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Updated SG2016NIMSept16

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nimisha mistry

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Transcript of Updated SG2016NIMSept16

Safeguarding Training

Nimisha Mistry & Tracey Marrow
Student Support Team

Aims of the Session
What is Safeguarding
What is Child Protection
What is Abuse
Children Needs and Response Framework
Your responsibilities
Staff allegations
How to report any concerns
Key contacts
Activity: What is Safeguarding?
What do you think ‘safeguarding’ might mean?
Jargon Buster
The following are a list of common terms used in safeguarding. What do you think the acronyms mean?
Discuss on your tables and write you definitions on post-its notes.
Safeguarding is...
Protecting children, young people and vulnerable adults from maltreatment
Preventing impairment of their health or development
Ensuring that children and young people are growing up in circumstances that are safe and provide effective care, and
Taking action to enable all children to have the best outcomes.

Working Together to Safeguard Children 2015
so is that child protection?

Safeguarding is what we do for all children.
Child protection is what we do to protect
children who are suffering, or are likely to suffer, significant harm.
Child Protection is a part of safeguarding and promoting welfare.
Child Protection is recognising abuse and neglect and acting on it.

Safeguarding is about keeping children, young people and vulnerable adults safe from
aspects of potential harm and neglect.

Child Protection is a
within safeguarding often linked to significant harm.

Put simply...
Child Protection = Protection
Safeguarding = Prevention
Activity: Categories of Abuse

Safeguarding includes abuse, harm, neglect and can include bullying.
Safeguarding looks are preventive action, not just reaction.
Child / Young Person?
Vulnerable Adult?
Anyone under the age of 18
Including an unborn child

Someone who may be in need of care services by reasons of mental health, disability, age or illness.
Someone who may not be able to take care of themselves or unable to protect themselves against significant harm or exploitation.

What is 'Harm'?
What is 'Seriously Harmed'?
‘The ill-treatment or the impairment of health or development including, for example, impairment suffered from seeing or hearing the ill-treatment of another’.
Working Together 2015
Includes cases where the child has sustained, as a result of abuse or neglect, any of the following:
a potentially life-threatening injury;
serious and/or likely long-term impairment of physical or mental health or physical, intellectual, emotional, social or behavioural development.

The Legal Bit
College Policy
Safeguarding and Child Protection Policy
Professional Guidelines & Recruitment and Selection
Learning Support Policy
Prevent Strategy
Categories of Abuse
Physical Abuse
Can include hitting, pushing, kicking, shaking, misuse of restraint or otherwise causing physical harm.
Emotional Abuse
Persistent emotional maltreatment. Including threats, deprivation of contact, humiliation, intimidation, coercion, verbal abuse, isolation, severe bullying or withdrawal of services.
Can include not providing adequate shelter, clothing, supervision or protection from emotional harm or danger.
Can be ignoring medical or physical care needs, withholding medication or adequate nutrition or failure to provide access to appropriate health, care or education.

Sexual Abuse
Financial or Material Abuse
This can involve exploitation and pressure in connection to wills, property, inheritance or financial transactions.
Domestic Violence, Forced Marriage, Fabricated induced illness, FGM, Extremism, Honour Based Violence and Modern Slavery are included under this category
Possible Signs
Includes sexual assault, child sexual exploitation (CSE), harassment, grooming and increasingly gangs.

This doesn't have to be physical contact, it can happen online and also includes being forced to watch sexual acts or images including on mobile phones.

Sometimes the child won't understand that what's happening to them is abuse. They may not even understand that it's wrong.
Child Sexual Exploitation (CSE)
is a type of sexual abuse in which children and young people are sexually exploited for money, power or status.

Children or young people may be tricked into believing they're in a loving, consensual relationship. They might be invited to parties and given drugs and alcohol. They may also be groomed online

Some children and young people are trafficked into or within the UK for the purpose of sexual exploitation. Sexual exploitation can also happen to young people in gangs.

In Rochdale, we work closely with the Sunrise Team to support young people who may be victims or vulnerable to CSE.
Domestic Violence
1 in 9 young adults (11.5%) said that they had experienced severe physical violence during childhood at the hands of an adult.
Child Protection register statistics.
Rochdale Statistics
NSPCC:1 in 14 children are physically abused
NSPCC: 1 in 10 children experience neglect
90% by someone they knew.
NSPCC: 1 in 14 children experience emotional abuse by a parent or guardian.
Around 1 in 5 children gave been exposed to domestic violence.
December 2016: 201 Children on Child Protection Plans.

