National Framework for Child Protection Learning and Development in Scotland 2012

Size: px
Start display at page:

Download "National Framework for Child Protection Learning and Development in Scotland 2012"

Transcription

1 National Framework for Child Protection Learning and Development in Scotland 2012

2 National Framework for Child Protection Learning & Development in Scotland 2012 Contents Page Introduction Page 4 What is the National Framework for Child Protection Learning Page 5 & Development in Scotland? The functions of the National Framework Page 6 for Child Protection Learning & Development Roles and responsibilities Page 7 Leadership responsibilities Page 7 Where do you fit in the framework Page 11 The wider workforce Page 13 The specific workforce Page 14 The specialist workforce Page 16 Learning and development needs analysis Page 19 The importance of evaluation Page 20 How does it fit with self-evaluation? Page 20 Measuring impact Page 21 A model of evaluation Page 22 Evaluating the impact of multi-agency learning Page 24 & development in child protection How to find evidence Page 24 Evaluation model flowchart Page 25 Conclusion Page 26 Glossary of terms Page 27 Useful links and references Page 28 National Framework for Child Protection Learning & Development in Scotland

3 Introduction The welfare and safety of children and young people in Scotland is paramount. They have the right to be cared for and protected from harm, and to grow up in a safe environment in which their rights and needs are respected. Every adult in Scotland has a role to play in ensuring all our children live safely and can reach their full potential. Statutory agencies have legal duties to protect children. But everyone who comes into direct or indirect contact with children has a fundamental duty of care towards them. Agencies like health and education, as well as the police and social work must recognise and manage the risks children face. They can also provide additional preventative support or help to children who have been harmed to help reduce longer-term negative effects. This National Framework for Child Protection Learning & Development in Scotland 2012 ( the framework ) has been developed to support those who are responsible for the learning and development needs of the multi-agency workforce. It is a multi-agency document for those who commission, develop, purchase, and deliver education, training and learning for those working with children and young people, to help them protect children and young people from risk of harm. It builds on Protecting Scotland s Children and Young People Training Framework (2005), known to many as Version 12. It aims to enhance and support the work already being undertaken by all those who are represented in Child Protection Committees. The framework offers a set of competences designed to help identify the skills required by different elements of the multi-agency workforce who are likely to encounter children in need of support and protection in their work. The Scottish Government s revised National Guidance for Child Protection in Scotland (2010) emphasises the importance of professional judgement in child protection situations. It sees learning and development opportunities as essential in developing the core skills needed to support effective multi-agency working. It also acknowledges the changing landscape and identifies new areas where learning and development will be essential in introducing further knowledge to the workforce. This is particularly relevant in relation to child protection in specific circumstances and the framework recognises that Child Protection Committees are well placed to help develop, oversee and deliver such training. The framework was developed by a multi-disciplinary working group for all those have a role in keeping children safe. It has been specifically written for the Scottish context and is underpinned by the principles, values, and National Practice Model of the Getting It Right for Every Child (GIRFEC) approach. 1 It should be read alongside the guidance on Getting it right for every child. Diagram1.1 Source: National Practice Model, Scottish Government 1 The GIRFEC National Practice model has been designed to help practitioners in all agencies who are working with children and young people and their families to facilitate a pathway to getting help that is appropriate, proportionate and timely. People/gettingitright/practical-tools National Framework for Child Protection Learning & Development in Scotland

4 The framework emphasises the importance of early intervention and prevention, high quality service provision, leadership and a professional workforce. To achieve the goals set out in this framework, it is essential to create and have a workforce that is capable of delivering what is needed. In considering how best to protect we should consider these five questions practitioners need to ask : What is getting in the way of protecting this child? Do I have all the information I need to protect this child? What can I do now to protect this child? What can my agency do to protect this child? What additional help, if any, may be needed from others to protect this child? Additionally, we should consider these questions: Do workers and managers need to gain an understanding of child protection in order to carry out their work effectively? Do staff and managers need to develop their skills and competences in order to carry out their role effectively? These questions are further enhanced by the National Guidance for Child Protection in Scotland 2010, which says all agencies, professional bodies and services that deliver adult and/or child services and work with children and their families, have a responsibility to recognise and actively consider potential risks to a child, irrespective of whether the child is the main focus of the involvement. They are expected to identify and consider the child s needs, share information and concerns with other agencies and work collaboratively with other services (as well as the child and their family) to improve outcomes for the child. 2 What is the National Framework for Child Protection Learning & Development in Scotland? The framework introduces a new way of describing the workforce to ensure consistency in practice and understanding. It describes those who are responsible for keeping children and young people safe and establishes a set of competences/standards that everyone who has direct or indirect contact with children needs to ensure they deliver a consistently high standard of support to children and young people in Scotland. The aim is to ensure that all workers (paid and unpaid) have the knowledge and skills to contribute effectively to the multi-agency task of assessing, managing and minimising the risks faced by some of our most vulnerable children and young people. The framework does not replace any local multi-agency or single agency frameworks but aims to enhance and support them as required. It moves away from the notion of levels and considers the fluid nature of the work that is carried out when protecting children and working with families. 2 National Framework for Child Protection Learning & Development in Scotland

5 It is closely aligned to three key areas: The Scottish Government s commitment to delivering the best possible outcomes for children, young people and families; the five strategic objectives (to make Scotland wealthier and fairer, smarter, healthier, safer and stronger and greener); and the Care Inspectorate s Quality Indicators for training, learning and development. The framework takes account of the fact that Scotland s policy and legislative agenda is increasingly child-centred and influenced by the United Nations Convention on the Rights of the Child 1989 (UNCRC). For example, the Children (Scotland) Act 1995 reflects the Convention s key principles, in particular the principle of best interests (Article 3) and of the right of the child to express those views freely in all matters affecting the child (Article 12). The Children s Charter (2004) was developed in consultation with children and young people and reflects what children and young people have a right to expect. A Framework for Standards was subsequently developed to support the Charter and is a means for translating the commitments made to children in the Charter into practice. It sets out what each child in Scotland can expect from professionals and agencies to ensure that they are adequately protected and their needs are met. It also sets out what parents or other adults can expect if they report abuse and neglect. The Children (Scotland) Act 1995 says that local authorities have a duty to protect and promote the wellbeing of children in need in their area. This includes giving families appropriate support to help ensure their children are getting the best start in life. One organisation alone cannot achieve the best outcomes for children and young people. The workforce must have the skills, knowledge, understanding and values that allow them to work together to meet the individual needs of children and young people; respecting the different strengths each service brings. The framework should not be considered in isolation but rather in the context of the policies and frameworks in Annex B of the document. The functions of the National Framework for Child Protection Learning & Development The National Framework for Child Protection Learning and Development: Sets out the core skills and competences for staff (paid and unpaid) who have direct and indirect contact with children; Sets out the importance of learning together on a multi-agency basis when protecting children and young people; Provides a framework for agencies to develop their local learning and development strategies and evaluate their performance; Is designed to be used as part of organisational, continuous professional development, which will contribute to developing a confident and competent workforce; To ensure that everyone is aware of their roles and responsibilities when it comes to the wellbeing of children and young people. National Framework for Child Protection Learning & Development in Scotland

6 The framework acknowledges the significant importance of the multi-agency learning and development environments that already exist and are supported by local Child Protection Committees. Child protection and workforce development should be seen as an essential part of continuous improvement. The individual learning and development needs of each worker should to be considered within a personal learning plan, and reviewed to take account of all previous training and learning. Child protection training should be included, where relevant, in how workers and managers will meet their CPD requirements of particular roles. Who is this for? Those who are responsible for the learning and development needs of the multiagency workforce. All paid and unpaid workers involved in the protection of children both directly and indirectly. Workers in a variety of roles that support children and adults. If you are unsure about the role of your workforce or your role, you should assume that the framework applies. How will the framework be used? Using this framework is not about every workforce member attending formal training. It is about reflecting on what the workforce is being asked to do to protect children, and identifying what they need to know and understand in order to do it. It will be used to review what the workforce already know and understand, and to identify appropriate opportunities for development. It will be used to support and develop local integrated service frameworks and to support learning and development needs analysis. It is expected to inform and enhance practice for those who need a particular set of skills. The competences can be used to inform child protection learning and development programmes and will encourage a standard we can build on as part of our future learning in Scotland. Roles and responsibilities Leadership responsibilities - building a competent workforce Building a competent child protection workforce requires leaders to adopt and create a culture in which to apply and implement the Getting it Right for Every Child principles. Leaders at all levels have a special role in shaping culture. Culture consists of the prevailing values both within an agency and among individuals working within this agency. It also includes operating principles, what usually happens, and ways of co-operating across agencies and services which support systems and practice. National Framework for Child Protection Learning & Development in Scotland

