Safeguarding Learners in the Learning and Skills Sector

Presented by –Andy Ashley Date – 8th and 11th September 2010

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Aims and Objectives

Aim:

To update on the wider context for the safeguarding of young people and vulnerable adults

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Objectives of the workshop:

• To identify the legislative context and key policy drivers which have informed the safer recruitment and wider safeguarding agenda

• To understand the difference between safeguarding and child protection and to explore ways of safeguarding young people and vulnerable adults in adult and community learning

Aims and Objectives

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Continued….

• To identify the importance of creating a whole organisation approach towards safeguarding

• To understand the roles and key purposes of other agencies, especially the local safeguarding boards

• Be aware of the new Independent Safeguarding Authority (ISA) and its implications for safer recruitment

A Need for Ongoing Vigilance

• The need for safeguarding and safer recruitment was highlighted by the Soham case and the murders of Holly Wells and Jessica Chapman by Ian Huntley.

• The findings in Sir Michael Bichard’s report (2004) identified flaws and shortcomings in recruitment when working with children or vulnerable adults.

• Without vigilance Ian Huntley, for example, was employed as a caretaker at Soham Community School.

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The Bichard Inquiry Report – Recommendation 19

“New arrangements should be introduced requiring those who wish to work with children or vulnerable adults, to be registered. The register would confirm that there is no known reason why an individual should not work with these client groups.”

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Definitions

• Child or young person: up to their 18th birthday

(UN convention of the Rights of the Child)

• Vulnerable adult - a person who has attained the age of 18, and:

• is receiving any form of health care• is receiving a service or participating in an activity which is specifically targeted at people with age-related needs, disabilities or prescribed physical or mental health conditions or expectant or nursing mothers living in residential care

• age-related needs includes needs associated with frailty, illness, disability or mental capacity

For more details see Section 59 of SVG Act

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Safeguarding Definition

• “The term ‘safeguarding’ describes the broader preventative and precautionary approach to planning and procedures that are necessary to be in place to protect children and young people from any potential harm or damage.” Keeping it Safe, National Council for Voluntary Youth Services, 2002

• Child protection and safer recruitment are important aspects of safeguarding

• This is also true for vulnerable adults

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So what are we safeguarding learners from?

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Safeguarding Learners From

• Sexual abuse or inappropriate relationships

• Grooming

• Physical and emotional abuse or neglect

• Domestic violence

• Inappropriate parenting

• Inappropriate supervision by staff/volunteers i.e. ‘bad practice’

• Bullying, cyber-bullying

• Self-harm, risky behaviour

• Unsafe activities and environments

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• Accidents e.g. road, home

• Crime

• Fear of crime

• Exploitation including financial abuse, sexual exploitation, forced marriage

• Immigration issues

• Potentially unsafe environments e.g. parks, sports grounds

• Homelessness and unsuitable housing

• Victimisation due to race, sexuality, faith, gender, disability and so on

And…

Photograph provided by a-2-e

Photograph provided by a-2-e

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The 5 Rs

Everyone’s Responsibilities

Recognise

Respond

Record

Report

Refer

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Activity

The first R - Recognise:

•Signs and symptoms one may become aware of in the victim which may cause concern

•What other explanations might there be for these signs and symptoms?

Who are the potential abusers?

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Potential Abusers

•Strangers, e.g. predatory paedophiles

•Family members

•Friends and acquaintances

•Staff working in the sector including peripatetic staff e.g. assessors and agency staff

•Externally contracted staff e.g. security staff, transport staff

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•Volunteers

•Governors/trustees/board members

•Other learners

•Themselves

•Anyone (potentially!)

Continued…

• to promote positive safeguarding procedures and practice

• receive information and offer advice about safeguarding concerns, maintain secure records and take appropriate action

• to be familiar with national and local safeguarding guidance and referral procedures

• to assess the development needs of staff and co-ordinate training

• to keep all staff and volunteers informed of good practice and development

• to monitor safeguarding cases in the organisation

The Role of the Designated Person

Report

Report

Designated Person/s and/or Deputy/ies

ComplaintsConcerns

ComplaintsConcerns

ComplaintsConcerns

ComplaintsConcerns

ComplaintsConcerns

ComplaintsConcerns

Resolved - No further action.

Safeguarding Policy

Activities promoting

Safeguarding Policy

Chair/ Principal

Staff/ Student Union

Line manager / Trade Union

Contract manager

Volunteer co-ordinator

Relationships manager

Corporation/ Board

Learners

Staff

Contractors

Volunteers

Stakeholders/ Partners

Police

Safeguarding Children Board

Investigation

Prosecution

Record

No further action

Investigate, Record Refer to ISA

Children/ Adult Services

RecordAny individual is able to report

directly to the designated person should the situation

require this

Designated Person Flowchart

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Activity

Case Study

A learner approaches you and tries to explain that they are worried about a friend who they believe is being abused . They say that they have approached you because they trust you.

What action do you take?

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External inspection will look at:

• Whether there is an awareness of safeguarding across the organisation including staff and learners

• Whether providers have safeguarding systems in place and are critically looking at existing practices

• Whether learners feel safe

• Whether providers have looked at their policies to include safeguarding

• Whether providers have made decisions around ISA/ CRB checks and who should be included in these

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External inspection continued…..

• Whether there is staff training on safeguarding to ensure all understand the requirements and duties to safeguard all learners including vulnerable adults

• Whether the provider knows about the requirements on vetting and barring

• Whether the organisation is proactive and taking the right steps

• Whether the organisation has links with the local safeguarding board LSB (for details of LSB’s www.everychildmatters.gov.uk/lscb) 23

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E-learning Resourcehttp://www.leadershiplearning.org.uk/

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Assessment screen

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• To identify the legislative context and key policy drivers which have informed the safer recruitment and wider safeguarding agenda

• To understand the difference between safeguarding and child protection and explore ways of safeguarding young people and vulnerable adults in adult and community learning

Revisiting the objectives of the workshop:

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Continued….

• To identify the importance of creating a whole organisation approach towards safer recruitment and safeguarding

• To understand the roles and key purposes of other agencies, especially the local safeguarding boards

• Be aware of the new Independent Safeguarding Authority (ISA) and its implications for safer recruitment