Emotional Abuse: 78 children (39.3%)
Neglect: 115 children (56.22%)
Physical Abuse: 7 children (3.98%)
Sexual Abuse: 1 children (0.5%)
Hopwood Hall College
At the end of the academic year (2016/2017):
We had

learners that have been

Safeguarded (CPP, CIN, CAF) at the College during the year.


left HHC,
before the 43rd Day
Some CPPs have closed, some learners have been withdrawn, others have stepped down to single agency intervention and some closed due to age.
safeguarding concerns were dealt with by DSOs and SSTs.
concerns regarding extremism.
August 2017
Children’s Needs & Response Framework
The Children's Needs and Response Framework (the Windcreen) is a way of showing that children can have different levels of needs. This shows we have 5 levels of need .
The Framework is helpful because it:

It helps DSOs to decide what actions to take.
It is easy to understand which level of need a child is at.
Tells workers what kind of actions needs to be taken and where to seek help.
Tells services that they should work together
Children and families can move up and down the different stages. This is called the '
step up, step down
' process.
Early Help is best.
All children have needs. Usually these needs are met by services such as schools, colleges, GPs or health centers. These children are at Level 1
Activity: Scenarios
On your tables, decide where these scenarios would go on the Framework and why:

Are they Safeguarding or child protection or not?
What would you do?
Who, if anyone, would you involve
Some points to consider...
The safety is paramount
Never promise confidentiality
Always keep your notes
Data Protection
Key message from SCR
sharing information
We would not automatically contact parents or carers. Especially regarding concerns of DV, forced marriage, CSE, Extremism or HBV.
Our Responsibilities
Safeguarding is everyone's responsibility

All staff
know who to report a concern to
Statutory duty to safeguard learners
All staff must have an awareness of safeguarding polices, procedures and reporting processes
All staff must comply with safeguarding practices including professional guidelines, DBS protocols and code of conduct
Wear ID badge at all times
Stay vigilant and report concerns - don't Ignore it
Recording on ProMonitor
You don't need to be an expert
Listen, stay calm and speak to a DSO or SST
Key Contacts: Hopwood Hall College
Designated Safeguarding Officers (DSO):
Tracey Marrow
Nicola Metcalfe
Helen Redman
All details on the
HUB, ItsLearning, Website
Stay Safe button
Senior DSO and Staff Allegations:
Nimisha Mistry - 07917233738
Caroline Street
Initial Safeguarding concerns: DSOs or SST for the area
Named Governor: Derek O'Toole
Multi Agency Screening Service (MASS)
(8am – 4.45pm )
0300 303 0440 (currently 0845 226 5570)

Emergency Duty Social Work Team
4.45pm-8am evenings, weekends & Bank Holidays 0330 303 8886 (new)

Police Public Protection & Investigation Unit (PPIU)
0161 856 8069 / 8067 / 4810

(early intervention for mental health concerns)

Early Help:
01706 925127

Immediate risk to a child =
- 101 or 999
website: www.safeguarding4rochdale.com
Referrals: External Contacts
Multi Agency Screening Service (MASS)
Children Social Care
Early Help Advisors
Youth Offending Team
Safeguarding is everyone's responsibility

Safeguarding is both prevention and protection

Seek advice and report concerns

Who would you report a concern to?

Any Questions?
Staff Allegations & Safer Working Practices
The College will contact the Local Authority Designated Officer (LADO) for advice on any concerns regarding professional conduct of staff.
If required, the college will make referrals to the DBS if there is (or the staff member posses a possible) risk of harm to children or young people.
Keeping Children Safe in Education 2016 -
staff are required to follow safer working practice.
abuse, harm and risk of harm eg use of force, language and assault.

We all have the responsibility to:
safeguard and promote the welfare of learners
promote safe learning and working environments
we are all in a position of trust and have a duty of care
act properly and professionally at all times
read section 1 of the guidance
protect ourselves from potential allegations
A 17 yr old female student has asked questions in class about what chemicals will kill people. She later tells staff in LRC that ‘she may as well die today or tomorrow it doesn’t matter’.
16 year old female student is upset on questioning her she tell you that she has fallen out with her friend and they are not speaking.

She says her friend was flirting with her boyfriend and he tried to kiss her. She tells you that she went to his flat as normal and she took her friend with her.

