Board (LSCB) is a multi-agency partnership established under the Children Act The LSCB, in line with Working Together to Safeguard Children 2015 and the 2006 LSCB Regulations operates to coordinate and ensure the effectiveness of safeguarding activity of all agencies within Salford Alongside its core objectives the SSCB has specific functions in respect of training which include: 1. Developing policies and procedures for safeguarding children in relation to training of persons who work with children or in services affecting the safety and welfare of children 1 ; and 2. Monitoring and evaluation of the effectiveness of training, including multi-agency training, to safeguard and promote the welfare of children 2. Chapter 4 of Working Together to Safeguard Children 2015, notes that staff and organisations need to reflect on the quality of their services and learn from their own practice and that of others. Learning should be shared and this strategy supports the SSCB s Learning and Improvement Framework. The purpose of this strategy is to outline the LSCB strategic vision and priorities around training for the next 2 years. It is envisaged that this Learning and Development Strategy will be incorporated to related strategies as they develop of other partnership Boards with a view to further co-ordinating the work of partnership boards. Thus placing greater emphasis for all staff working with children and families to adopt a think family approach and seek assurance that there is a skilled workforce that is alert to the needs of children and adults. The strategy is based on training needs analysis and national/local priorities which sits alongside the LSCB Business Plan and aims to support its achievement. The current LSCB priorities are: Early Help Neglect Child Sexual Exploitation Children Affected by Domestic Abuse Self-Harm Missing from Home, Care and Education Complex Safeguarding (includes : Prevent- Radicalisation, Female Genital Mutilation, Modern Slavery, Forced Marriage, Honour based abuse, Trafficking, Organised Crime, Gangs and Violence etc) 1 Regulation 5 of the Local Safeguarding Children Boards Regulations Working Together to Safeguard Children: A Guide to inter-agency working to safeguard and promote the welfare of children March 2015, p60 1

3 2 This strategy aims to support these priorities by ensuring that all agencies, staff, volunteers and the community have an understanding of safeguarding and how they can play their part to ensure the well-being and safety of children and young people in Salford. This will be achieved through provision of effective learning and development opportunities developed from best practice guidance. In line with the SSCB multi-agency structure this strategy will be reviewed and updated by the Strategic Training Group consisting of the following representatives: Assistant Chief Executive, National Probation Service (Chair) Local Area Designated Officer, Salford City Council (Deputy Chair) Development Worker - Salford Community & Voluntary Services Director of Nursing Services for Safeguarding, Salford Royal Foundation Trust Integrated Youth Services Manager, Salford City Council Safeguarding Children Practitioner - Greater Manchester West Mental Health Foundation Trust Safeguarding Lead for Housing, Salford City Council Service Manager - Learning Support, Salford City Council Service Manager, Early Intervention and Prevention Service, Salford City Council Specialist Nurse for Safeguarding Children - NHS Salford Clinical Commissioning Group School Workforce Development Officer, Salford City Council SSCB Training Coordinator, SSCB The STG will monitor progress made against the strategic priorities and ensure challenge is made where progress is not taking place as planned. The multi-agency shared ownership will also ensure that LSCB training continues to meet the needs of the multiagency workforce. Framework for Learning Everyone who works with children including teachers, GPs, nurses, midwives, health visitors, social workers, early years professionals, youth workers, police, Accident and Emergency staff, paediatricians, volunteers and paid staff in voluntary, community and social enterprise organisations has a responsibility for keeping them safe. All staff should be able to identify children that would benefit from early help. Staff may be required to support Social workers and other agencies following any referral. Safeguarding is everyone s responsibility and everyone who comes into contact with children should at all times consider what is in the best interest of the child with a clear understanding of the needs and views of children. 2

4 3 The broad framework for effective safeguarding children training is outlined in Working Together to Safeguard Children (Note that Working Together to Safeguard Children 2015 does not contain reference to safeguarding children training levels, and therefore does not supersede the 2010 guidance). This identifies: A shared understanding of the tasks, processes, principles, roles and responsibilities and local arrangements for safeguarding children and promoting their welfare; More effective and integrated services at both the strategic and individual case level; Improved communication between professionals including a common understanding of key terms, definitions and thresholds for action. Effective working relationships, based on respect and an understanding of the role and contribution of different disciplines. Sound child focused assessments and decision-making Learning from Serious Case Reviews (SCRs) and reviews of child deaths. In order to support development of these core competencies and meet the learning needs of a range of groups across the workforce, the LSCB has advised of 4 levels of training that support development of such skills and the illustration below represents the core areas of training provided by the SSCB. SSCB Learning Framework Level 1 Level 2 Level 3 Level 4 Introduction to Safeguarding Children Basic Awareness in Safeguarding Children Enhanced &Topic Specific Strategic and Specialist Suitable for staff in target groups 1 6 Suitable for staff in target groups 2 8 Suitable for staff in target groups 3 8 Suitable for staff in target groups 2 8 provided by own employer provided by own employer and available from the SSCB provided by own employer and available from the SSCB provided by own employer and available from the SSCB Level 2b SSCB Foundation Course SSCB courses will require Level 2b Foundation Course or equivalent to be completed Suitable for staff in target groups 3 8 Available from the SSCB SSCB Topic Specific Courses, Seminars & E-learning packages 3 Working Together to Safeguard Children: A Guide to inter-agency working to safeguard and promote the welfare of children. DCSF March

