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©Barnardo’s 2018. All rights reserved. No part of this material may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means without prior written permission from Barnardo’s

Effective Supervision & Risk Management

Day 3

2

Recap

Days 1 & 2

What was it we

talked about….?!

In pairs reflect on core learning

from days 1 & 2

Day 3 Learning Outcomes

• By the end of the day you will: • Have reviewed the day 2 exercise set for day 3 and identified learning from

days 1 & 2 that can be implemented for yourself and your team/s. • Have compared local and team thresholds and know what constitutes a good

referral.

• Considered recent safeguarding issues that impact on children’s safety, inc CSE etc

• Understood the role of yourself as the designated lead for safeguarding in your

service. • Have practised using a Safeguarding/Protection Audit Tool linked to Barnardo’s

Competency Framework for Managers to assess the quality of yours & your supervisee’s safeguarding practice.

3

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End of day 2 Exercise

4

At the end of day 2 you were given this exercise: Using the Barnardo’s Leadership & Management Framework (July 14) three sub headings: • Think Strategically • Leading & Engaging • Driven to Deliver Identify what effective behaviours you can demonstrate that promote your role as an effective manager in managing safeguarding Produce a case study of a supervisee where this has occurred Consider how you implemented Kolb to facilitate this & describe any strategies to unblock the supervisee if they got stuck

Feedback on end of day 2 task

5

• Key learning gained over days 1 & 2 • How did this apply to the effective

behaviours in the Leadership & Management Framework

• Reflections on your supervisee case

study & applying Kolb to assist supervision

• Any examples of blocked cycle behaviours & strategies to unblock

Three Part Exercise in pairs: Auditing Safeguarding Practice

6

Using the exercise provided (based on a Quarterly Performance Review- QPR; Previously the QAF) & linked to the effective behaviours in the Leadership & Management Framework. Complete: Part A- Individually (but share outcome of this QPR audit with your partner) Part B & C- complete together Then feedback key learning & actions identified from part c Consider any core learning from CP2 days 1 &2 and tools, tips & cues etc suggested for practice and identify any specific aspects that you will apply in the workplace as a manager for yourself & with your staff/volunteers

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Remember: Applying effective learning in practice: ‘70-20-10’ model

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The most effective way to learn and build your capability and confidence as a leader or manager is to identify a range of activities – courses (classroom and online); learning with others; and learning at work. When creating your Individual learning and development plan , in addition to inputs from courses, think about including learning activities such as coaching or a stretch assignment that will help develop your focus on outputs - performance improvement and helping people do their jobs better. This course has provided tools, cues & tips to enable the following learning framework: • 70% putting the learning into practice in the workplace (with the

course providing & modelling tools for enabling managers to facilitate this)

• 20% developing own learning through reading & research (through signposting & highlighting contemporary evidence based research; i.e. SCR data etc)

• 10% learning (provided) within the three days, with the majority of the learning by action & reflection over the three days

8

Break

• Time for a cuppa …

8

Other suggested tools: Promoting Effective Safeguarding Practice in Services

9

In pairs reflect on the following tools in the exercise section of your work book:

Tool 1 This is for all managers of service who may be new into post, taking over a new service, or just wanting to assure effective safeguarding. The tool is a quick self- assessment of the key areas that inform the QPR (or equivalent in regions/nations that replaced SQA & QAF).

Tool 2 Mini self audit for practitioners on quality of their own service user recordings on content server. Tool 3 This is a useful checklist which will help you to ensure that safeguarding is embedded in your team’s

practice. Tool 4 This is a suggested matrix to help you plan and keep track of what needs to be achieved.

• How could these be used with staff/volunteers within supervision etc to promote effective safeguarding and management of risk

• Apply them to the case study you identified from the end of day 2 exercise

• Feedback reflections & observations to the main group

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10

Exercise: In pairs ‘Understand Local Safeguarding

Referral Pathway’

What is the difference between ‘sharing information’ and ‘making a referral’?