7 The management of learning and development processes is central to their effectiveness. Research 3 shows high-performing organisations share certain features in relation to learning and development: Chief officers Their learning and development initiatives are continuously reviewed and refreshed to keep pace with strategic operational planning. The culture supports these initiatives and addresses any barriers to learning. Managers provide support, and are accountable for, learning and development. The focus is on the business application of training rather than the type of training, and appropriate learning options are considered. This gives staff time to process what they have learned on the job, and is consistent with adult learning principles. Learning and development is formally, systematically and rigorously evaluated. Chief officers should consistently promote effective joint working within and across the workforce. All members of the workforce involved in child protection need high quality and consistent support. Each agency should have formal procedures in place that promote good standards of practice and support individuals by ensuring supervision and support procedures are in place. Managerial leadership Managers, supervisors and those with leadership responsibilities, such as head teachers and team managers should: Ensure that staff (paid or unpaid) fully understand their roles. Help to identify the learning and development needs of the workforce, ensuring they have the skills and competences they need for practice. Consider the individuals specific circumstances and personal development needs so they can improve the individual s capability, experience and confidence in carrying out essential tasks while offering the appropriate support. Valuing the workforce is central to the Getting it right for every child approach. In order to ensure the workforce can help improve the lives of children, young people and families, managers must be aware of individual skills, knowledge, understanding and values. Positive reinforcement of the importance of learning, ensuring staff (paid or unpaid) meet the required competences can make a real difference in practice. Individual leadership Individuals must also feel empowered to take control of their child protection learning and development. 3 National Framework for Child Protection Learning & Development in Scotland

8 Learning and development does not always mean formal learning opportunities. There are other options for developing a workforce that has all skills they need for practice. These can include: work-based learning; e-learning; reflective learning; critical reflection; peer review; supervision and action learning. Children in the public protection context (Diagram 1.2) Source: National Guidance for Child Protection in Scotland The aim of public protection is to reduce the harm to children and adults at risk. It requires agencies to work together at both a strategic and operational level to raise awareness and understanding. This means they can co-ordinate an effective response that gives at-risk individuals the support they need to reduce the risk in their lives. Public protection means protecting those at risk of harm, and involves working with both victims and perpetrators. As this work is typically done on a multi-agency basis, it is important that each agency is clear about its own roles and responsibilities and understands the role of other agencies involved. The national guidance states that co-ordinated planning and intervention needs to be supported by learning and development opportunities to ensure best practice. Child protection committees Learning and development supports the good professional judgement that is so important when dealing with the risk and uncertainty of many situations where a child might need more support and protection. Multi-agency learning and development is an essential component in building a common understanding and fostering good working relationships, which are vital to effective child protection. Learning and development in both a single agency and multi-agency environment can help develop the knowledge and skills needed for effective multi-agency working. Child protection committees should: Have a vision for the support and protection that children in their area will get and a strategic overview of what knowledge and skills are needed to support that vision. Develop an overview of the learning and development needs of all staff whose work might include responsibility for children s safety and welfare, and all staff who are involved in child protection activity including managers at both operational and strategic levels. 4 National Framework for Child Protection Learning & Development in Scotland

9 Identify collective learning and development needs on an ongoing basis, responding quickly to any gaps highlighted by staff, in inspection reports, significant case reviews or other sources, and working in collaboration with individual agencies that may have their own responsibilities. Be responsible for publishing, implementing and reviewing a multi-agency child protection learning and development strategy based on the National Child Protection Learning & Development Framework in Scotland 2012 Ensure local learning and development initiatives can be delivered and evaluated effectively. Have an overview of single agency and third sector child protection learning and development. Single agencies Single agencies are responsible for ensuring their workforce are confident and competent in carrying out their responsibilities for protecting and promoting children s welfare. Child protection committees should ensure single agencies have access to the multi-agency learning and development opportunities being offered. Single agencies should recognise that different workforce groups will have different skill sets, knowledge and responsibilities. Linking with those who make up the public protection groupings including child protection committees is essential. All single agencies that work with children and their families have a shared responsibility for protecting children and safeguarding their welfare through the delivery of core functions. Each agency has a different contribution to make to common tasks. These include: identifying concerns; sharing relevant information; contributing to risk assessments and child protection plans. Chid Protection should be part of the delivery of core functions. For example, a neglected child may have the need for the effective treatment that a health provider can offer; or they may need a good educational experience. Multi agency child protection is not just about everyone having a role in recognition but that everyone has a role in delivering their core service to all children especially children who may be missing out on services that may need support due to abuse or neglect. Single agencies are responsible for ensuring that their workforce and any services they commission to external organisations is confident and competent in carrying out their responsibilities for protecting and promoting children s welfare. Linking with those who make up the public protection fora including Child Protection Committees is therefore essential. Private and third sector organisations Private and third sector organisations are responsible for ensuring that their workforce are confident and competent in carrying out their responsibilities for safeguarding and promoting children s welfare. This is normally a requirement of the contract and commissioning process. Child protection committees encourage every private and third sector organisation to have a designated child protection officer and may offer private agencies access to web based information and where appropriate/available any learning and development opportunities. Private agencies should recognise that different workforce groups will have different skill sets, knowledge and responsibilities and therefore have different learning and development needs. Private and third sector organisations must be confident about their own roles and how these fit into the wider picture. Linking with those National Framework for Child Protection Learning & Development in Scotland

10 who make up the public protection fora including child protection committees is therefore essential. Competence for practice example; Gary is a police officer working in the local community. He is regularly called out to incidents where there is domestic abuse and/or substance misuse. It is often difficult to gain access to properties as families may be uncooperative or hostile to the police. Where children are involved, Gary is always keen to gain access to make sure that they are safe, especially where many adults are present in the property. Gary is keen to undertake some learning and development in relation to substance misuse and domestic abuse, as well as responding to dangerous, difficult and evasive parents. This will help him to recognise signs and indicators of domestic abuse and substance misuse, understand the impact of these on children, and respond effectively to hostile or uncooperative people and families. By taking up learning and development opportunities on a multi-agency basis, Gary gets a shared understanding of the issues, roles and responsibilities and the wider public protection agenda. He is also able to develop effective relationships with a range of other practitioners and services, which can result in more co-ordinated planning and intervention for children and families. Where do you fit in the framework? Anyone whose job includes being responsible for children and young people can be said to work in the public protection context. People will have different skill sets, knowledge and responsibilities depending on their role, and will therefore have different learning and development needs. To assist those involved in learning and development and others with responsibility for setting out and/or ensuring competences are embedded in practice, this framework has grouped a number of different agencies into three overall workforces that clearly link to competent practice: (a) the wider workforce; (b) the specific workforce and; (c) the specialist workforce. What is a competence? A competence is a general ability to do the job, using acquired knowledge, skills and values. A competency is generally defined as a set of behaviours that a member of a workforce must have, or must acquire to perform effectively at work. A competency framework is a structure that sets out each individual competency needed by individuals working in a particular organisation. In most organisations both terms are brought together to best describe current work based performance that requires a mixture of behaviours, skills and action. National Framework for Child Protection Learning & Development in Scotland

