Safeguarding and collaborative working within schools. David Exall, Head Trainer

Transcription

1 Safeguarding and collaborative working within schools David Exall, Head Trainer

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3 Aims To consider how to build and sustain collaborative partnerships with schools and other partner agencies To build insight into the impact of maintaining partnerships whilst managing difficult responsibilities such as safeguarding

4 Introductions Who you are? Which organisation are you coming from? What is your role there? What do you hope to get from today?

5 What is collaborative working? Working across systems Culture clash ethics, values, processes, personalities Formal and informal How to demonstrate collaboration

6 Considering collaboration in school What are the reasons for collaborating? Is there compatibility between the service and the school? What might be gained or is at risk? Have stakeholders been approached for their views? What wider impact or future ramifications may there be?

7 Benefits of collaborating in school School at the heart of the community and so gives good access for children Working holistically with services both school services and other partners Accessing wider funding and fundraising resources Significant expertise in and through schools

8 Common collaboration mistakes Lack of supportive culture Not listening to staff Ignoring staff resistance No executive support Not enough planning Inflexible planning/model

9 How would you describe a school?

10 How would you describe your organisation? What areas of synergy exist between those descriptions? Where are the potential clashes? How can you show that the organisation is aware of these and proactive in its approach to managing these?

11 Safeguarding Is the one area where there MUST be collaboration and shared understanding If safeguarding collaboration is successful it is likely that all other areas of collaboration will be more effective Builds trust between professionals and organisations But can be an area of clashing agendas and disrupt previously good collaborations

12 Safeguarding scenario What processes should be followed here? What are the ramifications in this scenario for any partnerships? What priorities may clash for the service? How might the relationship be sustained or restored?

13 What do we bring that could potentially be value added in this scenario? Unique expertise Added weight to decisions made in schools Challenge existing dynamics Staff in school feeling supported Additional liaison with other partners Emotional support in essence providing therapeutic support for the system of the school

14 The importance of negotiation

15 Other risks to collaboration Policies form the backbone of any collaboration by making explicit terms of contact and agreement They also protect all parties and of course the children and young people Some policies are mandatory (such as Health and Safety). Others are still important even if they are couched as guidelines

16 Place2Be and child protection At Place2Be all staff must be aware of their duties so that: The safety and wellbeing of the child is promoted The law concerning child protection and safeguarding is complied with The policies of the school, the Local Authority and the Local Safeguarding Children Board in which Place2Be is working are respected

17 The six domains of resilience Secure base Education Social competence Resilience Friendships Positive values Talents and interests

18 What supports children in primary school? Home-school links (can promote confidence and engagement, especially in vulnerable children) Range of positive school experiences (academic, sport, social) Good quality and mutually trusting relationships with teachers Sense of independence and mastery, determination Sense of fairness within the school and in discipline Structured routines Positive relationship with one caregiver or reliable and supportive adult Offers of help with long-term stresses as well as at times of crisis

19 What supports resilience in secondary school? Strong social support networks The presence of at least one unconditional supportive parent or reliable adult from outside the family Helping children to have positive school experiences Encouraging extra-curricular activities and hobbies Fostering determination and a sense that one s own efforts can make a difference Helping young people to reflect on the good that has come out of tough times Encouraging young people to help others and have empathy Not sheltering children excessively

20 Safeguarding Building up resilience can help us to safeguard children The safety and welfare of the child is paramount; building up resilience in children should not take away from the need to respond robustly to child protection concerns Some research suggests that it is the accumulation of adverse factors that do more damage to children than one single traumatic event. It is important to bear this in mind, and to have a sense of when enough is enough Things can change. A child who appeared to be managing may stop coping Risk of over-optimism

21 A service needs to be able to work collaboratively with all partners in schools be in the system not of the system which has tremendous advantages and some drawbacks A service also needs to be able to evidence these partnerships. Examples of good safeguarding practice collaborations can be strong evidence for this

22 Thank you

23 GETTING IN TOUCH