She says her boyfriend is 25 and he loves her and she loves him. She says they have not had sex yet but he does give her alcohol and they have smoked cannabis.
A 16 year old male student arrives in class with a black eye, he laughingly tells the class that his dad did it because he had arrived home in a drunken state, they had an argument and he says that he hit his dad first.
A 19 year old male student arrives in class with a black eye he says his dad did it but he hit him first. Upon questioning he says it has happened before, he doesn’t want to report it to the police and that it’s only him that winds his dad up, his younger siblings have never been hit.
You notice that a 18 yr old student with multiple learning disabilities has some bruises, when you ask him what happened he shrugs and says he doesn’t know. You happen to see his mum when she comes to pick him up and you mention the bruising. She says that it is due to his new wheelchair and they are struggling to get used to it.
A catering student never has clean uniform, he has very poor personal hygiene. Security report that he is often waiting outside for the college to open. When you ask him about this he says he gets up early and might as well come into college.
You see your 16 yr old female student, who has been absent from class, walk in to Rochdale Reception and walk straight out the other side. You watch and she gets into a car.
You see fresh cuts on a student’s arm (self harm) and they try to cover it up when they realise you have seen them.
A student 17 who you know has had previous Mental Health interventions, has had very poor attendance. She finally comes into college but is in a very agitated state. She says that she had visions of killing someone on the bus coming in to college.
16 yr old student tells you she has sex with her boyfriend last night, they didn’t use any protection, she is scared she might be pregnant but doesn’t want you to tell her parents.
Student is continually late for classes, you challenge her on this and she says it’s because she has to take her 2 younger sisters to school as her mum is ill. Later on her friend tells you that the student’s mum drinks excessively and won’t/can’t get up to take them to school.
16 yr old female student tells you she has been living with a friend but can’t stay there any longer. Her mum had previously thrown her out and she won’t have her back. She was supposed to be going to live with her dad but he only has a 1 bed flat and is on the council waiting list for a bigger flat so she can live with him. She has nowhere to go tonight.
You notice that a 17 year old student has been hanging around the staff room very frequently.
When you ask her if she is ok, she tells you she is waiting for one of your colleagues.

You speak to your colleague who confides in you that the student emails them on a daily basis late at night about problems at home. They have sent them a Facebook request which has been declined.

She waits for her after class and says it is really helpful to share her feelings with someone but does not want to talk to anyone else.
Your colleague asks you for some advice on what to do.
What are the 5 categories of abuse
Physical Abuse
Sexual Abuse
Emotional Abuse
Financial / Material Abuse
Categories of Abuse
On your tables, list what your category of abuse means and what you may notice:
Frequent and / or unexplained injuries
Shrinking from physical contact
Fear of parents being contacted
Aggressive or bullying behaviour
Talk of punishment which appears excessive
Overprotective behaviour
Fear of undressing / medical help
Over-compliant behaviour or a 'watchful attitude'
Unexplained pattern of absence / missing
Signficant change of behaviour.
Possible Signs
Possible Signs
Possible Signs
A child or young person is sexually abused when they are forced or persuaded to take part in sexual activities.
Sexualised Behaviour / Awareness not age appropriate
Missing (home, care home, education)
Withdrawal from friends / New friends
Unexplained gifts
Drastic change of appearance (+ and -)
Drug and alcohol misuse
Attendance ( + and -)
Pregnancy / STIs
Self Harm
Change of behaviour
Previous history of Neglect
No Culture Condones Abuse!
Deprivation in Rochdale
Rochdale is ranked
out of a total of 326 using IMD.
Deprivation is highest in parts of West Heywood, West Middleton, Kirkholt, Smallbridge, Firgrove and the centre of Rochdale.
A higher proportion of CYP in the population living in the highest areas of deprivation and 12,857 children are recorded as “income deprived”.
of Rochdale children live in poverty - higher than both the Greater Manchester and England.

Where one or both people
do not consent
to the marriage and pressure or abuse is used.
Practices which are used to control behaviour and exert power within families to protect perceived cultural and religious beliefs and/or honour.

Often this is
violence and punishment
when individual is perceived to of
the family/community by breaking their honour code / correct code of behaviour.

HBV is abuse of Human Rights, there is no honour in the commission of murder, kidnap, behaviour and conduct which make up violence in the name of honour.
Procedures that include the partial or total removal of the external female genital organs for cultural or other non-therapeutic reasons.
The practice is medically unnecessary, extremely painful and has serious health consequences when carried out and in later life.
The needs
of the young person are paramount
Students with LLDD are particularly vulnerable and we would refer to adult safeguarding in over 18.
Screens all requests for Children’s Social Care services
Ensures that an appropriate and timely response is delivered.
They determine whether universal, targeted or special service is needed.
Staff are alert to risks of harm
Timely & appropriate information sharing
All staff know who and how to report any concerns
SST provides Early Help before problems escalate
The Safeguarding Team (DSOs & SST are well trained to advise and support staff and students.
DSOs work in partnership with the MASS to ensure legal compliance
What are we safeguarding against?
Bullying, cyber-bullying, harassment (including on social networking)
Inappropriate relationships
Grooming (in person, online, by phone, etc)
Inappropriate supervision (by parents / staff / others)
Risky behaviour
Unsafe activities and environments
Accidents e.g. road, home
Fear of crime
Exploitation including financial, sexual exploitation
Immigration issues
Unsafe environments e.g. parks, sports grounds
Homelessness and unsuitable housing
Alcohol and drug misuse
Eating disorders

Working Together to Safeguard Children 2015
Keeping Children Safe in Education 2016
Education Act 2002: Duty of Care.
Counter-Terrorism and Security Act 2015 (Prevent Duty)
Mental Capacity 2015 and the Care Act 2015
Legal Duty - The Children Act 1989:
s17 - Duty to safeguard
s20 - Duty to accommodate young people
s31 - Full Care Order / Looked After Status
s47 - Child Protection Assessment
The process
by which a
person comes
to support
terrorism and forms
of extremism leading
to terrorism
Extremism Prevent
1. Prevent IS about Safeguarding and protecting people are vulnerable in exactly the same way.

