1. Working Together to Safeguard and Protect Children
Delivered by BSCB Training Team 12th and 13th June 2014
Check fire arrangements before starting
Introduction of trainers
Mention guest speakers coming later

2. Welcome and housekeeping
Fire
Toilets
Mobile phones and tablets
Refreshments/lunch orders
Timetable
Learning Objectives
Explain them to the participants
At CLC lunches need to be ordered at the morning break.
Timetable: range of trainers – no boredom!

3. Training Aim:
To provide participants who work with children and their families with an opportunity to learn in a multi-agency environment about the key principles of safeguarding and protecting children.
Briefly cover the overall aim and say that multi-agency working is the key to protecting children.
Advantages of different perspectives leads to the full picture and best outcomes for children.

4. Objectives:
To be able to contribute to and promote children’s welfare e.g. through assessment, planning, participation in core groups, planning groups, conferences and decision making.
To acquire sound understanding of processes for effective working together.
To be able to communicate and develop working relationships in the interests of children.
Be aware of some of the key changes that are taking place
Briefly go through the programme.
We will be taking them through:
Background
Info sharing
Levels of concern
Referral process
Police role
Case Conference
Core groups
Also themes of communication, challenge and cooperation
In order to achieve the objectives we need to establish a learning agreement
- Next slide

5. Learning Agreement
Confidentiality: What is shared in the room stays in the room (few exceptions)
Knowledge: We all have different experiences thus different knowledge, (No such thing as a silly question)
Responsibility: You have a role to play in training. You will get out what you put in
Disagreement: it is OK not to agree, but listen and respect others point of view
Time keeping: Start on time, finish on time
Networking: Talk to new people
Any Others?
Look after yourself
The purpose of all BSCB training is to improve safeguarding practice, thereby improving outcomes for children.
Encourage them to use the opportunity to network
Mention the participants pack. Some material is sent after the course. The bookmarks are just a trigger to remind you of some of the messages from SCRs.
The slides they were sent may not be identical to the ones shown as they have been edited for brevity.
We are all experts in our own role.
It’s Ok not to know things about others’ roles or things you may not have come across before. Please ask.

6. Introductions Please introduce yourself Your name
Your organisation and your role
One thing that gives you satisfaction at work
What your main hope is from attending the training
You will need to keep introductions brief due to time restraints

7. Roles and responsibilities of key professionals in the safeguarding processes
Quiz is in their packs.
Mix them into multi-agency groups and ask them to answer the questions – not to worry if they don’t know the answers.
Once they are done, go through each question taking their answers and clarifying.

8. Thresholds Level 1 Level 2 Level 3 Level 4 Universal Vulnerable
Complex
Acute
All children within Blackpool and who are routinely in receipt of community services. Assumes backdrop of universal Education and Health service
Disadvantaged children who would benefit from extra help - to make the best life chances. Services operating at a preventative level.
Children whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development.
Children at risk of significant harm / or has suffered abuse and for whom there is continued risk.
This is the new thresholds diagram – copy in pack.
Use it to explain that the term ‘safeguarding’ covers all levels of concern. .
We will be coming back to this for an exercise after lunch.
Now going to set the scene.

9. Blackpool Safeguarding Children Board
Objectives:
To coordinate what is done by each person or body represented on the Board for the purposes of safeguardingand promoting the welfare of children in the area of the authority by which it is established;
To ensure the effectiveness of what is done by each such person or body for those purposes;
Sect 13 Children Act 2004
Does anyone know what a LSCB does?
Formed after Children Act 2004, replaced ACPCs
Multi-agency funding
Multi-agency membership at strategic level
Policy and procedures – sometimes shared with other LAs e.g. Pan Lancashire procedures.
Training
Child deaths/SCRs/Case reviews
Audits of practice –core group as example
Hold agencies to account for their contribution to safeguarding work
The focus is on children most at risk of serious harm’

10. The legal context for Safeguarding Children
Children Act 1989
Framework for Assessment 2000
Education Act 2002
Children Act 2004
Safeguarding Vulnerable Groups Act 2006
Working Together to Safeguard Children (Guidance)
Blackpool Child Protection Procedures
Children Act 1989 – legal structure (e.g. care orders/Residence order
Assessment framework
Ed act – responsibility of schools to provide safe school environment
CA 2004 – From ECM agenda after VC enquiry (Laming)
Described how agencies should work together
Set up LSCBs
Children’s Commissioner Dr Maggie Atkinson
She represents views of C and YP. Recent report on school exclusions.
Vul groups Act (vetting and barring) amended by protection of freedoms act 2012.