11 Competence for practice example; Joanne is a primary teacher. She notices that Sarah, one of her P2 pupils, has recently started coming to school unwashed and her clothes are untidy. Joanne has also noticed that Sarah is often looking tired, does not join in class and isn t her usual bright and cheery self. Joanne is aware that Sarah has a new baby brother and thinks perhaps her mother may be having difficulty coping. Joanne shares her concerns with the school s child protection co-ordinator, who is also Sarah s named person under the Getting it right for every child approach. He has also been made aware of similar concerns about Sarah s older brother in P5, who has been missing a lot of school recently. The school staff know that sharing their concerns quickly is important if they are to stop things escalating. In this case they speak to Sarah s mother and it becomes evident that she has been trying to cope alone with two school-aged children and a new baby after her partner had left home. Joanne is keen to understand more about the impact neglect can have on children's learning. She noticed that even after a short period of time Sarah was starting to be affected at school and in her peer relationships. Joanne signed up for a workshop run by her local child protection committee and also found some further reading from the Multi Agency Resource Service (MARS) website ( Joanne was able to understanding more about neglect and how this impacts on brain development and the importance of early intervention. She was then able to plan more specific support for Joanne s learning and engagement in classroom activities. It is essential that those responsible for ensuring workers (paid or unpaid) have the skills and competences they need, acknowledge that these skills and competences required are fluid. For this reason, it would not be unusual to see a member of workforce move between one of the three workforce groups. This section of the framework should be used alongside the eight wellbeing outcomes which are at the heart of the Getting it right approach. Skills and competences are listed under these headings: Be aware of To know that something exists (e.g legislation promoting children s rights and what it is concerned with at a general level rather than in detail) Know when/know what/know how to To have a clear and practical understanding of an area of work, with enough details to be able to carry out any necessary tasks or procedures linked with it. Understand. To grasp the meaning of a concept and grasp its broad purpose and principles (such as with legislation, policies and procedures). Recognise To understand a concept (e.g children s rights) and how it affects the way work is National Framework for Child Protection Learning & Development in Scotland

12 Be able to.. carried out in practice. Includes all of the above and having the skills to carry out the necessary tasks associated. The wider workforce Defined as those who have some direct or indirect contact with children, and who, as part of their job are likely to come into contact with children, young people and their families.. This person will not usually be involved in any significant work with the child or their family, but as a result of their supportive role they need to have the confidence, competence and skills to recognise when a child may be in need of protection, and how to respond. The following competences should be used as part of the worker s professional development reviews and/or their personal professional development and continuous professional development process - to inform learning and development needs and encourage self-evaluation. Essential skills and competences the wider workforce needs to protect children Be aware of some specific vulnerabilities and categories of abuse and neglect. Be aware of your contribution to the prevention of abuse by supporting families, and communities and by other means Be aware of the significance of secure attachments for children(using the eight GIRFEC wellbeing outcomes) Be aware of the potential impact of cultural and religious beliefs and the danger of making assumptions. (using the eight GIRFEC wellbeing outcomes) Be aware of multi-agency child protection guidelines, and the role of the child protection committee Know what to do if you are worried about a child or young person Know what to do to promote the welfare of children (using the eight GIRFEC wellbeing outcomes) within the context of the service you can offer children or be aware of the way in which the service /profession / discipline you represent contributes to the welfare of children. Know your agency's child protection procedures, accountabilities and responsibilities Know your role, responsibilities and statutory powers Know when to seek appropriate supervision/support and where to look for this Understand what is meant by it s everyone s responsibility to protect children and know about the Getting It Right For Every Child approach Understand the issues about consent. (Age of legal capacity/sexual activity) Understand the legal framework, as it applies to you Recognise your attitudes and values towards abuse/neglect and how these shape National Framework for Child Protection Learning & Development in Scotland

13 your actions, thresholds etc Be able to identify possible risks and signs of child abuse and neglect Be able to effectively observe, record and report child protection concerns Be able to use information-sharing procedures Be able to identify support agencies available for individuals and families affected by abuse and neglect The specific workforce Defined as those within the specific workforce will work directly with children, young people and parents/carers on a regular basis. They will provide specific services and may be asked to, or will be, a regular contributor to the assessment process. This practitioner will see a child regularly; which may include visiting the family home. This practitioner requires a particular level of competence and confidence for the specific work they do and will have all the skills associated with the wider workforce. Anyone in this group will have fulfilled all the competences needed as part of the wider workforce but will require a fuller understanding of how to work together with others to identify and assess concerns, and how to plan, undertake and review interventions. Assessment and intervention Have the knowledge and skills to work with others to bring information together and to analyse what it all means. This section of the framework should be used alongside the eight wellbeing outcomes which are at the heart of the Getting it right approach. To work alongside others to develop a plan for intervention where it is clear who does what and when and then have the knowledge and skills to implement it. Essential skills and competences for the specific workforce Be aware of changes to legislation in relation to children and young people Be aware of interagency roles, responsibilities and procedures, including data sharing, child protection and the GIRFEC Be aware of the impact of childhood trauma in considering possible interventions and ongoing support Know about the incidence of abuse and neglect (prevalence), and understand factors associated with /predisposing children towards being abused and neglected Know the impact of exposure to serious misuse of alcohol and drugs by family members or others in the local family (using the eight GIRFEC wellbeing outcomes) Know when to contribute to the processes outlined in multi-agency procedures National Framework for Child Protection Learning & Development in Scotland

14 Know how to identify and respond to the impact of local issues on children and young people Understand and be able to communicate effectively and engage with all parties children and young people, their families and carers, and other professionals Understand and be able to evaluate interventions - has it worked to meet the child's needs? Understand and be able to apply relevant legislation and guidance Understand and be able to promote children s rights Understand your role and that of other professionals/agencies and the relationship between them and how they fit together to protect children Understand child and adolescent development, including effects of different types of abuse/neglect on development and behaviour Understand the GIRFEC National Practice Model and how to apply this Understand the impacts of adverse factors on children s development Understand the importance of resilience and a protective environment in supporting children and young people (using the eight GIRFEC wellbeing outcomes) Understand the possible impact of substance use in pregnancy Understand the impact of parental mental ill-health on children and young people Understand the impact of domestic abuse on children and young people Understand inter-agency roles and responsibilities for protecting and promoting the welfare of children Understand the way in which children and other family members will be involved Recognise concerns about children, and what to do in order to protect and promote the welfare of children, including those who are suffering, or at risk of suffering, significant harm Be able to contribute to the assessment of children affected by parental substance misuse, domestic abuse or mental health problems [or by factors that affect parenting capacity Be able to contribute to the development and delivery of a child s plan Be able to contribute to the assessment process, including assessment of the risk of harm as a result of adverse factors Be aware of changes to legislation in relation to children and young people Be aware of criminal injuries compensation National Framework for Child Protection Learning & Development in Scotland

15 The specialist workforce Defined as the specialist workforce, intensive support, advanced practice and management. Includes those with particular responsibility for protecting children and young people and would be those who need specialist knowledge to carry out their task. Others undertaking child protection investigations or working with complex cases would also fall under this grouping. This section of the workforce is most likely to have the role of the Lead Professional. This specialist group will have fulfilled all the relevant learning and development requirements as part of both the wider and specific workforce groups, and will also need a thorough understanding of managing/working together to protect and meet the needs of children and young people. The following competences should form part of the workers professional development reviews/personal professional development and continuous professional development process and should be used to inform learning needs and encourage self-evaluation. Essential skills and competences for the specialist workforce (i) Know how to effectively observe, record and report - and be able to make a distinction between observation, facts, information gained from others, and opinion Understand the implications of the internet for keeping children safe Understand the role/place/need for medical examination/assessment - and the needs of the child Understand the issues/implications of work with violent/dangerous families Understand and be able to promote resilience Understand immediate intervention/emergency protection measures (CPO, CAO and EOs and Police powers) Understand the roles, functions and skills required from the named person/lead professional (using the eight GIRFEC wellbeing outcomes) Understand the importance of relevance, proportionality and need to know in terms of recording and data sharing Understand changes to legislation in relation to underage sexual activity and how to apply the ethical decision making framework (using the eight GIRFEC wellbeing outcomes) Understand when a child s plan is needed and the components that make up the plan Be able and confident in developing and recording a child s plan Be able and confident in attending and leading child s plan meetings Be able and confident in monitoring and reviewing the Plan Be able to help children to protect themselves Be able to help children to recover from abuse/neglect National Framework for Child Protection Learning & Development in Scotland

16 Be able to identify, investigate and/or assess abuse/neglect appropriate to professional role Be able to undertake/manage/plan/support joint investigative/forensic interviews appropriate to professional role Be able to contribute to and implement child protection plans (through reviews and core groups where appropriate), linking needs with tasks Be able to work with perpetrators of abuse/neglect Be able to work with children and young people who are behaviour in ways that may be abusive to others, or appear likely to become so Be able to produce a needs-led assessment, including the assessment of risk when appropriate Be able to work with non-abusing parents and with siblings Be able to give evidence in a formal proceeding Be able to promote and support parenting skills Be able to develop, record, monitor, review and maintain child s plans Know how to effectively observe, record and report - and be able to make a distinction between observation, facts, information gained from others and opinion Understand the implications of the local and global online environment which children increasingly inhabit Intensive support, advanced practice and management. Essential skills and competences for the specialist workforce (ii) Understand the key theories underpinning your work with children and how to apply them to support children s development Understand and be able to work with children who have experienced trauma and loss Understand standards and quality indicators, and new recommendations Understand your child protection responsibilities as a manager Be able to supervise and support workers/colleagues involved in child protection work Be able to implement employee development processes/cpd - including training needs analysis and overseeing workers education and training National Framework for Child Protection Learning & Development in Scotland