Herefordshire

Safeguarding Children Board

The Safeguarding System (will vary slightly from area to area)

11

12

Continuum of Support: Threshold of Need

Locate your threshold document in your Local Safeguarding Children Board (LCSB) or equivalent in your nation- SEE ADDITIONAL SLIDES re CP System

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13

Continuum of Need

The Four Levels of Need

• Level 1 – Children with No Additional Needs; Universal Services

• Level 2 – Children with Additional Needs Showing Early Signs of Vulnerability

• Level 3 – Children in Need who Require Statutory or Specialist Services

• Level 4 – Child who are Suffering or Likely to Suffer Significant Harm

Early Help Offer?

• Early Help refers both to help in the critical early years of a child’s life, when the fundamental building blocks of future development are laid, and also help throughout a child, young person and family’s life too. This should happen as soon as possible when difficulties emerge in order to prevent problems from becoming entrenched or escalating. Early help is underpinned with Universal Services to identify the need for support at an early stage for those families who may need it.

14

Your Local Early Help Integrated Strategy

• Are you familiar with this? • Look at your LSCB Procedures • See What Working Together (2015) revised by DfE 2018, or

equivalent in nations says • What is our unique role as services re Early Help Offer

(Multi-Agency Working)

• See for reference: Graham Allen Review Sutton Trust C4EO: Grasping the Nettle Munro Reports

NB: Children & Social Work Act 2017; changes to LSCB’s & how SCR’s (England) will be conducted NB: In Cymru; impact of Social Services & Wellbeing Act 2014 (SCR’s referred to as Child Practice Reviews)

15

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16

Thresholds in your Team: Reflective Questions

How are they decided?

Does everyone understand them?

How do you determine level of risk/make the decision?

Tools used

Is this tool accepted/shared by the statutory agency in your area?

Do you consult with anyone else in Barnardo’s or in partner agencies? Who?

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Questions in pairs: Thresholds & Referrals

What are the thresholds in your area?

What are the thresholds on your team?

Is there a discrepancy?

How do you manage holding risk?

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Ranking exercise

• You receive information regarding a number of

service users (these are within 10 case studies in your workbook)

• Rank the case studies in your workbook on a

continuum; ‘most to least abusive’ (i.e. which require immediate response re referral to local safeguarding pathway)

• Then reflect on where you would locate them in relation to the Level of Need model & how this would support your decision to refer

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19

Exercise: Getting Referrals Accepted from the Ranking Exercise

Why would a referral (from the case studies) not be accepted?

How would it differ from the one which was? What are the concerns/positives for the child in the case

studies? What tools did you use (refer back to days 1 &2- using Kolb

with staff)? What would be the response when you tried to refer it? What would you do and how would you manage the ongoing

risk? Are there any implications for your service?

Remember: Using Kolb to create a discussion on

managing risk

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Sharing Concerns Effectively

Accurate factual details (firm ground intelligence- day 2)

History (family)

Actions tried and their impact (through use of Kolb- plan based on reflection/intuition & thinking/analysis)

Holistic – Early Help Assessment/UNOCINI/GIRFEC

Inclusive (don’t forget the father/partner)

Processes, not just isolated events

Other agencies involved

Sources of information

Concerns – including why you are concerned

EVIDENCE (analysis in KOLB cycle that supports your hypothesis)

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MASH: Multi Agency Safeguarding Hubs

• The final Munro Report recommended councils look at new gatekeeping methods in children’s social care. Judy Cooper investigates a multi-agency hub (Exeter as an example):

• The Oxford English Dictionary definition of a hub is “the effective centre of an activity or network”. When it comes to anxieties about a child’s safety or welfare in Devon, that centre is in a police-leased office on a business estate on the outskirts of Exeter – on the floor below a group of financial advisers.

• The multi-agency safeguarding hub (Mash) was the brainchild of the area commander of the local police force at the time, Nigel Boulton, who based it on the police use of “intelligence” to make risk-based assessments. He says the model solves the problem that has been brought up in almost every single serious case review – lack of information sharing.

• Set up a year ago, the Mash sees professionals from children’s care, police, education and health sitting alongside one another, with their respective IT systems. There are 10 referral co-ordinators, two senior social workers, two social work practice managers, 11 police staff, and safeguarding leads from health and education.