11. The Children Act 1989
The Act started from the principle that the responsibility for raising children rests with families, and for most children their interests are best served by enabling them to grow up with that family.
Local Authorities have a duty to safeguard and promote the welfare of the child
The Local Authority has a duty to protect children from
abuse or harm within the family
Agencies are required to work together for the
protection and well-being of children (s.27)
Term Sect 47 enquiry comes from this act
Also ‘significant harm’.

12. A period of change
This is on the back page of the handout. Do you recognise them?
Victoria Climbie
Every Child Matters
Children Act 2004
Lauren Wright DOD 6th May 2000 aged 6
Safeguarding Children in Education
Education Act 2002
Similar to Daniel Pelka – was attending school
Holly Wells and Jessica Chapman
(Soham, Ian Huntley)
Bichard report
Safeguarding Vulnerable Groups Act 2006
Safer recruitment/managing allegations/LADO (more later)
Peter Connelly
Laming’s review Protection of children in England
Munro review of CP
Now going to look at some of them and some of the theme that emerged from their cases.

13. Victoria Climbié Died aged 8 in Feb 2000
Physical, emotional, sexual abuse & neglect
Great Aunt & Partner were found guilty of
murder and sentenced to life imprisonment
in 2001
Victoria moved countries & areas, had
contact with many different agencies
Haringay CSC Dept took Victoria off CP
Register on the day she died
Laming identified 12 key occasions when
services could have successfully intervened
108 recommendations for agencies and multi-agency work
Themes:
Miscommunication
Info sharing
Staff ill prepared, little experience, poor supervision.
Some assumptions made about African families

14. Peter Connelly
Had a broken back, cracked ribs, numerous cuts and bruises
Not safeguarded despite the fact that he had been put on the Child Protection Register and had 60 contacts with health and social work professionals and police over eight months

15. Peter Connelly Mother’s cooperation with professionals and
appointments, positive response to offers of help,
and her own frequent initiations of contact, led to a
high level of trust in her.
Need for:
Constant vigilance
Open and inquisitive approach, regardless of any assumptions from previous assessments
Resistant or manipulative families is a common theme.
Disguised compliance
Disguised resistance
Daniel Pelka’s mother managed to convince practitioners that she was a caring mother.

16. ‘Thinking the unthinkable’
‘Adults who deliberately exploit the
vulnerability of children can behave in
devious and menacing ways. They will often
go to great lengths to hide their activities
from those concerned for the wellbeing of
the child’.
‘Child Protection cases do not always come
labelled as such’.
Lord Laming
Jimmy Savile is a good example.

17. Daniel Pelka
‘…the practitioners involved were not prepared to ‘think the unthinkable’ and tried to rationalise that the evidence in front of them did not relate to abuse.’ ‘If practitioners were not prepared to accept that abuse existed for Daniel, then they would not see it.’
Theme; be open to the unthinkable. Do not take things at face value.
Colour in room exercise

18. Lord Laming report into the death of Peter Connelly (2009)
Keeping the child at the centre of your work
Engaging in effective training and supervision (one to one)
No need for further legislative change
Practitioners to understand their roles and responsibilities
Children and young people get support as early as possible
Share information, assess risk and make decisions effectively together
Theme: Focus on the child
Child at the centre – theme of Working Together 2103 and Munro’s review
The law is Ok as it stands
Large enquiries are useful for learning but we also learn from SCRs undertaken by LSCBs.
When are they carried out?

19. Serious Case Reviews (SCRs)- a key driver for child protection practice
Carried out when abuse & neglect are known or suspected factors when a child dies (or is seriously injured or harmed) & there are lessons to be learnt about interagency working to protect children
The most recent analysis is New Learning from Serious Case Reviews 2012

20. Serious Case Reviews (SCR)
SCRs and other case reviews should be conducted in a way which:
Recognises the complex circumstances in which professionals work together to safeguard children;
Seeks to understand precisely who did what and the underlying reasons that led individuals and organisations to act as they did;
Seeks to understand practice from the viewpoint of the individuals and organisations involved at the time rather than using hindsight;
Is transparent about the way data is collected and analysed; and
Makes use of relevant research and case evidence to inform the findings.
This is from Working Together 2013
At this stage reiterate the Health Warning as there might be people in the group that were involved in the original cases or the Serious case reviews
This Slide explains what Serious case reviews are.
Systems analysis as proposed by Eileen Munro looks at contributing factors:
Caseloads
Supervision
Experience of practitioners
Information sharing processes e.g. Daniel Pelka DA notifications came through very late.

21. Serious Case Reviews - Local These are managed by BSCB Case Review Sub Group
Child ‘B’ age almost 13 (at time of incident) Sexual messages - SCR completed 2008
Implications in respect of children and young people who display sexually harmful behaviour. Potential ‘child on child’ abuse needs greater emphasis in training.
Child ‘F’ a baby who died whilst in the care of a family member; the cause of death was established as overlay
There were a number of missed opportunities for agencies to work together and share information
All agencies must ensure that assessments, monitoring and support include fathers as routine.
Please refer to SCR PAN LANCASHIRE NEWSLETTER in your handout pack

22. Daniel Pelka Opportunities to protect must be taken
Domestic abuse should be understood
Sole reliance on parents explanations may leave children at risk
Direct engagement with the child is essential
Patterns of behaviour rather than incidents
Record keeping (reports/key actions) is central to practice
Facial injuries – view with concern and in context of other information
These are the lessons learned from Daniel’s SCR and also the next slide.
The mother was believed when she said her relationship was over, so risks of DA were not addressed.
Few people spoke directly to Daniel about his experiences. First language Polish. Sister used to interpret.
School had no formal system for recording concerns and didn’t know about the domestic abuse at home.
Injuries were viewed as accidental

23. Daniel Pelka Systems in place to ensure collation of concerns
Total reliance on medical evidence alone can leave children at risk
Think the unthinkable – consider child abuse as a cause
Balance optimism with evidence
Do not assume others have acted – check it out
Medical view was inconclusive regarding his broken arm, which led to false sense of it being an accidental injury.
SCR in Lancashire. Baby taken to GP with bruising to hand. Abuse not considered.

24. Things we need to learn from national analysis
Serious Case Reviews
Things we need to learn from national analysis
Serious Case Reviews are not about apportioning blame but learning from them!
SCRs in England and Wales are analysed every 2 years and the analysis brings up themes - family situations
disabled children
Prevalence of neglect
Filicide suicide
Toxic trio (86% had one or more/22% had all 3)
Young mothers
Resistant parents
Common examples of where practice could be better
- not attending to a child’s emotional development - Lack of focus on child
Emotional toll on practitioners
Professional judgement is complex.
Importance of challenge and reflective supervision.

25. SCRs and children with disabilities
Support needs to be tailored to the needs of the child
Closer links between the safeguarding workers and
workers specialising in working with children with disabilities
Specific training for safeguarding children with disabilities
Robust safeguarding training for organisations specialising
in working with children with disabilities
Clear communication (with child and family and between
agencies)
New Learning from Serious Case Reviews, 2012
Go through the points on this slide highlighting the facts that there are many additional difficulties when safeguarding and protecting children with disabilities and it does take a lot of additional planning to make sure you have the processes in place to support the additional needs e.g. communication
New learning from SCRs said that a lower level of care was sometimes accepted for disabled children.
e.g. A disabled child with severe eczema having their hands strapped to a chair to stop them scratching
A disabled child being locked in a bedroom for ‘safety’ reasons.
Parents seen as saints. Their needs met first e.g. a disabled child being kept in nappies instead of being toilet trained as it was easier for the parents to change nappies
Multiple carers
Institutions
Injuries/behaviour put down to the disability
e.g. development delay
Aggression, bruising, failure to thrive.

26. Final Report of the Munro Review
Key points:
The child's journey
One assessment process
Early intervention
Greater freedom to develop own approaches
Strengthen supervision, recognise pressures and dilemmas
SCR Systems methodology
Strengthen LSCBs
Professor Eileen Munro was asked to look into CP systems by the Govt.
Her finding fit with many of the common themes.
New WT is less prescriptive.
Emotional toll. Workers should be able to talk about their difficulties and complex cases.

27. Working Together 2013 Child centered and a focus on outcomes
Statutory guidance on the function of Local Safeguarding Children Boards and how agencies should work together to safeguard children
Child centered and a focus on outcomes
One assessment process
Learning and Improvement Framework
New guidance on the conduct of SCRs
Child death reviews
How are your interventions impacting on the child?
No timescales
Systemic approach to SCRs

28. Some of the worst failures of the system have occurred when professionals have lost sight of the child…’
Keep the child in focus
If there is one message that you take away from these two days it should be this one.
Refer to the BSCB document: ‘What have we learned about working with neglect?’
Point 1: Keeping the child at the centre of your work is key.

29. BSCB website
Policy and procedure

30. Results of audits, parental interviews, lessons learned, reviews.

31. Coffee break
They need to order lunch during the coffee break

32. Integrated Working
The Jigsaw!
See separate notes

33. Aims and Objectives
To further develop a better understanding of common language, which includes the concept of ‘a team around the child’ (integrated working).
To improve the common understanding of the different professional responsibilities within the Common Assessment Framework.
To enhance the importance of sharing information. This information might be specific only to you or your agency and thus vital to the completion of the ‘jigsaw’.

34. Activity:
What are the significant key indicators and events for your agency?
Is your level of concern high, medium or low?
What further information would you require to meet the needs of the child and family?

35. Jigsaw Health Police Extended family Voluntary Agencies Children’s
Services
Education

36. “…it is only when information from a range of sources is put together that a child can be seen to be in need or at risk of harm.”

