Working with potential adults at risk can be challenging. What communication skills may support this process and improve the records you keep, which can be used as evidence in court? This one day course considers some essential aspects of different kinds of communication and recording.

By the end of this session, learners should be able to:

• Outline the importance of communication
• Give examples of effective barriers to communication and how to overcome them
• Explain how communication affects work relationships
• Consider the importance of listening, when communicating
• Describe how record making can be improved
• Identify principles and practices regarding confidentiality
• Outline the role of accountability and the duty of care in relation to client care and record keeping

 

Learners should have previously attended safeguarding children awareness training – formerly Level 1.

With electronic communications, the ideal is to maximise opportunity but minimise risk. However, this is much easier said than done. Practitioners` may need to have an awareness of the different technologies children and young people are involved with, how and potential risks faced. This course will support practitioners` in becoming more aware of potential issues and offering an appropriate response.

By the end of this session, learners should be able to:

• Describe what e-safety is
• Consider how children and young people may use different technologies
• Give examples of risks that may be faced/posed
• Discuss how e-safety fits into the wider safeguarding children agenda
• Explain the impact of e-safety abuse on children/young people
• List criminal offences that may be committed as a result of e-safety abuse

 

Learners do not need to have previously attended safeguarding children awareness training – formerly Level 1.

According to Working Together to Safeguard Children (2018), there is increasing evidence of the long-term consequences for children’s development, where they have been subject to sustained emotional abuse. Therefore, it is essential practitioners` have an awareness and appreciation of what constitutes emotional abuse, how to recognise and respond to it. This course will support practitioners’ in exploring these issues.

By the end of this session, learners should be able:

• Consider the impact of professional and personal values and attitudes to risk and abuse
• Define emotional abuse
• Recognise possible signs and indicators of emotional abuse
• Explain Government legislation and guidance designed to safeguard children
• Discuss the impact and possible long term effects for children and young people
• Give examples of why emotional abuse occurs
• Appreciate the importance of robust multi-agency working where there are safeguarding concerns including recording and sharing information

 

Learners do not need to have previously attended safeguarding children awareness training – formerly Level 1.

Social Care, education and health environments can be a challenge. Depleted resources and yet more demands may mean practitioners become tired then find themselves under pressure and then stressed. Stress can be carried but only for a short time before it begins to impact negatively on our health. How can we develop resilience?. This one day course will explore these issues and support individuals being able to recognise and manage unhealthy levels of stress.

By the end of this session, learners should be able to:

• Identify the importance of maintaining their own health and wellbeing
• Describe the terms `emotional health’ and `emotional resilience’
• Recognise stress, its causes, the signs and indicators
• Identify practical insights, tools and techniques to manage stress and recognise our own emotional state in the workplace
• Manage and promote their own wellbeing and emotional resilience

 

Learners do not need to have previously attended safeguarding children awareness training – formerly Level 1.

Practitioners will work with a variety of families from different backgrounds with varying needs and issues. Therefore an awareness and appreciation of the principles of equality and diversity are essential to help ensure practitioners’ work towards effective safeguarding children practice.

By the end of this session, learners should be able to:

• List relevant Government legislation and guidance around equality and diversity
• Define equality and diversity as it applies to safeguarding
• Recognise what anti-discriminatory practice is and why it is important
• Explain how to promote an inclusive approach in their work
• Recognise our own attitudes and feelings towards equality and diversity
• Support and challenge attitudes and behaviours appropriately

 

Learners do not need to have previously attended safeguarding children awareness training – formerly Level 1.

Each of the above situations is a child protection issue, but may present practitioners` with dilemmas around ethnically sensitive practice plus recognition of and response to, such concerns. For practitioners` working with ethnically diverse families, an awareness of these issues is essential

By the end of this session, learners should be able to:

• Explore myths and assumptions in relation to FGM, FM and HBV
• Consider what the current legal situation is regarding these situations
• List which communities may be affected by these issues
• Describe risk factors, signs and indicators for each area
• Develop an understanding of how to support children and young people at risk of FGM, FM and HBV
• To appreciate relevant local and national procedures appropriate to use in actual or suspected

 

Learners do not need to have previously attended safeguarding children awareness training – formerly Level 1.

These are issues that have become much more high profile in the last few years. Practitioners` working with children and young people need to have an understanding of what trafficking is, why it happens and how to identify a possible victim. This one day course will cover these and other issues.