17 Be able to contribute to a child s plan/child protection plan meetings Be able to contribute and inquire into alleged abuse or neglect by staff or carers Be able to contribute and inquire whistle blowing Be able to contribute to child protection provision and/or implementing strategies, audits, policies and procedures as part of effective organisation of service provision Be able to contribute to auditing services and outcomes against National Standards and quality indicators and new recommendations from reports/ inquires Be able to conduct / contribute to serious case reviews/ critical incident analysis Be able to contribute to implementing recommendations Be able to promote, commission and assure the quality and delivery of multi-agency training for all relevant staff Be able to employ therapeutic skills with abused children Be able to fulfil any specialist professional role in regard to specific vulnerabilities/circumstances (see suggested themes below) Be able to fulfil your professional role to support child witnesses Be able to recognise and respond to complex needs of particular groups Be able to select and use appropriate assessment tools including risk assessment Be able to communicate effectively and engage with all parties - children and young people, their families and carers, and other professionals Be able to advise practitioners on child protection issues National Framework for Child Protection Learning & Development in Scotland

18 Learning and development needs analysis Learning needs analyses are done to see if there are gaps between existing skills, knowledge and abilities those people will need for the organisation to function at the desired level. Once this gap is determined, decisions can be taken as to the type of learning and development opportunities required. A learning needs analysis also helps people identify where they are in terms of their knowledge, skills and competences through their own CPD processes. Adults learn better when they can see a reason or relevance as to why they are undertaking any learning experience. By conducting a learning needs analysis with workers and managers, the learning provider can identify what learning and development opportunities are needed across the workforce. This is not a new process and you can begin anywhere in the cycle. This can be linked to local and national requirements and evidenced through the evaluation process as shown: Analysis of enhanced skills for improved outcomes Conduct Multi-agency Learning Needs Analysis Link new learning and development knowledge to enhanced skills in practice The Multi-agency Learning & Development Cycle Develop and deliver Training Programme Evaluate learning opportunities from Training Programme Diagram (1.3) Source: Child Protection Learning and Development Working Group Evidencing outcomes from learning and development Learning and development is an essential element of practice for all members of the workforce. It enhances personal and professional knowledge and skills to ensure that the workforce will be competent and confident in carrying out the complex task of protecting children and young people. Staff from all agencies who come into contact with children and young people in the course of their work should be actively encouraged not only to work together but to learn together. National Framework for Child Protection Learning & Development in Scotland

19 A preferred outcome such as the child is safe rarely results from attending a learning opportunity alone. It should come from a combination of understanding the child s circumstances and identifying indicators of concern as shown below: Competence for practice example; A member of staff is tasked with supporting a child as part of child protection planning. After a difficult visit to the family and in subsequent discussion with their manager, they quickly recognise a requirement for more knowledge about working with challenging families. This is explored through the CPD process and as well as peer support and a planned shadowing opportunity, it is agreed the member of staff attends a learning opportunity that strengthens skills in this area. After course completion, new skills are applied in practice and the worker shares an increased awareness and understanding of the situation. In reflective discussion it is agreed these new skills may have increased the likelihood of improved outcomes for the child or young person. Sandra The importance is a Health of Visitor evaluation All forms of learning opportunities must be evaluated. It is essential to evaluate to whether there is learning value that will enhance practice, promote professional competence and confidence and help keep children safe. While evaluation takes time and effort, without it, agencies cannot know whether the training their child protection committee delivers is meeting the needs of its participants; whether it is appropriate to organisational needs; or whether it makes a difference either to an individual s performance or to the child protection process as a whole. This is why it s essential to get the support of all agencies involved in the child protection learning and development process. Local child protection learning and development groups can carry out the evaluation task successfully and can also: 1. Ensure the child protection learning and development opportunities meet local and national training evaluative objectives. 2. Identify areas of learning not covered in current programmes. 3. Ensure learning outcomes are achieved and competences are met. 4. Measure the impact of learning and development on job performance. 5. Identify strengths and areas for improvement in the multi-agency child protection learning and development process. How does it fit with self-evaluation? The self-evaluation referred to here relates directly to the current HMIE Inspection process, which may change under the new care Inspectorate HMIE states that selfevaluation is central to continuous improvement. Self-evaluation as a whole should therefore be seen as a reflective process through which CPC s and partner organisations get to know themselves well and identify the best way to improve services. A framework National Framework for Child Protection Learning & Development in Scotland

20 of Quality Indicators assists by identifying where good quality needs to be maintained, where improvement is required and where we should be working towards excellence. Measuring impact Quality indicator 3.1 impact on staff This measures the extent to which staff and volunteers across and within services improve their practices through learning and development activities. This is based on data, observation and staff reporting. To meet the requirements of this indicator, child protection committees must demonstrate that staff benefit from joint learning with colleagues from other services and have a high level of participation in training events. They also need to show that staff/volunteers have access to regular professional consultation and have opportunities for effective career development including high quality professional development reviews/personal professional development and continuous professional development programmes. This is because such opportunities increase people s confidence and ability (competence) to provide high-quality services to children in need of protection as well as preparing staff well for future leadership roles. Quality indicator 7.3 staff training, development and support This considers professional competence and confidence in relation to learning and development. It relates specifically to service arrangements for the development, support and supervision of staff involved in supporting children in need of protection. It focuses on learning and development within and across services. To meet the requirements of this indicator services must ensure that staff/volunteers are supported, supervised and accountable in their work with children in need of protection. Staff need to be able to get help and advice when they need it but are allowed to exercise initiative and professional judgement. Effective systems should be used to ensure staff/volunteers are confident and competent in their work and have the right skills and qualifications to deal with difficult situations. Agencies should individually and collectively audit the learning and development needs of staff, including those who do not work directly with children but need to know how to respond when they see a child who may help. Child protection committees are required to plan and deliver a high-quality child protection learning and development programme to meet the needs of the workforce. This must take account of local and national priorities for improving services for protecting children and meeting their needs. Induction processes routinely address child protection issues. Child protection committees are committed to systematically evaluating training and the effect it has on practice. National Framework for Child Protection Learning & Development in Scotland

21 A model of evaluation This model of evaluation is one of many available, and is aimed at those who are responsible for assessing the effectiveness of the formal learning and development opportunities they provide to the multi-agency workforce on child protection. Assessing training effectiveness often means using an evaluation model. Often, an evaluation model like the one described by Kirkpatrick (1994) moves sequentially through stages. Information from each previous stage serves as a base for the next stage's evaluation. Thus, each successive stage is a more precise measure of the effectiveness of the learning and development programme, but at the same time requires a more rigorous and time-consuming analysis. For example: Stage 1 evaluation - reactions Evaluation at this stage measures how participants in a training programme react to it. It aims to answer questions about the participants' perceptions. Did they like it? Was the material relevant to their work? This type of evaluation is often called a happy sheet. According to Kirkpatrick, every program should at least be evaluated at this stage to provide for the improvement of a training program. In addition, the participants' reactions have important consequences for learning. Although a positive reaction does not guarantee learning, a negative reaction almost certainly reduces its possibility Stage 2 evaluation - learning To assess the amount of learning that has taken place through a learning and development programme, stage two evaluations often use tests carried out before and/or after training. Assessing at this stage moves the evaluation beyond learner satisfaction and attempts to assess how far participants have advanced in skills, knowledge, or attitude. Measurement at this stage is more difficult and than stage one. Methods range from formal to informal testing to team assessment and self-assessment. Participants are often asked to self-assess their skills before the training and if they had changed after training. This is to determine how much people have learned. Stage 3 evaluation - transfer This stage measures changes in learners' behaviour due to the training programme. Evaluating at this stage tries to answer the question: Are the newly acquired skills, and competences being used in the everyday environment of the learner? For many trainers this stage represents the truest assessment of a programme's effectiveness. However, measuring at this stage is complex as it is often difficult to predict when the change in behaviour will occur, and careful consideration needs to be given to when to evaluate, how often to evaluate, and how. National Framework for Child Protection Learning & Development in Scotland 2012