5 4 Learning & Development Opportunities The LSCB Learning & Development Programme is reviewed and updated on an annual basis from data gathered from monitoring, evaluation and Training Needs Analysis conducted by the SSCB and partner agencies with a clear commitment to embedding equality and diversity. Each Level is relevant to a different staff group as outlined in Working Together 2010 to ensure core knowledge and skills training are available to all. Where possible the levels and target groups have been cross referenced with the intercollegiate document. For more information on SSCB Target Groups and Course Levels see Appendix 1 page 7-8. Alongside these core courses the LSCB also seeks to provide topic specific learning that is relevant for priority issues, such as Neglect and Children affected by Domestic Abuse etc. Throughout the year the LSCB endeavours to be responsive to emerging issues and need. For example, by providing annual learning events, seminars and themed practitioner forums open to multi-agencies. The LSCB also promotes local and national learning available nationally available e- learning to foster mutual learning and understanding such as that provided by SSCB partners, ECPAT UK and the Forced Marriage Unit. Training Data, Monitoring & Evaluation The LSCB will be conducting a Training Need Analysis on a regular basis in conjunction with other Partnership Boards which will ensure we are able to monitor training needs across the multi-agency partnership to; Identify training gaps for priority groups across agencies Identify capacity issues Identify agencies in need of targeted support to meet learning & development needs of their workforce Collate feedback from the multi-agency on current training provision Identify single agency training in need of Quality Assurance This data is used to identify the level of delivery required across the 4 training levels, any organisation in need of prioritisation for places on LSCB courses and any gaps in learning and knowledge that need to be addressed and to ensure appropriate and sufficient training is available and being accessed in Salford In relation to monitoring of the impact of the courses a number of processes are currently in place: 4

6 5 Pre and Post Course evaluations provide quantitative evidence of immediate learning from the input to validate the impact of content on practitioner knowledge base. They also enable us to quality assure the delivery of the course by members of our training pool and develop future courses. Post course Outcomes questionnaires require the supervision process to review the impact of learning and evidence the impact on learner practice with service users. Long term evaluations conducted in a variety of formats including face to face, focus groups and telephone interviews and surveys with learners to explore the impact of learning on outcomes for children and families. The LSCB also has a duty to evaluate the outcomes of training on the children, young people and families it aims to safeguard. Two processes are in place to monitor and gather evidence in this area. Firstly, the post course outcomes questionnaire requires supervisors to explore and provide specific examples where application of learning has created a positive outcome for the service user. Secondly to explore outcomes on a wider scale requiring all participating agencies to provide examples of the impact on children, families and vulnerable adults from application of learning. The latter two processes will provide individual examples of learning leading to safeguarding action and support. Alongside this the SSCB requires assurance that Level 2 training provided by individual agencies is operating within Working Together framework and is likely to meet the needs of the workforce. The SSCB Strategic Training Sub-Group undertakes a verification process on submitted single agency Level 1 & 2 training packages. This is completed through development of a verification panel chaired by the LSCB Training Co-ordinator to review submitted course materials against an agreed content framework. Agencies are required to make any recommended amendments and re-submit materials. If verification is completed, the SSCB will provide confirmation of verification and maintain a record. Training providers/agencies will be responsible in ensuring the course is up to date and relevant when delivering future courses. Agencies will be required to inform the Training Co-ordinator of the number of staff trained and the impact of training following delivery of the verified course on a regular basis via the Verification Questionnaire. The LSCB maintains a training database for all of its training and learning events. LSCB partner organisations are provided with a Strategic Training Sub-group report within the SSCB Annual Report. In addition the attendance on SSCB priority area training is also reported on a quarterly basis to the Strategic Training Sub-group. This enables concerns to be flagged and addressed in a timely way. 5