By the end of this session, learners should be able to:

• State what trafficking is, reasons for it and who is being trafficked
• Give examples of myths and understandings of trafficking
• List possible signs and indicators of trafficking
• Consider what action should be taken if child trafficking is suspected
• Be familiar with the use of the National Referral Mechanism (NRM)
• Explain how to support a child victim of trafficking

 

Learners do not need to have previously attended safeguarding children awareness training – formerly Level 1.

Working with challenging, challenged and unpredictable children and young people can present practitioners` with potential issues. The most positive outcome is that any interaction does not result in physical intervention. This one day course will support practitioners`in managing challenging behaviours in the workplace.

By the end of this session, learners should be able to:

• Define what constitutes physical and non-physical violence
• Discuss the law and its implications when dealing with challenging behaviours
• Identify the warning signs and the means by which violence or aggression can be anticipated
• Demonstrate the communication skills used in de-escalation
• Demonstrate break away techniques that can be used in the workplace

 

Learners do not need to have previously attended safeguarding children awareness training – formerly Level 1.

A study by the NSPCC (2011) suggests that almost 1 million secondary school children (11-17) have been seriously physically or sexually abused or neglected at some point during childhood. If we then consider those children outside these age ranges, practitioners` may well encounter neglect of children in the course of their work. Neglect often happens for many complex reasons and this course will support practitioners’ in exploring these.

By the end of this session, learners should be able to:

• Recognise possible signs and indicators of neglect
• Consider how our own values and attitudes may influence what we consider to be neglect
• Explain child centred assessments, especially around parenting capacity
• Consider current legislation and guidance supporting safeguarding children
• Describe the impact of intervention
• Give examples of how to measure progress in relation to individual children

 

Learners do not need to have previously attended safeguarding children training – formerly Level 1.

When parents/partners separate, this can present real challenges, particularly if there is ongoing conflict. This programme aims to increase parents/partners awareness of how children can best be helped and supported in this situation. The programme may also assist adults in finding their own solutions

What the course covers:

• Putting the interests of children first by working as separated parents/partners
• What children need
• Parent/partner communication
• Emotions – what it may be like for separated parents/partners and what needs to be in place for a more positive future

 

Learners do not need to have previously attended safeguarding children awareness training – formerly Level 1.

Professional boundaries are a vital part of working with children, young people and their families. A shared understanding of boundaries is essential in order that appropriate support and intervention can be given, resulting in positive outcomes for children and families. Blurred or inappropriate boundaries can result in confusion, a lack of clarity, avoidance and unacceptable risk to children. This course seeks to explore some of the issues that are central to this important aspect of safeguarding children.

By the end of this session, learners should be able to:

• Define theirs and others roles and responsibilities
• Explain what personal/professional boundaries are
• Outline the characteristics of a competent worker
• Consider what boundary crossings/signs may involve
• Consider case study examples and identify potential issues
• Describe models supporting the development of assertiveness, in order to reduce potential boundary issues

 

Learners do not need to have previously attended safeguarding children awareness training – formerly Level 1.

“When should I be concerned about a parent/carers substance use?” This is a question practitioners` working with children and young people should have at the forefront of their minds. Therefore, it is essential those practitioners` have an awareness of what may constitute risk of harm to children, what to do about this and how to respond in a child-centred way.

By the end of this session, learners should be able to:

• Give examples of current Government guidelines/legislation around safeguarding and substance use
• Discuss myths around substance misuse
• Recognise safe levels of substance use
• Demonstrate knowledge of the physical and psychological effects of substance use
• Assess the impact on children of parents/carers substance use
• Demonstrate knowledge and appreciation of a range of strategies for working effectively in families where substance use is present

Learners Should have previously attended safeguarding children awareness training – formerly Level 1.

Practitioners’ working with families, require effective recording skills and an awareness of information sharing protocols’ and best practice. These are central to a robust single or multi-agency approach to safeguarding children. This course aims to instil confidence in practitioners`, supporting improvement in these essential areas.

By the end of this session, learners should be able to:

• Describe the main legal and procedural guidance that underpins case recording and information sharing
• Critically examine examples of recording
• Discuss key features of good case recording and best practice principles of information sharing
• List inclusive language in case recording
• Give examples of barriers to effective recording and consider actions to overcome these

 

Learners do not need to have previously attended safeguarding children training – formerly Level 1.

Recruitment and selection of staff is a significant safeguarding responsibility within groups, organisations and agencies. Therefore, it is essential staff undertaking this role should have received appropriate training in order to develop robust safer recruitment practices.