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Effective Safeguarding Systems

Child’s needs are paramount

Needs Wishes

Support

Professionals are accountable

Roles Responsibilities

Decisions

Professionals share timely information

Professional judgement

Actions

Review outcomes

Working Together, 2015 Revised by DfE 2018

Outcomes

www.barnardos.org.uk/btc

Barnardo’s Registered Charity Nos. 216250 and sc037605

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Safe Practice: Safeguarding, recording & supervision

•Individual members of

staff are supported.

•The talents of staff are developed

• Clear purpose and good outcomes, safety

of children using services

•Constructive challenge is encouraged

Mediation Effective

Management

Support of staff

Learning and development

Is the child SAFE?

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Learning Log

• Reflect on the learning from day 1 (am) on your learning log

24

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Time for lunch!!

25

•Welcome back!

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Designated Lead Person Role

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Keeping Children Safe in Education -KCSIE (DfE); Sept 16: Annex B: Role of the designated safeguarding lead Governing bodies and proprietors should ensure that the school or college designates an appropriate senior member of staff to take lead responsibility for child protection. This person should have the status and authority within the school to carry out the duties of the post including committing resources and, where appropriate, supporting and directing other staff We can apply this concept to our role as Managers with the lead for managing safeguarding & risk in our services

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The designated managers role in Safeguarding

Question in pairs:

• Ofsted (or nation equivalent) or CIAU have made an inspection visit; what is your response to the question; ‘What is the role of the designated safeguarding manager?’

• Write your statement

• Be prepared to share it!

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Refer to Appendix B- KCSIE Workbook re role of Designated Lead Person for Safeguarding

• Reflect on appendix B in workbook for details-

• In addition to working with the designated safeguarding lead staff members should be aware that they may be asked to

support social workers to take decisions about individual children. (KCSIE)

Statutory Guidance: EYFS (2017) states:

Re Designated Lead Person:

• Child protection • 3.4. Providers must be alert to any issues of concern in the child’s life

at home or elsewhere. Providers must have and implement a policy, and procedures, to safeguard children. These should be in line with the guidance and procedures of the relevant Local Safeguarding Children Board (LSCB). The safeguarding policy and procedures must include an explanation of the action to be taken when there are safeguarding concerns about a child and in the event of an allegation being made against a member of staff, and cover the use of mobile phones and cameras in the setting.

• 3.5. A practitioner must be designated to take lead responsibility for safeguarding children in every setting. Childminders must take the lead responsibility themselves. The lead practitioner is responsible for liaison with local statutory children's services agencies, and with the LSCB. They must provide support, advice and guidance to any other staff on an ongoing basis, and on any specific safeguarding issue as required. The lead practitioner must attend a child protection training course that enables them to identify, understand and respond appropriately to signs of possible abuse and neglect (as described at paragraph 3.6).

NB: EYFS- Early Years Foundation Stage for 0-5’s in England 30

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Some issues to put on the agenda re safeguarding:

when managing risk

31

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Specific safeguarding issues: Keeping Children Safe in Education (KCSIE, 2016) Guidance

• The KCSIE Guidance states the following issues to be mindful of re risks to children:

• Expert and professional organisations are best placed to provide up-to-date guidance and practical support on specific safeguarding issues. For example NSPCC offers information for schools and colleges on the TES website and also on its own website www.nspcc.org.uk Schools and colleges can also access broad government guidance on the issues listed below via the GOV.UK website:

• child sexual exploitation (CSE): New Government Definition; Feb 17 • bullying including cyberbullying • domestic violence (Dec 15- New Offences of Controlling & Coercive Behaviour) • drugs • fabricated or induced illness • faith abuse • female genital mutilation (FGM) (Serious Crime Act 15- duty to report FGM- Oct

15)) • forced marriage (now a criminal offence) • gangs and youth violence (see OCC: Office for Children’s Commissioner Reports re

Gangs) • gender-based violence/violence against women and girls (VAWG) • mental health (inc Mental Capacity & Consent) • private fostering • radicalisation (Prevent Strategy: Counter Terrorism & Security Act 2015- duty to

Prevent from 1st July 15)) • sexting • teenage relationship abuse (Home Office: Disrespect Nobody • https://www.disrespectnobody.co.uk/index.php?dm_i=HSS,39S6K,57E35H,BPK8L,1

(replaced previous Is This Love Campaign)

• trafficking (National Referral Mechanism & Modern Slavery Act 15)

In groups, reflect on the DfE suggested KCSIE Guidance re specific safeguarding issues.