2. It operates in a pre-criminal space so that help and support can be provided through CHANNEL

3. You would highlight any concerns in the same way -
Contact the DSO or SST. Named Contact Nimisha Mistry

4. Multi-Agency Channel Panel will decide what actions and interventions are needed.
Action that endangers or causes serious violence damage or disruption and is intended to influence the government or to intimidate the public and is made with the intention of advancing a political, religious or ideological cause.
Vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. Calls for the death of British armed forces is also included.
What could indicate a concern?
We are responsible for keeping children and young people safe, including from the risks of extremism and radicalisation.
“due regard to the need
to prevent people from being drawn into
Change in language,clothes or friends.
Social isolation and Secretive
Become very vocal about ‘Big Issues’
Online and Social Media Activity
Sense of injustice or experience of hate crime
Recent Loss or Bereavement
Peer pressure
Interpretation of Religion (also a protective factor)
Exposure to extremist material
Self Harm
Drugs / Alcohol abuse
Eating problems
Withdrawal / Social Isolation
Fear of new situations
Desperate attention seeking behaviour
Low Self-esteem
Continual self-depreciation
Inappropriate response to painful situation.
Poor personal hygiene
Inappropriate clothing
Hungry / stealing food
Low Self-esteem
Constant tiredness
Poor social relationship
Untreated medical problems
Regular lateness / Attendance
Head lice
Self-Harm / Mental Health
Lack of academic progress
Development delay and failure to progress.
A student tells you his support worker has been making ”rude comments” towards him. Another learner who was present says they saw this too.
An adult student who has a 7 month old baby tells you that both her and her partner are on methadone programme to address their heroin addiction.
How to keep yourself safe
Practical Tips:
Report any concerns
Inform HR and line manager of any personal contacts at the college
Respect personal space
Do not inappropriately touch learners
Do not add learners / YP as friends on facebook or social media
Do not give out your personal mobile number / email
Do not contact students out of college hours (evening)
Personal relationships, over friendliness and attachment
Lone working, be aware of your environment
Be alert and follow the Professional Guidelines
Interventions and reasonable force (inc intimidating & threatening behaviour)
This definition is not exhaustive. Even if a child recovers, this does not mean that serious harm cannot have occurred.
Extremism in Prevent is...
A vocal or active opposition to
fundamental British Values
, including:

Rule of law
Individual liberty
Mutual respect and tolerance of different faiths and beliefs.
A risk based approach: demonstrate an awareness and understanding of the risks of radicalisation
Female Genital Mutilation (FGM)
Honour Based Violence (HBV)
Shafilea Ahmed was suffocated to death by her parents in 2003 when she was 17-years-old, after being abused for a long duration of her life and a failed forced marriage attempt.
Honour Abuse
Mandatory duty to report concerns of FGM
Honour abuse, including Forced marriage, are a collection of practices which are used to control behaviour within families to protect perceived cultural and religious beliefs.
Rochdale is one of the hotspots for Honour Abuse
1/3 of Forced marriages occur with child marriages (under 18s) and can end in sham marriages.
1/2 of all honour killings are carried out abroad but planned in the UK
The practice of FGM can have serious physical and mental consequences, both at the time of the procedure and in later life.
Key Messages

Statutory Duty on Education:
Early Help @
Hopwood Hall College
The College has in place various mechanisms for Early Help which include:

A named Student Support Tutor (SST) who carries out weekly tutorials and progress reviews;
A counselling provision with a drop in service;
A Learning Support Team;
Dedicated ‘base rooms’ that can be used as safe spaces;
A team of DSOs;
Social spaces for students;
College drop-in services eg sexual health, drugs and alcohol and CAMHS.

Complex Safeguarding Issues
Modern day Slavery
Forced Marriage
- 429 contact into LADO between
April 2015 and March 2016
78 contacts to LADO between from education establishments, including colleges, schools and academies,
- 27 of these contacts from educational establishments progressed to strategy meeting


4 were found to be malicious,
6 were found to be Substantiated resulting in 4 dismissals and 2 disciplinarians
7 were found to be Unfounded
9 were found to be unsubstantiated resulting in 6 training needs identified, 1 resignation and 1 cessation of use
1 is still on-going as there is a police investigation
Full transcript