By the end of this session, learners should be able to:

• List current Government legislation and guidance around safer recruitment
• Describe how safer recruitment fits within the wider context of safeguarding children
• Explain some characteristics of abusers
• Detail how child sexual abusers operate within organisations’ and operate and relate that to recruitment
• Give examples of what constitutes an ongoing culture of vigilance
• Consider what makes up robust recruitment and selection practices

Learners do not need to have previously attended safeguarding children awareness training – formerly Level 1.

This course is designed for staff who have infrequent contact with children, young people and/or parents/carers and may become aware of or have concerns around possible abuse or neglect. Staff could include librarians, GP receptionists, Environmental Health Officers’, volunteers.

By the end of this session, learners should be able to:

• Describe what abuse and neglect are
• Recognise possible signs and indicators of abuse and neglect
• Consider normal child development
• Give examples of how to maintain a child focus
• State how to respond if/where there are concerns around a child/young person

 

Learners do not have to have attended prior safeguarding children awareness training. This course will count as such.

This course is for those who are in regular contact or have a period of intense but irregular contact with children, young people and/or parents/carers including all health clinical staff who may be in a position to identify concerns about maltreatment.

This could include housing, hospital staff, YOS staff, Sports Development Officers, faith groups, play vcheme volunteers etc.

By the end of this session, learners should be able to:

• All of the above for Level 1
• Describe appropriate documentation for recording, consultation, referral
• Explain information sharing principles
• Discuss own safeguarding roles and responsibilities
• Consider the role of assessment where there may be safeguarding concerns

 

Learners should have previously attended safeguarding children awareness training – formerly Level 1.

This course is suitable for practitioners who work predominantly with children, young people and/or their parents/carers and who could potentially contribute to assessing, planning, intervening and reviewing the needs of a child and parenting capacity where there are safeguarding concerns.

This could include GP`s, Paediatricians, Early Years workers, Residential staff, Midwives, School Nurses, Teachers, Mental Health workers etc.

By the end of this session, learners should be able to:

• All of the above for Level 2
• Identify principles of working together where there are safeguarding concerns
• Discuss the impact of parenting issues such as domestic abuse, parental substance use, learning disabilities etc
• Consider issues of lack of cooperation and superficial compliance

 

Learners should have previously attended safeguarding children awareness training – formerly Level 1.

Having the role of Designated Safeguarding Officer is a vital one, regardless of the environment/organisation you work in.  Designated Officers need to be familiar with their roles and responsibilities as well as developing the competence and confidence to carry out this role.  This course will support you to do this.

By the end of this session, learners should be able to:

• Describe the role of the DO, roles and responsibilities
• Consider their own value base and how these may impact on professional practice
• List key legislation and guidance relevant to the role
• Explain how their organisation works in order to support children and young people safely
• Take appropriate decisions about actions to take if staff are involved in an incident
• Explain what is likely to happen following a referral to Children’s Social Care
• Consider issues around recording and sharing of information

 

Learners should have previously attended safeguarding children awareness training – formerly Level 1 and 2.

Safeguarding children practice relies significantly on a practitioners` ability to assess and analyse families they are working with, identify potential risks and take steps to manage these. This course will support practitioners` to develop skills of assessment and analysis, allowing them to make professional judgments and ultimately, sound decisions.

 

 

By the end of this session, learners should be able to:

• Describe the key features and factors involved in assessment and analysis of risk
• Consider how our own values and attitudes may influence perceptions of risk
• Explain models of risk analysis
• Give examples of theories and research influencing assessment and analysis
• Consider tools that can be used when undertaking assessments

 

Learners should have previously attended safeguarding children awareness training – formerly Level 1 and 2.

Available evidence from Working Together to Safeguard Children (2018) suggests disabled children are at an increased risk of abuse. Further, the presence of multiple disabilities appears to increase the risk of both abuse and neglect. Therefore if you work or come into contact with children with disabilities or special needs, this course is invaluable.

By the end of this session, learners should be able to:

• Recognise official categories of child abuse/neglect
• Recognise the impact abuse has on children and young people
• State possible signs and indicators of abuse/neglect
• List specific vulnerabilities of children and young people with disabilities and their safeguarding needs
• Explain myths around disabilities and relate these to the findings of Serious Case Reviews (SCR)
• Recognise and respond to the particular difficulties experienced by some children with disabilities when communicating what they are experiencing
• Describe the different safeguarding roles and responsibilities of professionals` working with children and young people with disabilities
• Determine how to help protect children and young people with disabilities more effectively

 

Learners do not need to have previously attended safeguarding children awareness training – formerly Level 1.