22 Stage 4 evaluation- results Stage four evaluation attempts to measure the success of the programme in terms that managers and executives require for example, improved quality, reduced frequency of error and even higher return on investment. National Framework for Child Protection Learning & Development in Scotland

SCHOOL CHILD PROTECTION POLICY

SCHOOL CHILD PROTECTION POLICY SCHOOL CHILD PROTECTION POLICY (NAME OF SCHOOL) This policy was originally developed on (INSERT DATE) and adopted on (INSERT DATE). The name of the Designated Senior Person is: (INSERT NAME) The name of

More information

Working together to safeguard children. A guide to inter-agency working to safeguard and promote the welfare of children

Working together to safeguard children. A guide to inter-agency working to safeguard and promote the welfare of children Working together to safeguard children A guide to inter-agency working to safeguard and promote the welfare of children March 2015 Contents Introduction 5 About this guidance 6 What is the status of this

More information

Working Together to Safeguard Children

Working Together to Safeguard Children Working Together to Safeguard Children A guide to inter-agency working to safeguard and promote the welfare of children March 2013 Contents Summary 5 About this guidance 5 What is the status of this guidance?

More information

Wakefield and District Safeguarding Children Board. Safeguarding Training for Schools. Guidance Document

Wakefield and District Safeguarding Children Board. Safeguarding Training for Schools. Guidance Document Wakefield and District Safeguarding Children Board Safeguarding Training for Schools Guidance Document Introduction The purpose of this document is to provide advice and guidance to schools in relation

More information

SAFEGUARDING CHILDREN AND CHILD PROTECTION POLICY

SAFEGUARDING CHILDREN AND CHILD PROTECTION POLICY SAFEGUARDING CHILDREN AND CHILD PROTECTION POLICY Our setting will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life.

More information

School Child Protection & Safeguarding Policy 2014/2015

School Child Protection & Safeguarding Policy 2014/2015 School Child Protection & Safeguarding Policy 2014/2015 Abbey Park Primary Academy Child Protection & Safeguarding Policy 2014/2015 The Acting Principal is Emme Ford This policy was developed on the 10

More information

GREAT WALTHAM C of E PRIMARY SCHOOL

GREAT WALTHAM C of E PRIMARY SCHOOL GREAT WALTHAM C of E PRIMARY SCHOOL CHILD PROTECTION POLICY JULY 2015 Approved by Staff July 2015 Adopted by Governors of the FGB Committee July 2015 Recommended Review Date July 2016 1 KEY CONTACTS WITHIN

More information

The Standard for Residential Child Care in Scotland. January 2013

The Standard for Residential Child Care in Scotland. January 2013 10 The Standard for Residential Child Care in Scotland January 2013 Part one: Guidelines for programmes leading to a degree level award in Residential Child Care in Scotland 1 Purpose of these guidelines

More information

Scotland s National Action Plan to tackle Child Sexual Exploitation

Scotland s National Action Plan to tackle Child Sexual Exploitation Scotland s National Action Plan to tackle Child Sexual Exploitation Ministerial Foreword Aileen Campbell The safety and wellbeing of all children and young people is a key priority for the Scottish Government.

More information

LSCB Self-Assessment Tool

LSCB Self-Assessment Tool LSCB Self-Assessment Tool The Local Safeguarding Children board s primary function is to bring together representatives from agencies and professionals responsible for safeguarding children. It is an inter-agency

More information

BRIDGE HOUSE COLLEGE IKOYI, LAGOS knowledge for success

BRIDGE HOUSE COLLEGE IKOYI, LAGOS knowledge for success BRIDGE HOUSE COLLEGE IKOYI, LAGOS knowledge for success CHILD PROTECTION POLICY FOR BRIDGE HOUSE COLLEGE (BHC) KEY CONTACTS WITHIN THE BRIDGE HOUSE COLLEGE (SEPTEMBER 2013) DESIGNATED CHILD PROTECTION

More information

Continuous Professional Development Plan for Social Workers working within Children s Social Care

Continuous Professional Development Plan for Social Workers working within Children s Social Care Continuous Professional Development Plan for Social Workers working within Children s Social Care The training and development opportunities set out below have been identified as those that the Division

More information

Scottish Parliament Health and Sport Committee s Inquiry into Teenage Pregnancy in Scotland Evidence from CHILDREN 1 ST

Scottish Parliament Health and Sport Committee s Inquiry into Teenage Pregnancy in Scotland Evidence from CHILDREN 1 ST Scottish Parliament Health and Sport Committee s Inquiry into Teenage Pregnancy in Scotland Evidence from CHILDREN 1 ST February 2013 For over 125 years CHILDREN 1 ST has been working to build a better

More information

A NEW LOOK AT HALL 4 The Early Years Good Health for Every Child

A NEW LOOK AT HALL 4 The Early Years Good Health for Every Child A NEW LOOK AT HALL 4 The Early Years Good Health for Every Child A NEW LOOK AT HALL 4 The Early Years Good Health for Every Child The Scottish Government, Edinburgh, 2011 Crown copyright 2011 ISBN: 978-0-7559-9421-2

More information

Services for children and young people in North Ayrshire 28 October 2013. Report of a pilot joint inspection

Services for children and young people in North Ayrshire 28 October 2013. Report of a pilot joint inspection Services for children and young people in North Ayrshire 28 October 2013 Report of a pilot joint inspection Contents 1. Introduction 1 2. Background 1 3. The Community Planning Partnership area 2 4. Particular

More information

Safeguarding Children Policy (Early Years Child Protection)

Safeguarding Children Policy (Early Years Child Protection) Safeguarding Children Policy (Early Years Child Protection) All parents and carers are asked to read this document carefully prior to a child being placed The purpose of this is to keep each child safe

More information

Health and wellbeing Principles and practice

Health and wellbeing Principles and practice Health and wellbeing Principles and practice Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and young people and of all of those in the educational

More information

Professional Capability Framework Social Work Level Capabilities:

Professional Capability Framework Social Work Level Capabilities: Professional Capability Framework Social Work Level Capabilities: This document presents the Social Work level Professional capabilities. The capabilities should be read in conjunction with the level descriptor

More information

SERVICE SPECIFICATION

SERVICE SPECIFICATION SERVICE SPECIFICATION Provision of a Service for Young Carers Wokingham Borough Council OFFICIAL - SENSITIVE Page 1 1. Introduction This is the service specification for the provision of a Young Carers

More information

Getting it right for every child: Where are we now?

Getting it right for every child: Where are we now? Getting it right for every child: Where are we now? A report on the readiness of the education system to fully implement Getting it right for every child Contents Page Introduction 1 Where are we now with

More information

KING CHARLES PRIMARY SCHOOL CHILD PROTECTION & SAFEGUARDING POLICY. For Schools and Education Establishments in Cornwall

KING CHARLES PRIMARY SCHOOL CHILD PROTECTION & SAFEGUARDING POLICY. For Schools and Education Establishments in Cornwall KING CHARLES PRIMARY SCHOOL CHILD PROTECTION & SAFEGUARDING POLICY For Schools and Education Establishments in Cornwall May 2014 1 Child Protection and Safeguarding Policy This policy was developed and

More information

Boothville Primary School. Dealing with Allegations against School Personnel, Volunteers, Headteacher or Pupils. Allegations

Boothville Primary School. Dealing with Allegations against School Personnel, Volunteers, Headteacher or Pupils. Allegations Dealing with against School Personnel, Volunteers, Headteacher or Pupils Dealing with against School Personnel, Volunteers, Headteacher or Pupils Date Sept 15 Review Date Sept 16 Designated Child Protection

More information

How Good is Our Community Learning and Development? Self-evaluation for quality improvement

How Good is Our Community Learning and Development? Self-evaluation for quality improvement How Good is Our Community Learning and Development? Self-evaluation for quality improvement How Good is Our Community Learning and Development? Self-evaluation for quality improvement HM Inspectorate of

More information

Domain 2 -Values and Ethics: Apply social work ethical principles and values to guide professional practice.

Domain 2 -Values and Ethics: Apply social work ethical principles and values to guide professional practice. Case study 'Joanne', evidence 5: Action plan Domain 1, Professionalism Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional

More information

CDC 502 Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being

CDC 502 Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being Child Care Occupational Standard MQF Level 5 CDC 501 Establish and develop working relationships CDC 502 Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being

More information

Third Sector Touchpoint

Third Sector Touchpoint Children and Young People (Scotland) Act 2014 Touchpoint Programme Third Sector Touchpoint For Third Sector organisations delivering primary prevention services to children, young people and families Introduction

More information

Children s centre self-evaluation form guidance

Children s centre self-evaluation form guidance Children s centre self-evaluation form guidance Age group: 0 5 Published: March 2010 Reference no: 100008 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects

More information

Job Description. BRANCH Integrated Services GRADE JM2

Job Description. BRANCH Integrated Services GRADE JM2 DIRECTORATE People and Communities JOB TITLE Consultant Social Work Practitioner Job Description BRANCH Integrated Services GRADE JM2 SECTION Community Family Service Main Purpose of the Job To operate

More information

NORTH STRATHCLYDE COMMUNITY JUSTICE AUTHORITY

NORTH STRATHCLYDE COMMUNITY JUSTICE AUTHORITY NORTH STRATHCLYDE COMMUNITY JUSTICE AUTHORITY CRIMINAL JUSTICE SOCIAL WORK SERVICES TRAINING STRATEGY 2008-2011 1.00. Policy Context The North Strathclyde Community Justice Authority joint area plan for

More information

Warrington Safeguarding Children Board Neglect Strategy

Warrington Safeguarding Children Board Neglect Strategy Warrington Safeguarding Children Board Neglect Strategy Every child and young person in Warrington should be able to grow up safe from maltreatment, neglect, bullying, discrimination and crime -receiving

More information

Workshop materials Completed templates and forms

Workshop materials Completed templates and forms Workshop materials Completed templates and forms Contents The forms and templates attached are examples of how a nurse or midwife may record how they meet the requirements of revalidation. Mandatory forms

More information

Child protection in schools, early childhood education and care

Child protection in schools, early childhood education and care Policy Child protection in schools, early childhood education and care Summary This policy describes the scope of obligations that must be met to maintain child safe environments in DECD schools, early

More information

Course Brochure From the UK s leading e-learning provider. Providing specialist online training to the healthcare sector

Course Brochure From the UK s leading e-learning provider. Providing specialist online training to the healthcare sector Course Brochure From the UK s leading e-learning provider Providing specialist online training to the healthcare sector The Healthcare e-academy The Healthcare e-academy provides flexible and cost effective

More information

H5PJ 04 (SCDHSC0045) Lead practice That Promotes the Safeguarding of Individuals

H5PJ 04 (SCDHSC0045) Lead practice That Promotes the Safeguarding of Individuals H5PJ 04 (SCDHSC0045) Lead practice That Promotes the Safeguarding of Individuals Overview This standard identifies the requirements associated with safeguarding which must permeate all your work with individuals.

More information

3. Frequently asked questions about CAF and Lead Professional 3.1 List of Frequently asked Questions 3.2 Frequently Asked Questions and Answers

3. Frequently asked questions about CAF and Lead Professional 3.1 List of Frequently asked Questions 3.2 Frequently Asked Questions and Answers Contents Overview 1. Common Assessment Framework 1.1 Introduction 1.2 The Doncaster CAF Paperwork 1.3 How we have introduced the CAF in Doncaster 1.4 An overview of the CAF 1.5 Using the CAF in Doncaster:

More information

We are the regulator: Our job is to check whether hospitals, care homes and care services are meeting essential standards.

We are the regulator: Our job is to check whether hospitals, care homes and care services are meeting essential standards. Inspection Report We are the regulator: Our job is to check whether hospitals, care homes and care services are meeting essential standards. The Manor House Whitton Road, Alkborough, Nr Scunthorpe, DN15

More information

F36D 04 (LMC B1) Lead and manage provision of care services that respects, protects and

F36D 04 (LMC B1) Lead and manage provision of care services that respects, protects and Elements of competence LMC B1.1 LMC B1.2 LMC B1.3 Lead and manage provision that complies with legislation, registration, regulation and inspection requirements Lead and manage provision that promotes

More information

Children & Families Services Plan

Children & Families Services Plan Comhairle nan Eilean Siar Social Work Department Children & Families Services Plan 2008-11 1 INTRODUCTION Comhairle nan Eilean Siar Children & Families Services provide services to children, young people

More information

H5NC 04 (SCDHS0024) Support the Safeguarding of Individuals

H5NC 04 (SCDHS0024) Support the Safeguarding of Individuals H5NC 04 (SCDHS0024) Support the Safeguarding of Individuals Overview This standard identifies the requirements associated with safeguarding which must permeate all your work with individuals. The standard

More information

Child protection training for schoolbased teaching and non-teaching staff and volunteers in Devon (Version 1, last revised 2005)

Child protection training for schoolbased teaching and non-teaching staff and volunteers in Devon (Version 1, last revised 2005) Child protection training for schoolbased teaching and non-teaching staff and volunteers in Devon (Version 1, last revised 2005) This training should be delivered by the trained and designated person for

More information

Clipston Primary School and Great Creaton Primary School

Clipston Primary School and Great Creaton Primary School Clipston Primary School and Great Creaton Primary School Child Protection Policy Child Protection Policy To be presented to Governors: January 2016 To be adopted by Governing Body: January 2016 Proposed

More information

How good is our school?

How good is our school? How good is our school? 4th EDITION LOOKING INWARDS: knowing ourselves inside out through effective self-evaluation LOOKING FORWARDS: exploring what the future might hold for today s learners and planning

More information

Corporate Risk Management Policy

Corporate Risk Management Policy Corporate Risk Management Policy Managing the Risk and Realising the Opportunity www.reading.gov.uk Risk Management is Good Management Page 1 of 19 Contents 1. Our Risk Management Vision 3 2. Introduction

More information

National Standards for Safer Better Healthcare

National Standards for Safer Better Healthcare National Standards for Safer Better Healthcare June 2012 About the Health Information and Quality Authority The (HIQA) is the independent Authority established to drive continuous improvement in Ireland

More information

The Standards for Leadership and Management: supporting leadership and management development December 2012

The Standards for Leadership and Management: supporting leadership and management development December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Leadership and Management: supporting leadership and management development December 2012 Contents Page The Standards for Leadership

More information

National Standards for Disability Services. DSS 1504.02.15 Version 0.1. December 2013

National Standards for Disability Services. DSS 1504.02.15 Version 0.1. December 2013 National Standards for Disability Services DSS 1504.02.15 Version 0.1. December 2013 National Standards for Disability Services Copyright statement All material is provided under a Creative Commons Attribution-NonCommercial-

More information

e-learning from SCMA Please select What are you interested in? e-learning programmes how e-learning works other learning resources

e-learning from SCMA Please select What are you interested in? e-learning programmes how e-learning works other learning resources e-learning from SCMA the easy learn-as-you-go option available for SCMA members We offer a range of e-learning programmes developed specifically for childminders in Scotland. e-learning gives you the freedom

More information

Literacy Action Plan. An Action Plan to Improve Literacy in Scotland

Literacy Action Plan. An Action Plan to Improve Literacy in Scotland Literacy Action Plan An Action Plan to Improve Literacy in Scotland Literacy Action Plan An Action Plan to Improve Literacy in Scotland The Scottish Government, Edinburgh, 2010 Crown copyright 2010 ISBN:

More information

Unit 5/LD 205(K): Principles of positive risk taking for individuals with disabilities

Unit 5/LD 205(K): Principles of positive risk taking for individuals with disabilities Unit 5/LD 205(K): Principles of positive risk taking for individuals with disabilities Unit code: QCF Level 2: K/601/6285 BTEC Specialist Credit value: 2 Guided learning hours: 20 Unit aim This unit provides

More information

Multi-disciplinary case conference in child protection

Multi-disciplinary case conference in child protection The case conference is a multi-disciplinary tool which people dealing with child abuse or violation of child rights may use to explore the problem of a particular child or of a group of children affected

More information

Practice Briefing 1 The role of the Named Person

Practice Briefing 1 The role of the Named Person Practice Briefing 1 The role of the Named Person This is the first in a series of Practice Briefings that have been written to help practitioners and managers put Getting it right for every child into

More information

Child Protection Good Practice Guide. Domestic violence or abuse

Child Protection Good Practice Guide. Domestic violence or abuse Child Protection Good Practice Guide Domestic violence or abuse West Sussex Social and Caring Services 1 Domestic violence is defined as Any incident of threatening behaviour, violence or abuse which can

More information

Commissioning Strategy

Commissioning Strategy Commissioning Strategy This Commissioning Strategy sets out the mechanics of how Orkney Alcohol and Drugs Partnership (ADP) will implement its strategic aims as outlined in the ADP Strategy. Ensuring that

More information

Protecting children and supporting families. A guide to reporting child protection concerns and referring families to support services

Protecting children and supporting families. A guide to reporting child protection concerns and referring families to support services Protecting children and supporting families A guide to reporting child protection concerns and referring families to support services About this guide This guide has been developed for professionals working

More information

VALUING YOUNG PEOPLE. Principles and connections to support young people achieve their potential

VALUING YOUNG PEOPLE. Principles and connections to support young people achieve their potential VALUING YOUNG PEOPLE Principles and connections to support young people achieve their potential Crown copyright 2009 ISBN 978-0-7559-5894-8 The Scottish Government St Andrew s House Edinburgh EH1 3DG Produced

More information

European School Brussels II. Avenue Oscar Jespers 75. 1200 Brussels

European School Brussels II. Avenue Oscar Jespers 75. 1200 Brussels European School Brussels II Avenue Oscar Jespers 75 1200 Brussels 1. Introduction The protection, care and welfare of children within the European Schools system are of paramount importance. As part of

More information

KEYHAM LODGE SCHOOL CHILD PROTECTION POLICY

KEYHAM LODGE SCHOOL CHILD PROTECTION POLICY KEYHAM LODGE SCHOOL CHILD PROTECTION POLICY Date Reviewed: December 2010 Endorsed by Governors 25/11/09 Review date: Autumn term 2011 Consultation: Dissemination: Headteacher, Deputy Head, Assistant Heads,

More information

Quality Assessment Framework Core Service Objectives

Quality Assessment Framework Core Service Objectives Quality Assessment Framework Core Service Objectives NIHE Supporting People Contents C1.1 Assessment and Support Planning...3 C1.2 Security, Health and Safety..11 C1.3 Safeguarding and Protection from

More information

DEVONSHIRE PARK PRIMARY SCHOOL SAFEGUARDING / CHILD PROTECTION POLICY. The designated senior officer for Child Protection is: Mrs.

DEVONSHIRE PARK PRIMARY SCHOOL SAFEGUARDING / CHILD PROTECTION POLICY. The designated senior officer for Child Protection is: Mrs. DEVONSHIRE PARK PRIMARY SCHOOL SAFEGUARDING / CHILD PROTECTION POLICY The designated senior officer for Child Protection is: Mrs. Jill Billinge In her absence the role will be undertaken by: Mrs. C Tracey

More information

POLICY. Safeguarding. Issued December 2012

POLICY. Safeguarding. Issued December 2012 POLICY Safeguarding Issued December 2012 Document information Title Safeguarding Policy Reference number 1/2/9/1 Supersedes Policy issued March 2010 Date of issue December 2012 and updated November 2013

More information

Understand your role

Understand your role The CARE CERTIFICATE Understand your role What you need to know THE CARE CERTIFICATE WORKBOOK Standard Your role - Tasks, Behaviours and Standards of work Your role will have a job description. This tells

More information

NAVIGATING ETHICAL APPROVAL AND ACCESS IN SOCIAL CARE RESEARCH

NAVIGATING ETHICAL APPROVAL AND ACCESS IN SOCIAL CARE RESEARCH NAVIGATING ETHICAL APPROVAL AND ACCESS IN SOCIAL CARE RESEARCH January 2014 Preamble This document has been produced by the Scottish Government, the Association of Directors of Social Work (ADSW) and the

More information

Framework for Risk Assessment Management and Evaluation (FRAME) Planning for Local Authorities and partners

Framework for Risk Assessment Management and Evaluation (FRAME) Planning for Local Authorities and partners Framework for Risk Assessment Management and Evaluation (FRAME) Planning for Local Authorities and partners For Children and Young People under 18 Young People Who Offend (Managing High Risk and Transitions)

More information

National Standards for the Protection and Welfare of Children

National Standards for the Protection and Welfare of Children National Standards for the Protection and Welfare of Children For Health Service Executive Children and Family Services July 2012 About the Health Information and Quality Authority The (HIQA) is the independent

More information

Tier 3/4 Social Work Services

Tier 3/4 Social Work Services Children s Services key guidelines 2010 Information from Southampton City Council The threshold criteria for accessing Tier 3/4 Social Work Services Introduction Information sharing is as important as

More information

Role Context & Purpose

Role Context & Purpose Group Manager Children s Social Care Services Role Profile: Grade: Accountable to: Accountable for: Senior Manager Hay B Service Leader 3-6 direct line reports, plus circa 48 staff that these direct reports

More information

BUDEHAVEN COMMUNITY SCHOOL CHILD PROTECTION & SAFEGUARDING. For Schools and Education Establishments in Cornwall

BUDEHAVEN COMMUNITY SCHOOL CHILD PROTECTION & SAFEGUARDING. For Schools and Education Establishments in Cornwall BUDEHAVEN COMMUNITY SCHOOL CHILD PROTECTION & SAFEGUARDING POLICY For Schools and Education Establishments in Cornwall May 2014 (Reviewed) 1 Review/changes to document Updates to this document will be

More information

Plymouth City Council. Plymouth Children and Young People s Trust

Plymouth City Council. Plymouth Children and Young People s Trust Plymouth Practitioners Guide to the Common Assessment Framework Plymouth City Council Plymouth Children and Young People s Trust Introduction The Common Assessment Framework (CAF) is a core element of

More information

Guide to the National Safety and Quality Health Service Standards for health service organisation boards

Guide to the National Safety and Quality Health Service Standards for health service organisation boards Guide to the National Safety and Quality Health Service Standards for health service organisation boards April 2015 ISBN Print: 978-1-925224-10-8 Electronic: 978-1-925224-11-5 Suggested citation: Australian

More information

Enhanced dementia practice for social workers and other professionals

Enhanced dementia practice for social workers and other professionals Guidance for trainers Enhanced dementia practice for social workers and other professionals Online resource http://workforcesolutions.sssc.uk.com/enhanced-dementia-practice Understanding dementia Personal

More information

JOB DESCRIPTION. Leadership: Provide vision, leadership and direction for the college.

JOB DESCRIPTION. Leadership: Provide vision, leadership and direction for the college. JOB DESCRIPTION Job Title: Reports to: Principal Board of Governors Main Purpose of the Job Leadership: Provide vision, leadership and direction for the college. Learning: Create and maintain a productive

More information

Statement of Purpose. Child Protection/Safeguarding Service

Statement of Purpose. Child Protection/Safeguarding Service Statement of Purpose Child Protection/Safeguarding Service 1. What we do Child Protection/Safeguarding is part of the South Eastern HSC Trust s Children s Services which provides services to ensure the

More information

Professional Capability Framework - Senior Social Worker

Professional Capability Framework - Senior Social Worker Professional Capability Framework - Senior Social Worker Experienced Social Worker Professionalism Social workers are members of an internationally recognised profession, a title protected in UK law. Social

More information

Early Years and Early Intervention

Early Years and Early Intervention Early Years and Early Intervention A joint Scottish Government and COSLA policy statement Early Years and Early Intervention A joint Scottish Government and COSLA policy statement The Scottish Government,

More information

AN OVERVIEW OF THE QUALITY ASSURANCE OF SCQF CREDIT RATING BODIES

AN OVERVIEW OF THE QUALITY ASSURANCE OF SCQF CREDIT RATING BODIES AN OVERVIEW OF THE QUALITY ASSURANCE OF SCQF CREDIT RATING BODIES ///////////////////////////////////////////////////////////////////////////////////////////////////////////////// 1 PURPOSE OF THIS GUIDE

More information

8. To co-ordinate and deliver training around Mental Health and Therapy for school staff and young people as appropriate

8. To co-ordinate and deliver training around Mental Health and Therapy for school staff and young people as appropriate Employer: Department: Location: Job Title: Grade of Post: Accountable to: Responsible to: The TBAP Trust Therapeutic Services Team Across two of TBAP S AP academies as directed by Therapy Services Lead

More information

Introduction. Page 2 of 11

Introduction. Page 2 of 11 Page 1 of 11 Introduction It has been a year since The Walton Centre brought its recruitment function in-house and it was critical that the organisation took this step. This is a specialist organisation

More information

Complaints Policy. Complaints Policy. Page 1

Complaints Policy. Complaints Policy. Page 1 Complaints Policy Page 1 Complaints Policy Policy ref no: CCG 006/14 Author (inc job Kat Tucker Complaints & FOI Manager title) Date Approved 25 November 2014 Approved by CCG Governing Body Date of next

More information

Child Protection Policy for Schools

Child Protection Policy for Schools Child Protection Policy for Schools This example policy provides a basic structure to which amendments can be made, and to which school specific information should be added e.g. information about the curriculum

More information

Health and Safety Policy and Procedures

Health and Safety Policy and Procedures Health and Safety Policy and Procedures Health & Safety Policy & Procedures Contents s REVISION AND AMENDMENT RECORD : Summary of Change Whole Policy 4.0 05 Nov 08 Complete re-issue Whole Policy 4.1 10

More information

Care service inspection report

Care service inspection report Care service inspection report Full inspection SSCN Social Care Housing Support Service Suite 3, Floor 2 ELS House 555 Gorgie Road Edinburgh Inspection completed on 03 May 2016 Service provided by: Support

More information

Developing the Young Workforce. Career Education Standard (3-18)

Developing the Young Workforce. Career Education Standard (3-18) Developing the Young Workforce Career Education Standard (3-18) September 2015 The standard recognises the journeys children and young people make as they learn about the world of work from the early years

More information

Corporate Health and Safety Policy

Corporate Health and Safety Policy Corporate Health and Safety Policy Publication code: ED-1111-003 Contents Foreword 2 Health and Safety at Work Statement 3 1. Organisation and Responsibilities 5 1.1 The Board 5 1.2 Chief Executive 5 1.3

More information

Education and Culture Committee Inquiry into decision making on whether to take children into care. Scottish Social Services Council (SSSC)

Education and Culture Committee Inquiry into decision making on whether to take children into care. Scottish Social Services Council (SSSC) Education and Culture Committee Inquiry into decision making on whether to take children into care Scottish Social Services Council (SSSC) 1)"You will recall that, during the session, you stated that the

More information

Standards for Leadership and Management Middle Leaders. Guidelines for Self-Evaluation

Standards for Leadership and Management Middle Leaders. Guidelines for Self-Evaluation GTCS Professional Update Support Pack for South Ayrshire Schools (DRAFT 2 JUNE 2014) P a g e 32 The The Standards for Leadership and Management include both the Standard for Middle Leadership and the Standard

More information

Moray Council Children & Families Social Work Division. Child Protection Procedures DOCUMENT HISTORY - AUTHORISATION AND REVIEW DATES

Moray Council Children & Families Social Work Division. Child Protection Procedures DOCUMENT HISTORY - AUTHORISATION AND REVIEW DATES Moray Council Children & Families Social Work Division Child Protection Procedures DOCUMENT HISTORY - AUTHORISATION AND REVIEW DATES Draft: 30 September 2011 Issued for consultation: 30 September 2011

More information

The National Occupational Standards. Social Work. Topss UK Partnership

The National Occupational Standards. Social Work. Topss UK Partnership The National Occupational Standards for Social Work Topss UK Partnership May 2002.doc &.pdf files edition Every effort has been made to keep the file sizes of this document to a manageable size. This edition

More information

How To Protect A Child

How To Protect A Child TREVIGLAS COMMUNITY COLLEGE CHILD PROTECTION & SAFEGUARDING POLICY October 2015 Reviewed by Governing body October 2015 1 Review/changes to document Updates to this document will be identified below. Please

More information

Common Assessment Framework (CAF) Frequently Asked Questions

Common Assessment Framework (CAF) Frequently Asked Questions Common Assessment Framework (CAF) Frequently Asked Questions Last updated November 2009 Content Q1. What is the Common Assessment Framework (CAF)?... 1 Q2. What does the Common Assessment Framework consist

More information

Social work in adult social services

Social work in adult social services Social work in adult social services (Original advice note February 2010, amended July 2012) Context This advice note from ADASS was first published in February 2010. It remains clear guidance on the proactive

More information

Getting it right for children and young people who present a risk of serious harm

Getting it right for children and young people who present a risk of serious harm Getting it right for children and young people who present a risk of serious harm Meeting Need, Managing Risk and Achieving Outcomes 1 Contents Introduction Pg 3 Definitions Pg 5 Background Pg 8 Self Assessment

More information

Strategic Guidance for Community Planning Partnerships: Community Learning and Development

Strategic Guidance for Community Planning Partnerships: Community Learning and Development Strategic Guidance for Community Planning Partnerships: Community Learning and Development COMMUNITY LEARNING AND DEVELOPMENT: STRATEGIC GUIDANCE FOR COMMUNITY PLANNING PARTNERSHIPS EXECUTIVE SUMMARY This

More information

Safeguarding Policy for Children, Young People and Vulnerable Adults

Safeguarding Policy for Children, Young People and Vulnerable Adults Safeguarding Policy for Children, Young People and Vulnerable Adults CONTENTS Meeting your communication needs 3 Purpose of Policy 3 Policy Statement 3 Policy Application 3 Authors 3 Introduction 4 Safeguarding

More information

THE WELLBEING FRAMEWORK FOR SCHOOLS

THE WELLBEING FRAMEWORK FOR SCHOOLS April 2015 21/04/15_16531 CONNECT SUCCEED THRIVE THE WELLBEING FRAMEWORK FOR SCHOOLS Introduction The NSW Department of Education and Communities (DEC) is committed to creating quality learning opportunities

More information

We are the regulator: Our job is to check whether hospitals, care homes and care services are meeting essential standards.

We are the regulator: Our job is to check whether hospitals, care homes and care services are meeting essential standards. Inspection Report We are the regulator: Our job is to check whether hospitals, care homes and care services are meeting essential standards. Kumari Care Limited 5 Palace Yard Mews, Queen Square, Bath,

More information

WIMBLEDON CHASE PRIMARY SCHOOL CHILD PROTECTION POLICY WIMBLEDON CHASE PRIMARY SCHOOL IS AN INNOVATIVE LEARNING COMMUNITY COMMITTED TO EXCELLENCE

WIMBLEDON CHASE PRIMARY SCHOOL CHILD PROTECTION POLICY WIMBLEDON CHASE PRIMARY SCHOOL IS AN INNOVATIVE LEARNING COMMUNITY COMMITTED TO EXCELLENCE WIMBLEDON CHASE PRIMARY SCHOOL CHILD PROTECTION POLICY VISION STATEMENT WIMBLEDON CHASE PRIMARY SCHOOL IS AN INNOVATIVE LEARNING COMMUNITY COMMITTED TO EXCELLENCE AIMS OF CHILD PROTECTION POLICY To provide

More information

Driving forward professional standards for teachers The General Teaching Council for Scotland. Code of Professionalism and Conduct

Driving forward professional standards for teachers The General Teaching Council for Scotland. Code of Professionalism and Conduct Driving forward professional standards for teachers The General Teaching Council for Scotland Code of Professionalism and Conduct www.gtcs.org.uk The General Teaching Council for Scotland About this publication

More information

EARLY INTERVENTION AND PREVENTION STRATEGY 2012-15 Summary

EARLY INTERVENTION AND PREVENTION STRATEGY 2012-15 Summary EARLY INTERVENTION AND PREVENTION STRATEGY 2012-15 Summary Plymouth Children, Young People and Families Partnership INTRODUCTION Why do we need early intervention in Plymouth? We know that effective early

More information

How To Help Your Educational Psychology Service Self Evaluate

How To Help Your Educational Psychology Service Self Evaluate Quality Management in Local Authority Educational Psychology Services Self-evaluation for quality improvement Quality Management in Local Authority Educational Psychology Services Self-evaluation for quality

More information

Educational psychology in Scotland: making a difference

Educational psychology in Scotland: making a difference Educational psychology in Scotland: making a difference An aspect report on the findings of inspections of local authority educational psychology services 2006-10 Contents Page Foreword 1. Introduction

More information