What might you or your staff use locally to

support an assessment or referral?

Female Genital

Mutilation

Gang Activity

Forced Marriage

Trafficking

Domestic Abuse:

Teenages

Young Carers

Child Mental

Health

Sexual Exploitation

(CSE)

EXERCISE

33

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Feedback & Reflections on the Exercise

34

• Recent Developments in these areas • Guidance & legislation updates • Networking to national organisations (inc updates on what

Barnardo’s are doing; i.e. CSE work nationally & locally • Skills & knowledge required by staff to effectively respond to

children with these risks (workforce needs)

• Remember: putting learning & development on the supervision agenda

Hard to reach or resistant parents?

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Analysis of Serious Case reviews

“In many cases parents were hostile to helping agencies and workers were often frightened to visit family homes. These circumstances could have a paralysing effect on practitioners, hampering their ability to reflect, make judgments, act clearly, and to follow through with referrals, assessments or plans. Apparent or disguised cooperation from parents often prevented or delayed understanding of the severity of harm to the child and cases drifted. Where parents made it difficult for professionals to see children or engineered the focus away from allegations of harm, children went unseen and unheard”. “Families tended to be ambivalent or hostile towards helping agencies, and staff were often fearful of violent and hostile men. Although parents tended to avoid agencies, agencies also avoided or rebuffed parents by offering a succession of workers, closing the case, losing files or key information, by re-assessing , referring on, or through initiating and then dropping court proceedings”.

Brandon, M, and others (2008) Analysing child deaths and serious injury through abuse and neglect: what can we learn? London: Department for Children, Schools and Families

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There can be a wide range of uncooperative behaviour by families towards professionals. From time to time all professionals will come into

contact with families whose compliance is apparent rather than genuine, or who are more obviously

reluctant, resistant or hostile to professional intervention.

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Resistant or Reluctant?

“A problem for [professionals] is that coverage of recent high profile cases in some parts of the media has contributed to an impression of all parents who maltreat their children as conniving, cold-

blooded individuals, set on abusing or even killing a child and, in the process, deliberately setting out to deceive the authorities.”

C4EO knowledge review 2010 38

Resistant or Reluctant?

“Irrespective of whether they co-operate, it is worth remembering that most parents involved in the child welfare system are involuntary participants in a process they may resent.”

C4EO knowledge review 2010

39

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Trauma in infancy: attachment system compromised.

Sensitised nervous system as brain adapts to emotional environment.

Stress in adult: reminders & experiences of trauma,

life events, etc.

Unbearably painful emotional states.

Self-destructive actions: substance abuse eating disorders deliberate self-harm suicidal actions

Destructive actions: aggression violence rage

Retreat: isolation dissociation depression

See RIP Paper:

Engaging Resistant

Families

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Language and Terms used

• Avoidant

• Resistant

• Uncooperative

• Hard to engage/Reach

• Disguised Compliance

• Violent/Aggressive

• Confrontational

41

Highly Resistant Families

• Families who do not engage or cooperate with services to protect children at risk of harm, including those who may appear outwardly compliant

• Families who do not demonstrate positive change despite intervention and support from child protection agencies

C4EO (2010)

42

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Circumstances and characteristics

• History of concerns relating to abuse and neglect, repeated reports, revolving services and interventions

• Multiple simultaneous problems, such as DV, substance misuse, mental health, criminal activity, lack of financial resources

• Lack of timely, effective services and assessments,

43

Challenges for professionals

• Professional are able to describe behaviours and challenges such as – Inability to contact parents – Unable to meaningful engage – Lack of commitment/motivation

– Violence and aggression.