This one day course is designed for those professionals who may work, or come into contact with, both children and potential adults at risk. The day is split into 2 half days, one focussing on safeguarding children, the other, safeguarding adults at risk.

By the end of this session, learners should be able to:

• Outline the legal context of safeguarding children/adults
• Identify the official categories of child/adult abuse
• Describe possible signs and indicators of child/adult abuse
• Consider our attitudes and values in relation to possible child/adult abuse
• Identify if a situation may be abusive
• Consider what happens after a referral is made to Children`s/Adult Social Care

 

Learners do not need to have previously attended safeguarding children/adult at risk awareness training. This training will fulfil that requirement.

For practitioners’, working with children and young people who self harm/self injure can cause real concerns. Practitioners` may not know what their response should be but worry that an incorrect reaction may be misinterpreted and leave children and young people at risk.

This course is designed to support workers to feel confident in order to promote an effective and empathic response to self harm/self injury.

By the end of this session, learners should be able to:

• Describe what self harm/self injury are
• Discuss when the above may become a problem
• Explore attitudes, beliefs and myths around these issues
• Give examples of why children and young people may self harm
• Consider risks that may be posed by self harm/self injury
• List do`s and don`ts to consider when working with these issues
• Describe Solution Focussed interventions
• State relaxation techniques that may be helpful
• Discuss issues around self-esteem

 

Learners do not need to have previously attended safeguarding children awareness training – formerly Level 1.

Serious Case Reviews are undertaken by Local Safeguarding Children Boards (LSCB’s) where abuse or neglect is known or suspected and either a child dies, is seriously harmed and there are concerns about how organisations’ or professionals’ worked together to protect the child.

Serious Case Reviews can be extremely helpful in highlighting themes, messages or practices that present risks to children, young people and families’ safety.

By the end of this session, learners should be able to:

• Describe circumstances in which SCR`s are undertaken
• Explain how SCR`s are part of the Governance of LSCB`s
• Consider what lessons can be learned from SCR`s
• Discuss how these can improve the effectiveness of joint working
• Reflect on organisational and individual practice

 

Learners do not need to have attended prior safeguarding children awareness training

Children are most at risk of abuse within their own families, but research tells us that professionals will often choose particular jobs to gain access to children, in order to sexually harm them. Therefore, it is essential practitioners` have the skills and confidence to recognise possible or actual sexual abuse and to respond appropriately. This course will explore some of the issues around this form of abuse.

By the end of this session, learners should be able to:

• Describe some aspects of sexual abuse contained in the current Government definition
• Consider aspects of legislation relating to sexual abuse
• Outline aspects of offending behaviour
• Give examples of possible signs and indicators of sexual abuse
• List good practice in dealing with childrens disclosures of sexual abuse
• Apply good practice in dealing with sexual abuse situations
• Describe how to refer into Children’s Social Care

 

Learners should have previously attended safeguarding children awareness training – formerly Level 1.

Directly supervising safeguarding practitioners` is an essential role and one that many supervisors’ feel ill equipped for. This course explores many issues that will affect the nature and quality of the supervisory relationship, potentially affecting safeguarding children outcomes.

Please contact us to discuss this course further.  Due to the nature of the course, the minimum length would be 2 days.

 

Learners should have previously attended safeguarding children awareness training – formerly Level 1, 2 and 3.

Foster carers have an invaluable role to play in safeguarding and protecting children who cannot live with their birth families, for often complex reasons. With this in mind, we offer a suite of courses that will support foster carers both new to the profession, in addition to those with more knowledge and experience. These courses are linked to the revised National Minimum Standards for Foster Carers (2011).

Courses include:

• Child Sexual Exploitation (CSE)
• Safeguarding Children
• E-Safety
• Understanding Attachment
• Managing Difficult and Challenging Behaviour
• Anti-Bullying
• Equality and Diversity
• Managing Allegations against Foster Carers

 

Please contact us to further discuss your foster care training requirements.

Safeguarding children legislation, themes and practice change and it is important practitioners and staff are aware of these so they continue to fulfil their legal obligations.

We offer these short sessions for those individuals, organisations, groups and agencies who would benefit from updating on safeguarding information, topics of interest and changes that may impact on Governance,  practice, policies and procedures.

Learners should have at least attended prior safeguarding children awareness training

Within safeguarding children work, practitioners’ may encounter many different child rearing practices existing within a variety of communities and cultures. On occasions, practitioners’ may have to consider whether what they are aware of is child abuse or culturally acceptable behaviour and how to respond in order to safeguard and protect appropriately. This course gives practitioners` the opportunity to consider and reflect on situations that may cause concerns.