7 6 Funding All LSCB training is currently funded through allocation of partner agencies contributions. This ensures the sustainability of the training and provides for additional commissioned packages that may be required due to emerging needs within the training period All SSCB courses and seminars are FREE of charge. However The Safeguarding Board is now charging agencies for staff who fail to attend if we are not informed at least 5 working days before the course. This includes participants who arrive late and are not admitted by the trainers as they have missed a section of the course or participants who on the day inform the trainers they need to leave early. The following charges would apply: Seminar 20 Half day course 20 One day course 40 Two day course 80 More information relating to Safeguarding Children Training provided by the LSCB is available on SSCB training, including Courses, Seminars and external E-learning. 6

8 7 Appendix 1 SSCB Target Groups and Training Levels SSCB Target Groups and Training Levels To ensure that multi-agency training is being accessed by the correct practitioners Together to Safeguard Children / 2015 describes target audiences (Groups 1-8) based on how much contact a worker has with children and families and job designation. Where possible the levels, competencies and target groups have also been cross referenced with the Intercollegiate Document and Professional Capabilities Framework. These groups do not correspond to vocational or academic qualifications and the job roles are not an exhaustive list. Although attempts to identify where job roles may fit into the framework because of continuous service development and redesign, job titles may change and roles and responsibilities may alter. Please note that it is the role of your agency/ manager in line with your professional guidance to determine what training you should access. Group 1 Members of the workforce with any contact with children which is infrequent or limited, young people and/or parents/carers who may become aware of possible abuse or neglect. Workforce includes: GP receptionists, community centre staff, grounds-people, catering and maintenance staff, school crossing patrol, recreation assistants, environmental health officers, librarians. Group 2 Members of the workforce with intermittent but intense contact with children, young people and/or parents/carers, who may be in a position to identify concerns about maltreatment, including those that may arise from the use of early help assessments including the Family Assessment and TAF process Workforce includes: housing, hospital staff, the police other than those in specialist child protection roles, school ancillary staff, sports and leisure staff, allied health professionals, faith and community groups, play and youth scheme staff and 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 evaluating the needs of a child and parenting capacity where there are safeguarding concerns including statutory and early help assessments. In addition to the skills needed for Groups 1 and 2 staff within this group need to be aware of the importance of family history, the impact of parenting issues and of working together to identify, assess and meet the needs of children where there are safeguarding issues Workforce includes: Professionals from health, education, police and children s social care, Paediatricians, GPs, early years sector, residential staff, midwives, school nurses, health visitors, sexual health staff, community play and youth groups, family support workers, housing support services teachers, learning mentors, teaching assistants, probation staff, sports & leisure, welfare officers, those working with adults and children within disability, mental health, alcohol and drug misuse services. 3 Working Together to Safeguard Children: A Guide to inter-agency working to safeguard and promote the welfare of children. DCSF March

9 8 Group 4 Members of the workforce who have particular responsibilities in relation to undertaking section 47 enquiries and those who work with complex cases and with social work staff responsible for co-ordinating assessments of children in need and child protection. In addition to the skills needed for Groups 1-3 staff within this group need to be knowledgeable of child in need and child protection enquiries, taking emergency action, professional judgements, working with complexity and a greater understanding of engagement with children and families. Workforce includes: multi-agency trainers, professionals from health, education, police and children s social care including any other relevant agencies. Group 5 Professional advisors named and designated safeguarding lead professionals. In addition to the skills for Groups 1-4 this group of staff need to (if they are advising groups of staff) have an understanding of promoting effectiveness, professional practice and giving advice to others. Workforce includes: Designated Safeguarding Health Professionals, Designated Safeguarding Leads, and Social Care Managers. Operational and Practice managers at all levels Group 6 In addition to the skills needed for Groups 1-5 staff and if supervising staff in those groups, this group needs to be knowledgeable in supervising child protection cases, managing performance to promote effective interagency practice and specialist training for key roles. Workforce includes:, Practice supervisors, practice managers, front line managers, managers of child protection and safeguarding units, those considered experts within this field, managers/team leader/senior practitioners actively involved via oversight or direct management of safeguarding cases. Group 7 Senior Managers and Leaders responsible for strategic management of services. In addition to the content for Groups 1,2 and 3 this group need to have an awareness of Section 11 expectations, roles and responsibilities Workforce includes: Statutory and other key partners including voluntary organisations and social enterprises Group 8 In addition to the content for Groups 1,2 and 3 and roles and responsibilities this group need to have an awareness the expectations of members to promote effective co-operation and improve effectiveness, current policy, lessons learned from serious case reviews and specialist training to undertake their nominated roles. Workforce includes: Members of the LSCB and other Strategic Partnership Boards Board, LSCB Independent Chair, Director of Children s Services, Elected members, Lay members, Members of Co-ordination and Delivery Group and sub/task Groups, business support team and multi-agency trainers. 8