• Professionals seem to lack confidence in distinguishing between active engagement and false compliance 44

What is resistance?

Ambivalence

Hostility/

Confrontation

Disguised

Compliance

Denial/

Avoidance

Violence/

Aggression

45

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Group Exercise

Consider the resistant behaviour allocated to your table and using the

slides in your pack.

• What specific behaviours might be observed under this heading? What are the possibilities for collusive practice for the workers?

• How should I respond? • From this course; ‘what tools can we use in

supervision to manage this risk with staff’

46

Ambivalence

• Ambivalence is the most common reaction and may not amount to uncooperativeness

• Missed or late appointments, repeated excuses

• Changing topic when feeling uncomfortable and when they use dismissive body language..

• It may reflect cultural differences, being unclear what is expected, or poor experiences of previous involvement with professionals.

47

Avoidance

• A common method of uncooperativeness, including avoiding appointments, missing meetings, and cutting visits short due to other apparently important activity

• Avoidance is often used because the prospect of involvement makes the person anxious and they hope to escape it

• The person may have a difficulty, have something to hide, resent outside interference or find staff changes another painful loss.

48

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Confrontation

• Includes challenging professionals, provoking arguments, extreme avoidance (e.g. not answering the door as opposed to not being in)

• Parents may fear, perhaps realistically, that their children may be taken away or they may be reacting to them having being taken away.

• They may have difficulty in consistently seeing the professional’s good intent and be suspicious of their motives.

49

Violence

• Threatened or actual violence by a small minority of people is the most difficult of uncooperative behaviours for the professional/agency.

• It may reflect a deep and longstanding fear and projected hatred of authority figures. People may have experience of getting their way through intimidation and violent behaviour.

• The professional/agency should be realistic about the child or parent’s capacity for change in the context of an offer of help with the areas that need to be addressed.

50

Disguised compliance • Family provides sufficient evidence to convince workers that it is co-

operating with agencies to protect the child, whilst effectively neutralising professional concern and insight into reality of the child’s life experience.

• Colloquially described as, “doing enough to get social services off my back” e.g. clean the house week before review, school attendance improves for 2 weeks, welcome, rather than usual hostility, at home visit, plausible excuses for missed appointments, presenting for clinic appointment day before crucial home visit

Identified in Beyond Blame 1993 • WE LOOKED AT A DEFINITION OF DISGUISED COMPLIANCE

BY; SUE WOOLMORE ON DAY 2

51

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DVD Clip

http://www.youtube.com/watch=wgQEoB9UbmY

http://www.bing.com/videos/search?q=ruth+pearson+

on+youtube&qpvt=Ruth+Perason+on+Youtube&FOR

M=VDRE 52

53

Break

• Time for a cuppa …

53

54

Learning Log

• Reflect on the learning from day 3 (pm) on your learning log

54

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Reflection and Action Planning: Day 3

•Activity : Reflection and Action Planning

•Reflect over today's training and the activities:

What has been your core learning from today?

How will you implement this into your practice?

What do you need to develop this further?

How will you achieve this?

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Summary & Reflections Exercise

56

This is an opportunity for you as managers to reflect over the three days and to; • Revisit some of the key learning • Identify the needs of your staff as a result of the

training (using a SWOT analysis) • Identify learning you wish to implement in your

service (using SMART principles)

Any core learning that you wish to revisit from the three days?

57

Reflect in pairs and discuss as a whole group

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Identify the needs of your staff as a result of the training (using a SWOT analysis): Exercise in pairs

• Strenghts

• Opportunities

• Weaknesses

• Threats

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59

•

•

•

•

•

Identify learning you wish to implement in your service (using SMART principles): Exercise in pairs

Endings & Evaluations

60

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61

“Crises, disruptions and change will

sometimes prevent you offering the

quality of supervision you have the

capacity to provide. So when all about

you seems to be in chaos, hold onto the fact

that despite everything, you can have a

disproportionately positive influence.”

“Although the experience of good

supervision may be interrupted,

it is never lost.”

REMEMBER: