Safeguarding Manual

A Guide to the LSIS Online Level 2 Certificate in Safeguarding for Staff at Barnet College

Raj Perera

Barnet College

Safeguarding Level 2 Certificate

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Contents The contents of this guide have been developed from the online LSIS safeguarding course, “Safeguarding and Safer Recruitment” which is delivered via the LSIS Leadership Learning Environment. All material is subject to copyright by the Learning and Skills Improvement Service, Friars House, Manor House Drive, Coventry, CV1 2TE © Learning and Skills Improvement Service (LSIS) 2010 company number 06454450 registered charity number 1123636. With thanks to Ann Ruthven Head of Learning and Learner Support at LSIS. This guide is designed to help prepare staff at Barnet College achieve a Level 2 certificate in Safeguarding, the assessment can only be taken online. Staff need only study Modules 1 and 2 for the certificate in Safeguarding. The Modules needed for Safer Recruitment are not in this guide and are online. I hope you find the guide useful and would appreciate any feedback that will help to improve it.

Raj Perera Professional Development Adviser & Designated Safeguarding Officer Barnet College raj.perera@barnet.ac.uk

Module 1 Unit 1

Safeguarding in Context

Pages 3 -10

Unit 2

Framework for Safeguarding

Pages 11-19

Unit 3

Who are we Safeguarding

Pages 19-24

Unit 4

What are we Safeguarding Against

Pages 24-29

Unit 5

Who are we Safeguarding Against

Pages 29-37

Unit 6

What do I do

Pages 38-48

Embedding Safeguarding

Pages 48-62

Module 2 Unit 1

Throughout the Organisation Unit 2

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Involving and Informing Learners

Pages 63-71

Safeguarding Level 2 Certificate

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Pages 76 – 86

Online Assessment Obtaining your online Level 2 Certificate Safeguarding Level 2 Training Guide

Module 1

Unit 1

Safeguarding in Context

Safeguarding aims to promote the welfare of learners by protecting them from sexual, physical or emotional harm. The box below shows the difference between safeguarding and child protection

The responsibility for creating safer learning environments is shared by everyone working in the Learning and Skills sector. An open and supportive culture promotes the safety and wellbeing of all members of the organisation and means that:

  

Learners can thrive and achieve Staff, volunteers and visitors can feel secure Everyone is assured that their welfare is a high priority

Organisations’ Obligations Leaders must ensure the following obligations have been fulfilled:

   

There is a comprehensive and effective safeguarding policy in place.

There is a designated person for safeguarding There are effective measures for the safer recruitment of staff There are appropriate arrangements for dealing with allegations of misconduct

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This course will help you understand safeguarding and why it is everyoneâ€&#x;s responsibility.

Purpose Safeguarding applies to you. It is now a vital professional requirement.

Increased awareness and effective safeguarding policies provide you, your learners and your colleagues with a safer working environment. As part of the inspection process, you are expected to know how you can safeguard learners and ensure you are familiar with current legislation, procedures and guidance. You should refresh your knowledge at least every two years.

This resource will help you to understand what is meant by safeguarding and promoting wellbeing. You will identify and explore your role in safeguarding, and become confident of what to do if you have concerns about a safeguarding issue.

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Content Warning

Abuse, harm and bullying are disturbing and distressing subjects and you could find parts of the course upsetting.

If you need help with issues raised by this course, information about support services you can use the Personal support button at the bottom of the screen on the on-line course.

Terminology

There are a number of terms used frequently throughout this course. Some of the key terms are defined below.

Learners refers to all students and trainees in the learning and skills sector, including but not limited to:

   

Full and part time students.

Learners both above and below the age of 18.

Learners on alternative curricula, or on 14 – 19 diploma courses.

Learners with physical or learning disabilities.

A vulnerable adult is a person who may be in need of community care services by reason of mental or other disability, age or illness; and who is or may be unable to take care of him or herself, or unable to protect him or herself against harm or exploitation.

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More Terminology

Governors refer, in this programme, to any members of an organisation‟s governing body, board of directors or board of trustees. In general FE colleges, it will be known as a governing body. In other learning organisations it may have a different name.

Designated person refers to the senior safeguarding officer within an organisation, often referred to as a Designated Senior Person (DSP) OR Child Protection Officer. The Designated Person:

   

Has lead responsibility for safeguarding all learners Is the person to whom staff should report any disclosures or concerns Provides safeguarding advice and support to other staff.

Liaises with external agencies

Staff refers to all staff within the organisation, including part-time and full-time members, contractors, volunteers and those on work placement.

The Safeguarding Agenda, approach, policy and position statement Throughout this course, you will see references to a number of terms. Think about what you understand by the following terms having considered the definitions.

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Getting the most from the course Throughout the modules, you will be asked to think about your organisation and how the principles of safeguarding apply.

By the end of this programme you will be able to:

    

State the purpose of safeguarding State the need for an effective approach to safeguarding Identify any gaps in your own knowledge and how you can address them.

Improve your knowledge of the subject as a whole.

Consider how your organisation is dealing with safeguarding and safer recruitment and identify key areas for improvement.

Recognition

This course can contribute towards your own Continuing Professional Development (CPD).

One of two assessments at the end will help you check what you have learnt – dependent on your role, you will complete either the Safeguarding assessment or the Safeguarding and Safer Recruitment assessment. If you achieve a satisfactory score you can download a certificate.

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About the modules Module 1 looks at the framework for safeguarding:      

The legislation that underpins safeguarding.

The factors that increase vulnerability.

Prevalence of abuse and myths around abuse.

Signs and indicators of abuse and neglect.

Grooming behaviours.

What to do if there is a concern.

Module 2 focuses on ways to create an ongoing culture of vigilance. You will consider how learners and staff can be involved in promoting safeguarding in your organisation.

Module 3 looks at the process and practices involved in safer recruitment. You will consider how learners and staff can be involved in promoting safeguarding in your organisation.

Module 4 includes resources to support you, with information on where to go for further help and advice.

Assessments There are two assessments featured in the resources.

The first is aimed at users who only have to have knowledge of both safeguarding issues.

This features questions based on Modules 1 and 2 of this resource.

The second is aimed at users who have knowledge of both safeguarding issues and issues of safer recruitment. This may include staff who work in senior management or in HR. You will only need to complete one of the assessments. Successful completion of an assessment will provide you with a printable certificate.

More information about the assessments is provided in the user guide and on the initial screen of the assessments.

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Summary This unit has introduced the principles of safeguarding. There are more resources available on the on-line course. The next unit considers why a safer learning environment is important.

It also looks at the framework of legislation, policies, procedures and systems that support safeguarding.

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Module 1 Unit 2

Framework for Safeguarding

About this unit This unit explores why creating a safer learning environment matters, including the reasons behind new legislation and the greater focus on safeguarding.

You will learn about the legal framework for safeguarding in the Learning and Skills sector and how safeguarding is included in Ofsted inspection grades. This will help you to consider the policies, procedures and systems that an organisation needs to have in place to protect its learners.

By the end of this unit you will be able to: 

Describe why the safeguarding agenda is important in the learning and skills sector.

Background

This courses is a response to recent changes in the law and the introduction of the Vetting and Barring Scheme. These have encouraged a greater focus on safeguarding throughout the education sector.

These changes to legislation arose from high-profile abuse cases including:   

Abuse by care home owner Gordon Rowe, which came to light in the late 1990s.

The 2003 Laming Report following the death of Victoria Climbie.

The 2004 Bichard Report following the Soham murders.

The Lamming Report in particular, illustrated failures in communication and information sharing between agencies. Lessons learned from these cases have strengthened the legal framework for safeguarding, as you will discover later in this unit. It now fully supports staff in creating a safer learning environment.

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Ofsted Not only is safeguarding a moral and legal responsibility, it is now a consideration in Ofsted inspection and affects the overall grade (limiting factor). Along with equality and diversity, safeguarding helps to assure the quality of the development and well-being of young people and adults.

Inspectors will consider legislation awareness and implementation, how well staff are trained, and will include observations on safeguarding in the final report.

Where safeguarding is judged to be inadequate, it is most unlikely that the overall effectiveness of the provider will be better than satisfactory. It is likely that the overall judgement will be inadequate. Where safeguarding is judged to be satisfactory, the overall grade awarded is unlikely to be better than good.

More information on the role of safeguarding in the Ofsted inspection can be found on the on-line course (Module 1 Unit 2).

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The need for safer learning environments

How safer learning environments benefit learners

It is clear that learners benefit from a safer learning environment. They are more able to fulfil their potential when they are secure and supported.

A commitment to creating a safer learning environment also impacts on the wider organisation. Staff are duty-bound to work towards a safer learning environment, for their own protection and the welfare of learners.

If effective safeguarding and safer recruitment are not demonstrated during an Ofsted inspection, then a score higher than a Grade 3 in Leadership and Management is unlikely to be achieved.

This means that the overall inspection cannot be graded „Outstanding‟.

Legal Framework The legal framework for safeguarding consists of several pieces of legislation. These include:     

Human Rights Act 1988 Safeguarding Vulnerable Groups Act 2006 Children Act 1989 – Section 17 – Provision and Section 47 – Protection Education Act 2002 – early intervention and effective protection Safeguarding Children and Safer Recruitment in Education 2007

It‟s not necessary for every member of staff to know these documents inside out, but it is useful to know where the legislative framework that supports the Safeguarding Agenda comes from.

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Key Legislation It‟s possible to download a document containing a summary of each piece of legislation from the on-line course (Module 1 Unit 2) and also from the Safeguarding site in Continuing Professional Development on Moodle.

The Independent Safeguarding Authority (ISA)

Responding to the need for improved multi-agency working, the Independent Safeguarding Authority (ISA) was established to record and share information to help prevent unsuitable people working with children and vulnerable adults.

Working in partnership with the Criminal Records Bureau (CRB) and others, the ISA manages the increased safeguards provided by the new Vetting and Barring Scheme (VBS).

Launched in October 2009, the VBS brings together three former barred lists and is being phased throughout 2010 and 2011.

Employers and other bodies have a legal duty to refer relevant information to the ISA. (Note: the ISA and VBS are under review following the announcement by Theresa May in June 2010. For the most up to date situation please go to the ISA website) POCA – The Protection of Children Act, which imposed a duty on the Secretary of State to maintain a list of people considered unsuitable to work with children.

POVA – The Protection of Vulnerable Adults Scheme, which created and held a list of people considered unsuitable to work with vulnerable adults.

List 99 – A list of people banned from working in any capacity with children, in any setting.

The ISA website has more information on safeguarding and your responsibilities: http://www.isa-gov.org.uk/

Wider safeguarding agenda Safeguarding legislation and policies do not just cover issues like neglect or sexual abuse.

Other areas help to set the wider safeguarding agenda.

Forced marriage is marriage conducted without the full consent of both parties and under duress. It is an entirely separate issue from arranged marriage and the two should not be confused. It became illegal under the Forced Marriage (Civil Protection) Act 2007.

Bullying includes issues like cyber bullying and e-safety. You can find more resources on these issues in Unit 5 of this module.

Other salient issues relevant to safeguarding are guns, gangs and knives, violent extremism, domestic abuse and child trafficking.

Resources and links listed in the Appendix will give you further information about all these areas.

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Supporting Safeguarding

The policies, procedures and systems that support an organisation‟s approach to safeguarding should be based on legislative requirements.

Think about which safeguarding policies, procedures and systems you might find in an organisation. What arrangements does the organisation have?

Embedding Safeguarding Case 1 Read the following account illustrating the importance of creating a safer learning environment and answer the question at the end.

I found out about safeguarding when I had some trouble with a tutor on my ACL courses. I was really enjoying it, but then this new tutor started and she was a bully, she was really mean to me calling me things like „dumbo‟ and stuff because of my learning difficulties

It took me back to when I was at school and the same thing happened. And my coursework started to suffer. I was getting good marks, but because of the bullying my confidence disappeared and I was getting lost with the course. I didn‟t know what to do

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Then, my learning providers‟ intranet had a news item about the inspection they‟d just had done. It mentioned about safeguarding, they said they‟d been graded really highly because of all the policies they had and how seriously they took their responsibilities

It reminded me that there was a whole section on the intranet about what to do if you were being bullied. I reported it, went through all the procedures and stuff and it got sorted out...The tutor was disciplined and ended up leaving. Now I feel really safe because I know that if anything happened again I can trust the provider and my assessor and they‟ll do what they say they will. I‟ve got kids and when they start school or college, I‟ll make sure there are good safeguarding policies in place for sure.

Would learners in your organisation feel similarly safe? If not, why not?

Learners in my organisation might feel...

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Feedback Case 1 This example illustrates why creating a safer learning environment is so critical for learners.

Safeguarding means that learners:     

Can feel secure in a supportive environment Are free to concentrate on learning Can rely on people in positions of trust Know how and where to report any concerns.

Are assured that any problems that do arise will be properly and effectively dealt with

Embedding Safeguarding Case 2

I‟ve got lots of learners I‟m responsible for, but because they are all out in the workplace I‟m obviously not there all of the time.

It‟s reassuring to have safeguards in place – some people might see them as more bureaucracy, but the guidance and support the policies and procedures can give are worth it.

Because of all this, I‟m confident that my learners are in a safe environment, and are protected so they can get on with learning.

Barnet College

My organisation is really keen to make safeguarding learners a priority. We‟ve just been through our inspection, and were told we were exemplary in safeguarding and safer recruitment. That means a lot. Most of our learners are remote, so it can be hard to make sure they have a safe learning environment, but our Designated Person regularly checks our partners are following the policies. We also work hard to make sure the learners know they have this safety net should they need it, and we get the learners involved in updating our systems.

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How does your organisation’s approach to safeguarding give you confidence that your learners are safe?

I am assured my learners are safe because........

Feedback Case 2 This illustrates how having the proper safeguards in place means that staff can focus on their main role. Staff need to trust that the organisation is doing everything it can to minimise the risk of harm to learners.

Summary This unit has covered the background to the legal framework for safeguarding. It has shown how an organisationâ€&#x;s safeguarding policies; procedures and systems are supported by this framework.

It has emphasised the importance of creating a safer learning environment. The next unit looks at who is being safeguarded.

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Module 1 Unit 3

Who are we Safeguarding?

This unit looks at who is being safeguarded. You will learn about different groups covered by an organisation‟s legal responsibilities and identify the ways in which learners may be at risk.

By the end of this unit you will be able to:   

Identify who is being safeguarded Recognise which learners are additionally vulnerable Explain why certain factors contribute to the vulnerability of those learners

Clarifying safeguarding

Before looking at who is protected by safeguarding measures, it is useful to recap and be clear about what we mean by safeguarding.

Q1

Which of the following statements best describes what we mean by „safeguarding‟?

A

Safeguarding stops learners being abused or bullied

B

Safeguarding aims to protect learners from sexual, physical or emotional harm

C

Safeguarding is used to check the background of people working with children

D

Safeguarding means investigating any suspicion of abuse

Answer 1 B A rounded definition of safeguarding would be that it “aims to promote the welfare of learners by protecting them from sexual, physical or emotional harm.” The key features of safeguarding are safer recruitment, being vigilant and reporting any concerns. These contribute to creating a safer learning environment.

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Safeguarding focus This exercise will help you identify which groups safeguarding legislation aims to protect from harm and abuse.

Q2

Which of the following groups are the focus of safeguarding legislation? There are four correct answers.

Answer 2

Full and part-time students; students with learning difficulties; children in an organisation‟s crèche; vulnerable adults under the organisation‟s care.

Safeguarding legislation directly protects the following groups:     

Part time students who may be part of an alternative curriculum Full time students Children in the organisation‟s crèche Students with learning difficulties Vulnerable adults under the organisation‟s care

Staff are not the focus of safeguarding legislation, and the legislation was not created to safeguard them from harm and abuse. However, staff are affected by safer recruitment practices and a safer learning environment protects them too. Staff subject to discrimination or bullying should take this up through their organisation or union.

Legal definitions Safeguarding in the learning and skills sector includes protecting people both under and over the age of 18.

The law defines someone as a child until their 18th birthday. This legal definition often occurs in safeguarding legislation – references to „children‟ should not necessarily be dismissed as irrelevant.

Anyone over 18 is legally an adult. However, safeguarding also covers vulnerable adults within the organisation. An organisation‟s safeguarding responsibilities apply to all learners, including those on full and part time courses. Other learners covered include:

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    

Learners on an alternative curriculum, including those with special educational needs Work based trainees Learners on new 14-19 Diploma courses Young children in a nursery or crèche Adult learners on community based learning courses

Additional Vulnerability It is your responsibility to safeguard all learners. Sometimes there will be factors that put individual learners at particular risk of abuse, making them vulnerable.

We shall now look at three learners. Their situations will help you think about what could make a learner vulnerable.

Case 3 Johnny came out as gay to his family when he was 15. His friends already knew...there was a group at school who‟d always been close, so they looked after each other.

He‟s starting college in a few weeks – really looking forward to it – but he‟s really worried about how he‟ll manage without the support from his friends.

What makes Johnny more vulnerable and why?

Johnny could be more at risk because........

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Feedback Case 3 Johnny will be entering a new environment without the support of the group of friends he has relied upon; where people will not know he is gay. This change in situation makes him more vulnerable and possibly less confident. He may well be worried about homophobic bullying.

Sexuality might make a learner vulnerable to bullying or abuse. Being aware of the potential risk will help to safeguard the learner. However, factors that could contribute to vulnerability may not always be so obvious.

Case 4 After having to leave Zimbabwe last year, because of the political situation, Anesu has been doing well in England. She lives with some family friends, who are also refugees – her parents are still in Africa and she doesn‟t get to speak to them often.

Anesu grew up bilingual, speaking English and Shona, so she didn‟t think she‟d find communication a problem here. But the English spoken in Birmingham is a bit different to that in Harare!

What makes Anesu more vulnerable and why?

Anesu could be more at risk because........

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Feedback case 4 Anesu is away from her home culture and her family, so these factors are likely to make her vulnerable. She also has some difficulties with the language and communicating her feelings, making it harder for her to discuss any issues.

Being a recently arrived refugee could contribute to a learnerâ€&#x;s vulnerability to bullying or abuse and an awareness of this potential risk will help to safeguard learners. Contributing factors may not always be as obvious as this however.

Case 5 Peter lives in sheltered accommodation. He has had learning difficulties and a visual impairment all his life, but in the past few years heâ€&#x;s been able to move out of home and gain some independence. As he says, about time for a man of 34!

He has lots of friends both in the flats and from the community college where he studies part time. Every Friday night they go down the pub so he can treat them to a few beers.

What makes Peter more vulnerable and why?

Peter could be more at risk because........

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Feedback Case 5 Peterâ€&#x;s situation could make him more vulnerable to financial abuse. Assumptions must not be made from these details, but if Peter always buys the drinks it is possible that his friends are taking advantage of his disabilities.

Physical or learning difficulties may make a learner more vulnerable to bullying, abuse or both. An awareness of the potential risk will help ensure that the learners are effectively safeguarded. Not all contributing factors will be as obvious as the examples in these scenarios.

Summary

In this unit we have considered the different groups protected by safeguarding policies, procedures and systems. You have also identified factors that may mean learners are additionally vulnerable.

The next unit looks at different kinds of abuse and ways in which their signs and indicators can be recognised.

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Module 1 Unit 4

What are we safeguarding against?

In this unit we consider the types of abuse learners need to be safeguarded against. You will find out about different signs and indicators of abuse which in their own way may not be proof of abuse, but which should be noticed as part of an ongoing culture of vigilance.

Context warning If this unit raises issues from your own experience, the online personal support button will provide links to organisations that can help you.

By the end of this unit you will be able to:  

Recognise signs of abuse, neglect or bullying Take appropriate action when there is a concern

Continual vigilance Educational organisations have a responsibility to pick up on potential indicators of abuse.

The signs may suggest where the learner faces abuse, which could be within or outside of the organisation.

Learners could be particularly vulnerable travelling to or from the organisation and safeguarding must cover these times too.

In every situation, acting on concerns and following reporting procedures helps protect all learners. The next screen helps you think about what abuse learners may face.

What is abuse?

Abuse is often assumed to mean sexual or physical abuse, but there are many ways in which people can be abused.

Some accepted definitions of abuse: 

Physical abuse involves causing physical harm to a person, however this is achieved. Deliberately induced illness would also count as physical abuse.



Emotional abuse may cause a person to feel psychological or emotional suffering or fear, maybe by persistently being told they are worthless, unloved, inadequate and not valued as an individual.



Sexual abuse involves forced sexual acts, whether with physical contact or as noncontact activities, or forced or unforced sexual acts with minors or vulnerable adults.



Neglect is the persistent failure to meet a person‟s basic physical, emotional and/or psychological needs.



Financial abuse is the illegal or improper use of a person‟s finances without their informed consent or where consent is obtained by fraud.

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  

Bullying is intentionally causing harm to others through harassment, assault, or other more subtle methods of coercion such as manipulation. Cyber or e-bullying uses technology such as email, social networking sites and texting to do this.

Discrimination includes any action or practice that excludes a group or individual or treats them unequally.

Indirect abuse may occur when a person is exposed to the abuse of another person, such as violence against a parent or carer.

Case 6 Mariam attends a specialist college for adults with learning difficulties. She is usually a happy and boisterous person often described as „the life and soul‟ of the college.

However, recently, she has become more withdrawn and quiet. Many of the tutors and other learners have noticed the change in her personality.

What signs might indicate a potential issue for Mariam? Could there be an innocent explanation?

A potential indicator........

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Feedback case 6 A change in usual behaviour. Mariam is known by everyone to be outgoing and cheerful, so this change in how she acts at college may be a cause for concern.

This could be an indicator of bullying or other abuse, but there may be other valid reasons for the change in Mariam. It is important not to make assumptions. Signs of abuse are often not in isolation – a change in behaviour could reinforce other indicators.

Case 7 Darren is a keen footballer and plays for the college first team. Recently, after training another student noticed a large number of bruises around his midriff and back in the changing room.

What signs might indicate a potential issue for Darren? Could there be an innocent explanation?

The indicator........

Feedback case 7 Unexplained injuries. Darrenâ€&#x;s bruises may be a cause for concern, particularly because of where they are – bruises around the midriff are not typical footballing injuries.

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This could be an indicator of physical abuse, but there may be other valid reasons for Darren‟s bruises. It is important not to make assumptions. Signs of abuse are often not in isolation - has Darren‟s behaviour changed or anything else been noticed?

Noticing changes Unusual behaviour from a learner could be indicative that they are facing abuse. Take notice of:   

What you see What the learner says Any changes in the learner‟s behaviour

Also take notice of what others say and how the learners behave towards others. Changes in behaviour often suggest that something is wrong, but are, in themselves, not necessarily proof of abuse.

In combination, these signs can be useful indicators but assumptions should not be made – find a balance between being vigilant and being over-zealous. The next screen looks at what happens if you do have concerns.

What to do Acting appropriately when there is a concern is a major part of safeguarding. Learners are most protected when those in positions of trust take the correct cause of action.     

Be prepared to listen to learners Encourage learners to talk to you – operate an open door policy.

Never promise confidentiality – you may need to raise a concern with someone else Never interrogate a learner or investigate what they have said (unless it is a specific responsibility of your role) Pass on any concerns to the Designated Person in your organisation

The diagram below shows the levels of investigation that may be needed.

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Unit 6 of this module looks at the procedures for reporting concerns

Summary This unit has examined what abuse is and possible signs to look out for. Each learner is different, so watch out for changes in their usual behaviour and attitude.

Indicators could be interpreted in different ways – be vigilant but not over-zealous. Never make assumptions of abuse, but if there is a concern, report it.

The next unit looks at who we are safeguarding learners from.

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Module 1 Unit 5

Who are we safeguarding against?

This unit looks at the prevalence of abuse and the myths surrounding it. You will find about who might be in a position to abuse and the opportunities they will look for.

There is also a section on the grooming process, including grooming online.

Context warning If this unit raises issues from your own experience, the online personal support button will provide links to organisations that can help you.

By the end of this unit you will be able to:  

Describe the extent of abuse Identify ways in which abusers target learners

Reducing Abuse As explored in the previous unit, abuse can take many forms. Sadly, there will always be abusers who will find ways to overcome barriers and break down resistance.

Effective safeguarding policies, procedures and systems, including safer recruitment, are there to protect learners from potential harm. They will contribute to a safer learning environment in which learners are supported and can focus on achieving their potential.

There are many reasons why victims of abuse may not tell anyone about what is going on.

These can include:

    

Threats Fear of punishment Guilt and shame A lack of opportunity to be heard or believed Inability to communicate

Myths about abuse Abuse is often not openly discussed, so there are many myths surrounding it.

The list below has a number of statements about abuse. Read each statement and think about whether it is a fact or a myth.

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Question 2. Are the following statements true or false?

a. Most abuse is perpetrated by a stranger b. Abuse is more prevalent in lower income or poorly educated families c. Most victims of abuse will tell someone without prompting d. Abusers fit common stereotypes and are easy to identify e. Sexual abuse is the most common form of abuse Question 2 – Answers 2a

False. Statistics show that most abusers come from within the family

2b

False. Abuse happens regardless of social background.

2c

False. Most victims of abuse suffer in silence

2d

False. Abusers do not fit stereotypes and anyone could be an abuser

2e

False. Sexual abuse is only one of a number of forms of abuse.

Who could abuse?

People that learners trust can also be in a position to abuse them.

Think about what kind of people may be in a position to harm learners.

And lead to a safer learning environment.

Some of the people in a position to abuse:        

Parents and other family members Care staff Foster carers Support staff Voluntary staff Teaching staff Other learners Transport staff, e.g. bus drivers

Greater awareness of potential opportunities to abuse will reduce risk.

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Abuse by other learners As mentioned earlier, other learners can also be in a position to abuse. This programme does not deal with this specifically, but it is important to consider this in your safeguarding duties.

Learner-on-learner abuse can take many of the forms previously described. Bullying can be particularly prevalent.

Risk assessments of vulnerable learners should be carried out with this in mind to ensure that they can be safeguarded effectively.

If you have any concerns about learner-on-learner abuse, speak to your Designated Person for advice and guidance.

The Grooming Process Most commonly associated with sexual abuse, the grooming process can also be applicable to other forms of abuse, most particularly financial abuse.

Case Study 8

Trust – an abuser may try to gain the trust of a learner by giving them presents, attention or assurances to boost their confidence Think of some other ways in which trust can be gained.

Trust can be gained by....

Feedback case 8 Trust There are many ways for an abuser to gain a learner‟s trust, such as by keeping promises or carrying out favours. If they are already in a position of trust, this may not be too difficult.

Abusers will often try to gain the trust of carers and parents too – not just that of the learner.

Favouritism – A learner may be treated differently to their peers. Reciprocity is expected if favours are accepted.

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Think of some other ways in which staff may show favouritism.

Favouritism can be could be shown by....

Feedback Case 8 Favouritism A tutor giving a learner particular leeway – for example, extra time for deadlines, or additional help with work – or a member of care staff being more sympathetic to certain disabilities may be examples of favouritism. Examples of favouritism can be very concrete or more subtle. A learner may feel they owe the abuser something if they have accepted favours.

While it is necessary to treat everyone fairly and equally, there may be particular circumstances where there are legitimate reasons for giving a learner or group of learners extra time with deadlines or additional assistance with work. There may not be anything sinister in this, but staff need to take account of circumstances and make any decisions with a senior member of staff or line manager, not unilaterally.

Alienation – the learner is alienated from their family and friends leading to an increased dependency upon the abuser.

Think of some other ways in which a learner could be alienated from family and friends.

A learner could be alienated by....

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Feedback case 8 – Alienation Perhaps the abuser is able to persuade the learner that their friends or family have deceived them or are not acting in their best interests. This then increases the learnerâ€&#x;s dependency on the abuser as someone they can trust and builds exclusivity in their relationship.

Opportunities for abuse

There are many opportunities for abuse to occur. Any situation may provide a potential opportunity.

The rise in the use of technologies like the internet and mobile phones provides new and different ways for abusers to target and groom learners. These communication technologies also offer opportunities for learners to abuse other learners. The effects of this can be devastating.

Your organisationâ€&#x;s approach to safeguarding should consider this. Comprehensive policies, procedures and systems will help ensure a safer learning environment for learners.

Technology and abuse This section gives an example of how technology might be used to abuse a learner.

Case 9

A learner has received threatening messages on social networking sites and through their personal email from other students at their college.

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What are the issues here?

The issues are....

The learner is feeling harassed and fears for their safety. The messages are sent from college computers, in college time.

How could this have been protected?

This could have been prevented by....

There are policies, procedures and systems in place about cyber-bullying but no one really knows about them and they are not enforced.

Do you have the right policies, procedures and systems in place? How do you effectively enforce them?

In my organisation....

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Feedback 1 Case 9 The learner in this scenario is being bullied – the issues here are cyber-bullying and the acceptable use of technology. You need an effective anti-bullying policy, proper support and effective procedures to deal with the bullies.

It is clear that this learner is not being protected by the organisation. While this kind of abuse can be difficult for organisations to detect, designing, implementing and enforcing an acceptable use of technology policy can help to create a safer learning environment.

However, this is difficult to police outside the learning environment.

Feedback 2 Case 9 A combination of the following procedures may have helped to prevent this situation:   

An effective acceptable use of technology policy Restricting access to social networking sites within the institution Email monitoring

Nothing can completely stop cyber-bullying-it can happen within any organisation and often outside it – but there are ways in which the chances of it happening can be reduced.

Educating learners about what constitutes unacceptable behaviour, creating a culture of mutual respect and making sure learners know what to do if it happens are steps to preventing bullying of any kind.

Feedback 3 Case 9 Hopefully your organisation has effective policies, procedures and systems in place to prevent situations like the one in this case. However, the most important things are not the policies themselves, but that they are enforced effectively and that staff and learners are familiar with them.

Safeguarding is all about taking preventative measures against such behaviour. It also requires broad thinking to identify what kinds of protection learners might need.

Module 2 of this course has some ideas for you to consider on embedding safeguarding in your organisation and creating a culture of vigilance.

Cyber bullying and e-safety

Cyber bullying and e-safety are issues of particular concern for many learners. These terms cover bullying that is:   

Online, including social networking sites like Facebook and Bebo.

Through electronic communications, such as email and instant messaging By mobile phone, including voice calls, text or picture messages and video

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Your organisationâ€&#x;s acceptable use of IT policy should cover how to deal with these issues.

Although the tools used by bullies may be new, the procedures for taking action if you have any concerns are the same as for any other safeguarding issue.

The following documents can be downloaded from the online course for more information on e-safety and cyber bullying and for an example acceptable use of IT policy.

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Module1

Unit 6

What do I do?

About this unit

All staff need to listen and act to create a safer learning environment.

This unit focuses on what to do if:    

A learner comes to you with an allegation A learner makes a disclosure of abuse to you.

You have a concern about a learner.

You have a concern about a colleague.

Your safeguarding policies, procedures and systems make it clear what course of action should be taken if there is a concern. Unless you have a specific safeguarding responsibility, perhaps as a Designated Person, then you should follow the reporting procedure outlined in this unit.

By the end of this unit you will be able to:  

Describe the action to take if you have concerns.

Act appropriately and with confidence if you are faced with a situation that requires the application of your safeguarding knowledge

Personal responsibilities What are your responsibilities?

Think about what you should do to create a safer learning environment.

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Organisational responsibilities What are your organisations safeguarding responsibilities?

Think about what your organisation should have in place. Do you know what to do or who to talk to if you have a concern?

Your responsibilities Part of safeguarding is making sure that you are aware of your organisation‟s policies, procedures and systems.

Help to fulfil your safeguarding responsibilities by keeping informed of the approach within your organisation.

Every member of staff has a responsibility to safeguard learners. Broadly this includes:    

Being aware of the organisation‟s policies, procedures and systems Following the policies Listening to learners and being vigilant about their welfare Reporting any concerns

Talk to your organisation‟s Designated Person if you feel you need more support in fulfilling your responsibilities.

Reporting concerns Concerns should be reported to your organisation‟s Designated Person for safeguarding, or another senior member of staff if the Designated Person is the focus of the concern.

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A knowledge of your organisation‟s policies, procedures and systems is one of your safeguarding responsibilities. It is your organisation‟s responsibility to be proactive about safeguarding by including it in induction and key documents.

It is the responsibility of the organisation to have these in place, but they must be accessible to everyone.

Knowing where to find and how to access and use your organisation‟s safeguarding documentation is an important aspect of your safeguarding responsibilities.

There are universal steps to follow if a cause for concern or an allegation has been brought to your attention:

Listen   

Always accept what has been said without judgement Don‟t question or investigate yourself Never promise confidentiality

 

Write down your concern or what you have been told.

If arising from a conversation, this report should be verbatim and include relevant contextual information, such as the time and date.

Sign the report and take it directly to the Designated Person, or their deputy or the organisation leader if the Designated Person is the focus of the concern.

Act



The following case study illustrates a situation where a member of staff has a responsibility to act. Consider what you would do.

Case study 10

Husna, a learner, has approached Marlon, a male member of staff. She tells him that she is regularly being beaten and that she is covered in bruises.

She is worried that the violence against her will get so bad that she‟ll end up in hospital.

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What are the issues here? What would you do?

The issues are....

Marlon continues to listen as Husna talks, expressing no view and asking no leading questions. Itâ€&#x;s clear that this has taken a lot of courage for her to come forward.

It becomes apparent that this abuse is happening at home by a family member.

How would this have been different if the learner had made an allegation about a member of staff?

If the allegation was against a member of staff, Marlon should....

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Feedback Case 10 a The key points to remember when a learner makes a disclosure are:   

Do listen carefully Do make a note of what has been said and report it to the Designated Safeguarding person, or their deputy or the organisation leader if the Designated Person is the subject of the allegation Do let the learner speak without leading or prompting

You should never make judgements or assumptions. Neither should you promise absolute confidentiality, but do ensure discretion and let the learner know that you are going to report the allegation and what the next steps will be. Where effective safeguarding measures are in place and everyone is aware of them, staff can simply listen and act.

Allegations of abuse should never be investigated by anyone other than the Designated Person or the relevant authorities.

Feedback case 10 b Marlon‟s actions would not be very different had Husna made an allegation against a member of staff. He would still listen, make a note of what was said and report it to the Designated Person.

Had the allegation been about the Designated Person themselves, Marlon would report this concern to their deputy or another member of senior staff, in accordance with the organisation‟s safeguarding policies, procedures and systems.

If an allegation is made against a colleague, it is important not to let personal relationships influence your judgement. You should remain impartial and report the allegation as normal.

Investigating concerns The responsibility of most staff is not to investigate. Only individuals holding certain roles are involved in investigation of abuse.

However, it is useful to know what happens after a concern is reported. If the Designated Person feels that the concern warrants further action:

     

The Designated Person notifies the designated officer at the appropriate agency (i.e.

Local Safeguarding Children Board) within one working day.

A discussion takes place on the need for involving social care and/or the police.

If this is not seen as necessary, the agency officer has further discussions with the organisation‟s leader.

In complex cases, an independent investigation may be appointed The welfare of the learner is always given priority Records are kept by the agencies involved, even if no further action is taken.

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The five Rs

A good way of remembering your responsibilities are the five Rs. These are:     

Recognition Response Reporting Recording Referral

What would you say, what would you do?

In the following case, think about how you might respond to a learner who discloses abuse against a member of staff to you or makes an allegation.

Case 11

Some of the other learners on the course have been sending me really nasty emails and have set up a group on a social networking site called “We hate Lei Ming”

“

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“My brother died last year in a car accident.

Since then, my family‟s gone to pieces. Worst of all, my dad tells me that I‟m useless and he wished it had been me that died instead of my brother”.

“I‟ve tried to talk to my mum about it, but she just sits in her room all day, drinking and crying”

We were on a field trip to a museum, and were stood watching one of the curators tell us about an exhibit. One of the college staff who was there with us came and stood behind me and pressed up really close.

“I thought at first it was just because there wasn‟t much room, but then he put his arm around my waist and started stroking me.

When I looked at him, he just smiled at me”.

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How would you respond to these learners? What would you do?

I would....

Feedback Case 11 Respond calmly and positively to the learner. Reassure them that they have done the right thing in raising the issue with you and accept what they say without judgement, prompting or interruption.

Some phrases that should never be said might be:     

“ I promise not to tell anyone” “What did they do next?”

“Are you sure?”

“What do you mean?”

“Would you like to talk about this with someone else?”

Write down what has been said, as accurately as possible, and pass it on to the Designated Person. Make sure that this is factual and does not include your own interpretation, although details such as how they looked and behaved are useful, such as “He had a black eye and was crying”.

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Remember the essentials The role of most staff in safeguarding is simple. It is to notice possible indicators (see Module 1, Unit 4), listen and act if there is a concern.

Summary In this unit you have learnt that you should listen and act if a learner makes a disclosure to you, or if you have a concern about a learner or the behaviour of a colleague.

Familiarise yourself with your organisationâ€&#x;s safeguarding policies, procedures and systems.

They are there to support you in your safeguarding responsibilities.

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This module has explored the background to safeguarding, including why it is important, who is being safeguarded and what they are being protected from.

The next module looks at how an ongoing culture of vigilance can help ensure a safer learning environment.

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Module 2 Unit 1 Embedding safeguarding throughout the organisation

This module will help you to consider safeguarding as a whole organisation issue and will help you understand the importance of professional conduct by staff.

All users should work through Units 1,2 and 3. In addition, depending on your role and the type of institution you work in, you should work through one or more of units 4,5,6 and 7. For example, a director of a work based learning organisation may choose units 4 and 7, whereas a member of staff in an FE college with management responsibilities may choose units 4 and 6.

About this module This module will be particularly beneficial for staff involved in developing the safeguarding agenda in their organisation. It focuses on:   

Involving and informing all members of the organisation, including learners.

Building a supportive and open listening culture Ensuring responsibility for safeguarding is shared by everyone

About this unit In this unit we consider how safeguarding can be embedded in an organisation. This includes;    

Identifying which roles have particular responsibilities.

Providing training and development to raise awareness.

Creating clear policies and guidance Giving staff and learners the confidence to act

By the end of this unit, you will be able to:   

Describe ways to ensure that safeguarding is embedded in the culture of an organisation Identify responsibilities for safeguarding Formulate a plan to remedy any shortcomings in your organisation

Key features of a safeguarding culture This section features a safeguarding development officer talking about how safeguarding can be embedded within an organisation‟s culture.

Whilst studying this section, think about how safeguarding is embedded into your organisation‟s culture. There will be a question to answer at particular points.

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Case 12

Colleges can successfully achieve safeguarding and embed it within their culture through a number of means. One, is policy and procedure – making it very clear, their commitment to safeguarding, making it very clear the actions that are required by members of staff, that they‟re to report any concerns to their designated person within the college immediately, without any delay. So that‟s one – policy and procedure.

Second one, I think is making it clear to learners that if they have any safeguarding concerns, whether that be for themselves as an individual, or for somebody that they know, that again, they can share that with anyone within the college environment.

I think thirdly, that senior management take seriously safeguarding, so that they‟re reviewing the policies and procedures, they‟re listening to staff concerns or...and learning from each incident – safeguarding incident – that might happen within the college, that they learn from it.

I think fourthly, what colleges can do is obviously provide training to their staff. I think that‟s absolutely essential; without it, they would be missing a real plank of the culture of safeguarding, so that staff are appropriately trained, that they‟re regularly trained, and for those staff that actually deal with safeguarding concerns, that they are appropriately trained and that they have the necessary support to carry out their work.

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What can senior managers do to show that they are taking safeguarding seriously?

Senior managers can....

It‟s important that these individuals are given both the room and the time to carry out their safeguarding work, and it‟s very important that they also receive not only managerial support but they also receive emotional support too, because some safeguarding cases can be extremely harrowing and that has its own effect.

I think the other thing that I would suggest, as far as colleges are concerned, is that their pastoral teams – which are usually well organised and well staffed – are given appropriate training as well.

And I think the other aspect of safeguarding that‟s important and I think many colleges carry out is actually a preventative approach, so where it is identified from very early on that a learner might be having some difficulties in terms of their academic ability and their achievement, and that is not linked to the curriculum but outside of the curriculum and actually linked to something that‟s happening at home, that many colleges pick that up very early and begin to work to support the learner,

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and again, what that does, is that builds in that culture of safeguarding, making it actually everybody‟s business, and not just the business of the Designated Person, and certainly not the business of the pastoral team – everybody‟s got a responsibility around it.

I think the other kind of area in terms of embedding it into the organisation is making parents and carers aware of safeguarding, making them aware that the college takes it extremely seriously, and that, you know, they will do all they can to support learners in whatever guise.

How has safeguarding become embedded into your organisation’s culture? What else can be done to improve it?

Safeguarding is embedded into my organisation’s culture through....

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Feedback 12a In order to demonstrate that they are taking safeguarding seriously, senior managers can, amongst other things:     

Ensure that all staff have the time and resources to fulfil their safeguarding responsibilities Ensure that the organisation‟s policies, procedures and systems are up to date and effective by reviewing them regularly Ensure that appropriate training and development resources are available to all staff.

Ensure that all the staff have the support that they need from the organisation to carry out their duties effectively.

Involve staff and learners in the creation and review of the organisation‟s approach to safeguarding

Feedback 12b Jenny talks mainly about colleges, but much of what is said can be applied to ACL and WBL providers too. The basic principles of safeguarding remain the same – and an effective culture can help ensure a safer learning environment for everyone.

There are many key features of an effective culture in which safeguarding is included. These are discussed in the following section.

A culture with safeguarding embedded There are many possible features of a culture that has safeguarding as an integral part.

These will vary from organisation to organisation.

Safer recruitment policies are one aspect that help create and maintain a safeguarding culture. They are explained in more depth in Module 3 of this programme.

The following box lists some key features that may be included in such a culture.

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Identifying responsibilities – governors, trustees and directors Some aspects of safeguarding will be the particular responsibility of a specific person, role or department. You can use the following exercises in this and the following sections to help identify which responsibilities are usually associated with certain roles.

Question 3

Which one of the following statements about governors, trustees and directors is always true?

A

They are accountable for ensuring that safeguarding policies, procedures and systems are in place

B

They create the safeguarding policies, procedures and systems.

C

They act as a safeguarding liaison within the organisation and with other agencies

Answer A Question 4

Which of the following statements about organisation leaders e.g. Principals or Chief Executives, is always true?

A

They act as a safeguarding liaison within the organisation and with other agencies

B

They create the safeguarding policies, procedures and systems

C

They are responsible for ensuring that safeguarding policies, procedures and systems are implemented and followed.

Answer C

Question 5

Which one of the following statements about Designated Persons is always true?

A

They are responsible for ensuring that all staff follow procedures

B

They are responsible for investigating and acting on concerns raised by other members of the organisation

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C

They are responsible for ensuring that all staff and volunteers feel able to raise any safeguarding concerns

Answer B

Question 6

Which of the following about individual members of staff is always true?

A

They are responsible for referring concerns to the relevant external authorities

B

They are responsible for the allocation of safeguarding resources

C

They are responsible for following the safeguarding policies, procedures and systems.

Answer C

Roles and Responsibilities

Everyone who works for the organisation, including any voluntary or peripatetic staff, shares the responsibility for safeguarding and promoting the welfare of all learners.

Some roles do come with more specific safeguarding responsibilities. These have been explored over the previous sections, and tend to be the same in all organisations.

One person may have several roles – particularly in smaller organisations – but it is necessary to ensure that all roles are filled.

The table below gives some examples of roles and responsibilities.

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Safeguarding training and development

Training and development aims to raise awareness and to give everyone the confidence to act when appropriate. Topics to cover include:

      

Basic awareness of the importance of safeguarding Ongoing awareness of responsibilities E-safety Safer recruitment training Specialist training for those with specific person/vulnerable adult protection Safeguarding in a diverse community Discrimination and bullying

responsibilities,

e.g.

young

Training and Development Methods

Every member of staff needs at least some basic awareness training. Think about the ways in which training can be delivered.

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Who needs training and development in safeguarding?

Everyone employed by the organisation, or who has links to the organisation and has regular contact with learners, needs safeguarding training and development. This helps to create a culture of vigilance and shared responsibility throughout the whole organisation.

However, not everyone‟s training needs will be the same, and the type of training and development will vary.

  

Awareness training is vital for all staff, including those not involved in teaching (admin, security, catering etc.) or not employed directly by the organisation (e.g. agency staff).

Safer recruitment training is more specialist, and is needed by anyone involved in the recruitment process.

Regular specialist training is necessary for Designated Persons.

Why do we need safeguard training

The importance of safeguarding training and development activities for all members of staff cannot be overstated.

In the following section, think about the issues surrounding training and development

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Safeguarding Case study 13 Safeguarding training and development is not just about courses and seminars; an effective approach to safeguarding allows and encourages the ongoing development of all members of the organisation through a variety of ways, both in groups and individually.

Training and development are important for a number of reasons. Firstly, they help raise awareness of the importance of safeguarding.

Keeping the issues fresh in peopleâ€&#x;s minds helps to create a culture of vigilance and confidence in ability to act appropriately.

Secondly, it keeps people informed of changes, developments or updates to the policies, procedures and systems of the organisation.

The whole approach to safeguarding should be constantly evolving so that it reflects current needs and is responsive to the issues faced by staff and learners.

Thirdly, training and development activities help ensure that people know what to do when faced with an issue that needs action, which will be set out by the organisationâ€&#x;s policies, procedures and systems. This also contributes to ensuring staff feel confident to act.

Finally, it builds relationships with partners, through sharing information on policies, procedures and systems, and creating a shared vision.

This helps to ensure consistency and teamwork throughout the organisation and beyond.

The methods of training and development will vary from organisation to organisation, but may include courses, workshops, briefings, agenda items at staff meetings and newsletters.

In your opinion what are the three most important reasons for training and development for safeguarding activities?

In my opinion, the three most important reasons for safeguarding training and development are....

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Feedback or Case study 13

There are many good reasons for safeguarding training and development in selecting your most important three, you may have considered:

     

Raising awareness within the organisation Building confidence among staff and learners Helping to create a culture of vigilance, openness and listening by involving and informing all members of the organisation Satisfying legal requirements and meeting responsibilities to work towards a safe learning environment Encourage action when there are concerns Promoting effective practice and strengthening partnerships by sharing information

Policies, procedures and systems

Every organisation needs to have safeguarding policies, procedures and systems in place that are appropriate to its context.

Although tailored to individual organisations, these should comply with appropriate LSCB (Local Safeguarding Children Board) procedure and the government document Working Together to Safeguard Children

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Barriers to action Policies, procedures and systems backed up by training help to embed safeguarding in an organisationâ€&#x;s culture.

A vigilant culture, sharing information and raising awareness builds confidence, overcoming reluctance to act.

Although these barriers may exist, they must be overcome through effective policies, procedures and systems and staff training and development.

Think about why staff may not report concerns they have about a situation or learner.

A duty of care

This section explores the consequences of inaction. Whilst studying it, consider how you would deal with the issues raised.

Safeguarding Case Study 14

We had an incident a few years ago that involved a student who was forever in trouble – truanting, disrupting classes, general bad behaviour.

After one particularly bad lesson, the tutor asked her to stay behind, and asked her why she felt the need for constantly preventing other students from learning. The girl broke down in tears and mentioned that she was having problems at home with her step-father and that her life was pretty turbulent. The tutor felt he had seen this kind of thing before – and so told her

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to improve her attitude or she wouldn‟t be welcome in his class any longer. He didn‟t report the allegation of abuse to the Designated Person, or give the student the impression that he would listen to her if she was reaching out for help. Her behaviour got worse, and then she just stopped coming into college. When her absence was investigated, it turned out she was in hospital – she‟d got in the way of her step-father while he was fighting with her mother.

Are you confident that any issues would be taken seriously in your organisation?

In my organisation, issues would....

After it came out that she‟d mentioned her problems at home to the tutor, and he‟d not acted on them, a root-and-branch review of the college‟s approach to safeguarding was instigated – we now have a much better approach to safeguarding here, and we‟re confident that this kind of thing is much less likely to happen again. However, we do regret that it happened in the first place, and that it took such an incident to spur the college into reviewing its approach. If we think that a student is making something up, we will still review it – it‟s better to spend time investigating something that turns out to be unfounded than to allow something to happen. And, if we do find out that accusations are unfounded, we know it‟s important to look why the student said it.

What could your organisation do to prevent situations where learners are not taken seriously happening?

In my organisation we could....

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Feedback 14a In an organisation where safeguarding is taken seriously learners are always believed, whatever their reputation. If there is a sense in an organisation that safeguarding does not apply and it „could never happen here‟, then potential issues go unresolved and the organisation is not meeting its responsibilities.

It is always better for an organisation to spend time investigating an allegation that turns out to be unfounded, than to do nothing and regret not taking appropriate action.

Feedback 14b Being vigilant means always being aware that safeguarding issues could arise. Not listening to learner‟s concerns could lead to wider consequences for the organisation:

  

If learners are not taken seriously, they will be less likely to disclose abuse – meaning more abuse could go undetected The reputation of the organisation could suffer Learners, staff and other community members may lose trust in the organisation being able to provide a safer learning environment.

Summary This unit has looked at how safeguarding can be embedded in an organisation to create a culture of vigilance. Policies, procedures and systems are supported by informing and involving staff, learners and other members of the organisation.

You have learnt about different roles and responsibilities, why training and development activities are important, and some barriers to action. You have also been encouraged to examine how the culture could be improved in your organisation.

The next unit considers how to involve learners in creating a culture of vigilance and a safer learning environment.

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Module 2 Unit 2

Involving and informing learners

This unit looks at how to involve learners in developing a safer learning and particularly how they can be kept informed of the organisations approach to safeguarding.

Involving and informing helps lead to the development of an inclusive and supportive organisation.

By the end of this unit you will be able to:

   

Describe the reasons for including learners in the planning, development and review of a safeguarding agenda.

Describe how the organisation‟s commitment to safeguarding can be made explicit to learners Explain the value of a listening culture, so learners can be confident that they will be heard when they voice distress, unhappiness or concerns.

Write an action plan to involve learners in safeguarding in your organisation.

The safeguarding agenda In this section you will explore the elements that make up the safeguarding agenda. It also looks at ways to involve learners in thinking about their learning environment.

Safeguarding Case Study 15 There are several essential elements that are part of the safeguarding agenda. These include, but are not limited to: A safeguarding policy and procedures. Safer recruitment policy and procedures. The involvement and participation of all staff, governors and learners.

A health and safety policy. An anti-discrimination, including anti-racism. An anti-bullying policy, including homophobic and cyber-bullying A code of professional conduct. A code on physical intervention. And an effective PHSE curriculum, including peer support.

Together with government policy and legislation and guidance from partner organisation, these elements help to make up the safeguarding agenda – which in turn promotes a responsive environment that promotes the welfare of all learners.

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Question 7

Which of the following best describes the purpose of the safeguarding agenda?

A

To help ensure that there is a safer learning environment for all learners and staff

B

To ensure that recruitment practices are followed and that background checks are carried out.

C

To put in place a set of rules for everyone to follow.

D

To empower learners and help create an appropriate culture of vigilance

Answer D

Having all the elements shown above in place as part of a safeguarding agenda helps to ensure that everyone is fully aware of your organisationâ€&#x;s approach to particular issues. Learners feel included and taken seriously, and the responsibility for safeguarding is shared across the whole organisation. A safeguarding agenda is part of ensuring that there is a safer learning environment for learners and staff.

There are many ways in which learners can be involved in developing an organisationâ€&#x;s approach to safeguarding and in helping to create a safer learning environment. Methods could include questionnaires or online surveys asking about any concerns they may have and suggestions for dealing with them; focus groups, peer support schemes; using student governors and other student representatives in a variety of ways; or other strategies you may find particularly effective within your organisation. Your learner involvement strategy should clearly set out how learners can be fully involved and not just consulted in a cursory manner. This strategy is compulsory and not optional.

It is also important to ensure that a wide range of learners are involved – including those with learning difficulties and mental health issues, learners from a wide range of age groups, and part time and distance learners as well as those who attend full time.

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The section above showed some of the ways learners can be involved. Other possibilities include involvement in safer recruitment processes and the development of an acceptable use of ICT policy. Organisations with minimal learner involvement will be missing out on the valuable contribution learners can make to safeguarding.

Informing learners There are a variety of ways to keep learners informed of the safeguarding agenda. Different methods suit different organisations.

Question 8 In your organisation, how could you inform learnersâ€&#x;? Put the most effective methods first.

1 2 3 4 5 6 7 8 9

Handbook/learner code of conduct Learner agreements Induction Intranet/website Student unions PHSE/Citizenship lessons Personal tutor time Summary handout Other

Feedback

There is no right or wrong way of keeping learners informed of the safeguarding agenda.

Each organisation will find the best way to communicate with its learners. Other possible methods include using learner advocates, Information, Advice and Guidance (IAG) services, organisation or college TV, learner satisfaction surveys, emails and texts to learners and Health and Safety weeks with displays about safeguarding.

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Listening to learners

A learner-centred culture in your organisation will help create a safer environment for learners. By involving and informing learners, organisations show that they are willing to listen.

Having a philosophy of openness and support means learners feel that they will be heard when they have something to say. This listening culture may include:

     

A counselling service.

Opportunities for learner feedback.

An awareness among staff of what to do if they hear something that they have to act on.

An awareness among learners that they will be listened to and action will be taken.

Support to help learners communicate A tutoring system, with appropriate training for tutors

Not everyone is naturally a good listener, but is important that everyone is willing to listen when someone comes to them with a concern. A listening culture supports both learners and staff.

Learner’s understanding

Learners must also know and understand what is expected of them and what is acceptable behaviour. There must be a clear and concise guide to appropriate conduct for learners as well as staff.

These guidelines should also be easily accessible to all, and should be regularly reviewed with input from staff, members of governing bodies, and the learners themselves.

A safer learning environment can be mostly successfully achieved when everyone knows what is expected of them.

Learners’ concerns

Learners must also be made aware of what to do if they have a concern about another learner.

The culture of listening should make learners feel safe to talk to a member of staff about any concerns they may have, and confident that their concerns will be taken seriously.

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The following case study illustrates an effective listening culture.

Safeguarding Case Study 16

Tina, a personal tutor illustrates elements of an effective listening culture.

At college, what we tend to do, is obviously we really rely on our tutorial system. Personally, again myself with having the lower levels, we do tend to have a longer tutorial period, embedding at least two hours where the students can come and speak to us. Sometimes, obviously, they want to speak to us on a personal matter, and we make arrangements to meet them outside of their set college time, or their timetable.

What I also like to do personally is do one-to-one tutorials, where the other learners are actually engaged doing some sort of activity where I can speak one-to-one with the learner. This obviously gives them the opportunity to, you know, voice their concerns, and actually be listened to. Some of them just want someone to actually listen to what they have to say; they may not necessarily disclose anything, but it may be something thatâ€&#x;s actually affecting their listening.

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How can your organisation listen to learners more effectively?

To help learners be heard my organisation could....

Feedback case study 16 There are a variety of ways to create a listening culture and give learners the opportunity to be heard. Look back at this unit to consider some suggestions of possible methods.

Other ideas may be offering listening skills training for staff and setting aside a quiet place for learners to discuss any issues.

The methods used will depend upon your organisations needs. Involving and consulting staff and learners in developing the right practices can help integrate listening into the organisationâ€&#x;s culture.

Understanding backgrounds

An important aspect of effective safeguarding involves having an awareness of learnersâ€&#x; cultural backgrounds. This encompasses their:

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      

Beliefs Practices Habits Norms Values Customs Experiences

Examine your own cultural background, attitudes and life experiences. How do these differ from that of your learners? It is important to strike a balance between being sensitive to cultural differences, whilst not making assumptions based on cultural stereotypes.

Increasing awareness Cultural issues are shaped by a number of factors, including those related to particular localities. These issues may vary from area to area.

An increased awareness of cultural differences can help to avoid making generalisations.

Training in intercultural competencies or equality and diversity will better prepare you to handle any issues that may arise. Being aware of your knowledge gaps can help you develop a more sensitive approach.

Think about your area. How aware are you of the most important cultural issues and the impact these may have?

Local issues may include:

        

Communication (language, eye contact, personal space).

Names Religious beliefs Dietary practices Family Gender Authority Modesty Responses to life experiences

Remember that maintaining awareness is an ongoing process - cultural differences and traditions do not mean that safeguarding should be ignored.

On the other hand, making assumptions about a situation because of its cultural context may result in stereotyping and misreading the issues.

Read the situation described below, then answer the question at the end.

The situation – Shobhna, a 17 year old girl is reluctant to go on a field trip with the rest of her ICT class. Although she‟s been at the college for six months, she doesn‟t seem to have made many friends.

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The assumption – her lack of friends are a barrier to her socialising and this is causing her to not attend the residential.

Question 16

In this scenario, what could be another explanation for Shobhna‟s behaviour?

A

Shobhna is being bullied by other learners

B

Shobhna‟s parents are unwilling to allow her to attend the residential.

C

Shobhna‟s religious beliefs prevent her from attending the mixed-gender residential.

D

Shobhna is a quiet, shy person who keeps herself to herself.

Feedback Any of these options are a possibility, but staff should not jump to conclusions. All of the options are possible reasons, but it is important not to generalise based on cultural or any other basis.

If there are safeguarding concerns about a learner, following the usual procedures will help to avoid cultural stereotyping and maintain confidentiality.

Summary

This unit has considered how you and your organisation can involve and inform learners when creating or developing your approach to safeguarding.

Involving, informing and listening to learners are the foundations of an inclusive and supportive culture.

The next units look at different areas of the Learning and Skills sector. All users should work through unit 6. In addition, depending on your role and the type of institution you work in, you should work through one or more units 3,4,5 and 7. For example, a director of a work based learning organisation may choose units 4 and 7, whereas a member of staff in an FE college with management responsibilities may choose units 3 and 5.

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Module 2 Unit 3

Involving and Informing Parents

Introduction

This unit considers the importance of ensuring the commitment of parents and carers to help safeguard young people and vulnerable adults.

It also explores:   

What parents and carers need to be informed of.

When it is appropriate to do so.

The subsequent issues that may be generated

Learning Objectives

By the end of this unit, you should be able to:

   

Explain why it is essential to involve parents and carers as part of the safeguarding process.

Describe what parents and carers need to know about the organisations approach to safeguarding.

Describe methods of informing parents and carers and identify which methods would be the most appropriate in your organisation Explain what parents and carers should be told about concerns with learners, and how this should be done.

Why should parents and carers be informed and involved?

There are many benefits of encouraging all stakeholders to be involved and participate in the safeguarding process.

  

It is a good way of helping to ensure their buy-in.

It allows everyone‟s concerns and ideas to be explored.

It also helps to reassure parents and carers that the safety of learners is taken seriously.

Utilising the skills and experience of all stakeholders can pay dividends: for in stance some parents and carers may have specialist skills that can help in the creation and maintenance of a safer learning environment.

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What do parents and carers need to know?

Ways of informing parents and carers

Parents and carers should be informed about your organisations approach to safeguarding.

Methods of doing this might include:     

Newsletters Your website Your prospectus Open evenings Parents and governors

Think about how effective your organisation is at informing parents and carers.

Parents and carers can and should be involved in formulating and maintaining the organisation‟s approach to safeguarding in a variety of ways. Each organisation will find success through different methods.

Parents and carers can bring a wealth of knowledge and experience to the organisation and keeping them involved as part of the process can help to reassure them that the safety of learners is of paramount importance to the organisation.

Different organisations will find some methods of involving parents and carers more effective than others.

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Question 17 Which methods do you use to involve parents and carers? Which are most effective?

1.

2.

3.

4.

5.

6.

7.

8.

9.

Surveys and questionnaires Suggestion boxes Inviting written responses.

Establishing a parents and carers association.

Using parent representatives on the governing body.

Workshops for parents and carers Establishing a safeguarding group.

Using technology Other methods

Feedback All of the methods can be useful if effectively deployed. You may find that the most effective methods in your organisation differ from those in other organisations; the best approach is to keep reviewing their efficiency and if necessary make changes.

Informing parents and carers of concerns

If there is a suspicion of abuse, the first point of contact should always be the Designated Person. The person who discloses the suspicion should never go straight to the parent or carer.

If the suspicion is recorded, the parent or carer may be informed at the same time as the report is made, except where the guidance of the Local Safeguarding Children Board does not allow this.

This will usually be the case where the parent or carer or another member of the family is the likely abuser. In these cases the investigating officers will inform parents.

The action will depend on the context – abuse by another learner or a member of staff will be handled differently to abuse by a parent, carer or family member.

It is the learnerâ€&#x;s decision whether or not they want their parent or carer to be informed.

Where learners withhold permission, use your judgement and follow relevant procedures.

Respecting learners decisions

Learners should always be involved in the decision to inform their parent or carer of any safeguarding issues. Assume that the learner is able to make their own decisions unless it is proved otherwise.

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Autonomy, capacity and the ability to consent are particularly important when working with vulnerable adults. A vulnerable adult‟s wishes should be taken into account at all times, but sometimes the decision to inform a parent or carer can be complex.

The Mental Capacity Act 2005 may offer some guidance. Gilick competence and Fraser guidelines assess the ability of minors to make their own choices. There are useful documents that can be downloaded from the online course on a learner‟s capacity to make their own decisions, Remember, decisions should never be taken unilaterally. The Designated Person in your organisation has a responsibility to deal with concerns and it is the Designated Person to whom concerns should be directed.

Using your judgement

Being vigilant about safeguarding learners is rarely clear-cut and you must use your judgement.

What would you do in this situation?

A learner‟s older friend regularly forces them to buy cigarettes and alcohol. Sometimes he pressures them into getting drunk and using drugs. The learner doesn‟t want his mum to find out.

Question 18 Should you inform the learner’s parents?

A. Yes. He is being bullied by someone known to the family and is breaking the law B. No. You should not take any action.

C. No. You should report your concerns through the proper safeguarding procedures.

Answer C Reporting concerns through the proper procedures is the best course of action. The learner is clearly capable of making his own decisions, so you should respect his wishes not to inform a parent or carer. Use your professional judgement to protect the learner depending on the seriousness of the situation however.

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Summary This unit has examined how parents and carers can be involved in the development of an organisationâ€&#x;s approach to safeguarding and how they can be effectively kept informed.

It has also looked at the importance of referring to the Designated Person when a concern is raised.

The next unit looks at involving and informing members of staff.

Note. You should only tackle further units in this module if they are appropriate to your role.

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Assessment – Obtaining your Level 2 Certificate in Safeguarding As you are aware it is now a requirement for all staff at Barnet College who come into contact with children and young adults to be trained in Safeguarding to at least a Level 2.

This training will be provided online by the Learning and Skills Improvement Agency (LSIS).

Their online course, „Safeguarding and Safer Recruitment‟ is accessible from their Leadership Learning Environment website.

If you are a teacher/support assistant or an administrator who regularly comes into contact with our learners you need to study Modules 1 and 2 and take the final multiple choice assessment (Module 5).

For those involved in recruiting staff to Barnet College, e.g. staff in HR/Heads/Curriculum Managers it is necessary to study all four modules and take final multiple choice assessment (Module 6).

On successful completion of the course assessment it‟s possible to print out a certificate.

Staff are required to present their certificates (or e-mail copies) to Susanne Datta in Human Resources.

There will be regular sessions available on Bitesize to help staff achieve their Level 2 certificate.

Accessing the Online Safeguarding and Safer Recruitment Course The e-learning resource can be accessed by carrying out the following instructions.

1. Go to http://www.leadershiplearning.org.uk/. You will see the following screen.

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2. Click on the “register now” tab and create your account, filling in the details on the form as requested.

3. You will then receive an automatic email with an activation link to the email address that you registered with.

4. Follow the link that the email sends you to and then click on Courses.

5. Click on „Free online leadership course area‟ and select the „Safeguarding and Safe Recruitment in FE shared course area‟ 6. The following message will appear, “You are about to enrol yourself as a member of this course. Are you sure?” Click „yes‟. You should get back onto the home page where you can access your course.

Once in the course you will see the following screen.

Troubleshooting If the following message appears „does not allow public access‟ you need to enrol onto the event first. In order to do this log into your LLE account, follow the blue link on the homepage which reads „Free online leadership course area‟. Once you‟ve clicked this link and enrolled onto that course you will then have access to the resources.

If you do not receive email confirmation after creating your account then please contact support.lle@lsis.org.uk who will be able to assist you further.

For further help and advice contact raj.perera@barnet.ac.uk

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The following pages consist of screen captures of a typical assessment which consists of 14 multiple choice questions (which are randomised so that no two assessments are ever the same).

When you are working through the assessment, make sure you flag the questions you are not sure of, you can then return to them later after referring, for example, to the notes you took whilst working through the module units.

All college managers involved in recruiting and selecting staff should in addition take the Module 6 Assessment focussed on safer recruitment. This final assessment also consists of 14 multiple choice questions.

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Donâ€&#x;t forget to print out your certificate once you have taken the online assessment and send a copy to Susanne Datta in Human Resources and your line manager or Head of School or Service Area.

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