By the end of this session, learners should be able to:

• Describe selected current Government guidance and legislation to safeguard children
• Consider who abuses children and what child abuse is
• Give examples of whether something is child abuse or culturally acceptable behaviour
• Explain what might stop us taking action to keep children safe
• Describe the experience of BME families within society
• Consider lessons from Serious Case Reviews
• List protective factors within

 

Learners should have previously attended safeguarding children awareness training – formerly Level 1.

Practitioners` working with children who have suffered sexual abuse require the skills to recognise, respond and plan interventions in order to support the child, young person and where appropriate, their family. This course is designed to explore some of those areas.

By the end of this session, learners should be able to:

• Consider the latest Government definition of sexual abuse
• Outline possible signs and symptoms of sexual abuse
• Describe appropriate methods of response to victims of child sexual abuse
• Give examples of a child’s perspective on abuse and the emotional impact on them
• Summarise issues relating to the abuser and theoretical perspectives on child sexual abuse
• State examples of issues around the prevention and management of sexual abuse
• Describe the skills required to assess and support the non-abusing parent
• Identify areas for intervention with the child
• Give example of various treatment methods
• Demonstrate an awareness of local policies and procedures

 

Learners should have previously attended safeguarding children awareness training – formerly Level 1.

Difficult, dangerous, hostile, uncooperative. Families can be perceived in many different ways and present significant challenges to practitioners`. These challenges may also present safeguarding and/or child protection issues, in addition to concerns around a workers personal safety. This course is invaluable for practitioners` working with families, where these issues/concerns are present.

By the end of this session, learners should be able to:

• Identify their personal value base
• Consider the benefits of reflective practice and critical thinking
• Suggest good practice when attending family meetings/appointments
• Explain the importance of working through resistance from families
• Select ways of engaging users respectfully whilst challenging avoidance
• Distinguish between `challenging’, `resistant’ and `dangerous’
• Explore the importance of remaining child focussed
• Describe the importance of self-care and sources of support

 

Learners should have previously attended safeguarding children awareness training – formerly Level 1.

We appreciate some organisations’, agencies and groups will wish to up skill and develop staff, allowing future safeguarding children training to take place in house. This course is extremely flexible and can be delivered EITHER in house, as an open course OR by materials being developed for a specific organisation to deliver themselves. You choose, according to what best suits your requirements.

Course content will include:

• Learning styles – what they are and how to identify them
• Managing groups and their dynamics
• Adult learning theory
• Co-training and how to prepare for it
• Learner preparation and delivery of a mini training session (micro teach)

 

Learners should have previously attended safeguarding children training – formerly Level 1, 2 and 3. Please contact us to discuss your precise requirements.

Understanding attachment theory is massively important for practitioners`.  Poor or problematic attachments can result in lack of self esteem for children, socialisation issues and relationship difficulties, to name but a few.  Practitioners` should have an appreciation of the fundamentals of attachment theory so they can apply it to the assessment, planning and care of children and young people.  This course will support practitioners` in raising awareness of these issues in order to promote good safeguarding practice.

By the end of this session, learners should be able to:

• Describe attachment theory and how attachments are formed
• Explore how experiences in earlier relationships create internal working models and attachment styles that may affect future relationships
• Explain the impact of separation, loss, abuse and neglect on children’s development and their capacity to form meaningful attachments
• Apply links between theory, research and practice
• Apply attachment theory to the assessment of children and families where safeguarding/child protection concerns exist
• Apply an attachment perspective to enhance child/parent/carer relationships

 

Learners do not need to have attended prior safeguarding children awareness training

Fathers play a massively important role in children`s lives. Further, research suggests children’s development and progress are supported just as much by fathers as by mothers. However, Child Safeguarding Practice Reviews (previously Serious Case Reviews), also find fathers and significant carers have not always been included in discussions, planning and risk assessments. This has led to poor outcomes, serious injury and in some cases, child death. S, how can practitioners` ensure fathers and significant carers play an appropriate role in safeguarding children? This course will explore these issues.

By the end of the session, learners should be able to:

• Identify different discourses of men that may be present within organisations’/agencies
• Discuss the theoretical underpinnings of engaging with men
• Consider and acknowledge the importance of our own values and experiences of being a father or being fathered
• Give examples of statistical evidence of fathers within current data and research
• Discuss key messages from research in relation to engaging with fathers within a child protection context
• Discuss the implications for practice both from an individual and agency context

 

Learners do not need to have previously attended safeguarding children awareness training – formerly Level 1.