37. Information sharing Why do we hold back from sharing information?
Data protection?
Breach of confidence?
Is the information correct ?

38. Information sharing
Recognising the uncertainty many of you have about sharing information, particularly outside your own setting, the first cross government guidance on this subject has been published, Information Sharing: Practitioner’s Guide 2006
Most of the government reports, legislation local findings from Serious Case Reviews highlight that Sharing information is a failing.
There is also a guide for managers
integratedworking/a /information-sharing

39. What happens if information is not shared?
Victoria Climbié
Ian Huntley
Lauren Wright
Gary Glitter
Jimmy Savile
Daniel Pelka
We will briefly go through cases where things have gone wrong

40. Significant Harm
The Children Act 1989 uses the concept of significant harm to justify the compulsory intervention in family life in the best interests of the children.
The local authority is under a duty to make enquiries where it has reasonable cause to suspect a child is suffering significant harm.
BEFORE going onto next slide, start to talk about how many people had significant information that could have led to a better outcome for Victoria Climbie. All these people had some information and gathering what everyone knew might have resulted in a higher level of concern for her. (then click onto the next slide)

41. All these people had information that could have been a piece of the jigsaw that lead to the saving of Victoria’s Life, highlight a few (copy of this slide in the pack)
Substitute Victoria’s name with Peter Connelly or Daniel Pelka and you would have the same sort of spider graph, the same would be for local children
Taxi Driver had significant information no one asked him/her.
If you know you have information share it. If you know someone else might have information pass their details onto the investigating officers (social workers, police, case worker etc.)
Spend a bit of time dwelling on this slide

42. ‘Data Protection Disaster’
Police chief admits Huntley error
The Chief Constable of Humberside has told the Bichard Inquiry he was ‘wrong’ to claim Ian Huntley’s police record was deleted because of the Data Protection Act
Humberside police did not share with Cambridgeshire police four accusations of rape against Huntley, and one of indecent assault on an 11year old girl, because of data protection
Police now have integrated systems for info sharing – so it can be shared across borders

43. Lauren Wright
Lauren was starved and physically abused for months and eventually died
This abuse was in full view of various professionals (including doctors and school staff)
Moved from Hertfordshire were she was on the Child Protection Register, to Norfolk, but Norfolk SSD not told of her arrival in their area
As a result of the failings in this case section 175 of the Education Act 2002 was implemented, clearly defining the responsibilities of all professionals to safeguard children
This is a particularly important case as Lauren was in full view of the professionals and she was in education but they missed the key indicators and did not share information.
Sleepy village in Norfolk. Mother told school she was under paediatric review.
Stepmother was the perpetrator.
There are similarities in the Daniel Pelka case.
The Education Act which resulted from Lauren’s case says that schools have a responsibility to inform social care re removals out if child subject to a CP plan.
Also a designated person in each school to coordinate safeguarding in the school.

44. International arrangements
A campaign led by NSPCC has resulted in a government crackdown which restricts the movement of sex offenders overseas and allows the authorities to remove their passports.
Under the MAPPA arrangement convicted sex offenders (such as Gary Glitter) are required to sign the sex offenders register and remain under supervision for the rest of their lives, including notifying police if they leave the area for more than a few days. This information will need to shared to reduce the abuse of children both here and overseas.
Do not need to dwell long but just to say international arrangements for working with sex offenders overseas is improving (still can be a lot of obstacles though)

45. Sharing Information
Knowing when and how to share information is not always easy – but it is important get it right “the data protection act is not a barrier to sharing information, but is in place to ensure that personal information is shared appropriately. This guidance is welcome as it sets out a framework to help practitioners share information both professionally and lawfully” Richard Thomas, Information Commissioner
Many people use many things as a barrier to sharing information (e.g. relationships, Data Protection Act, Human Rights Act, self preservation etc [you might want to ask for a few examples])
You often know you should share information – Share it no excuses
You sometimes know you should not share information – Don’t share it but record it and the reasons why
All other areas seek advice – from senior colleagues, solicitors, duty social worker (get second opinion if you are unsure with the answer)

46. How and when do we share information?
This is only a brief section it is important that they look in the booklet (sharing information guidance ) and are aware of their agency procedures and protocols
You will probably be asked some probing questions in this section so please prepare yourself and think of the questions you might be asked
You should be able to ask most of the questions by understanding the booklet

47. Confidential information is:
Personal information of a private or sensitive
nature; and
Information that is not already lawfully in the public domain or readily available from another public source; and
Information that has been shared in circumstances where the person giving the information could reasonably expect that it would not be shared with others.
Information Sharing: Guidance for practitioners and managers 2009:p15

48. Consent why information needs to be shared
Consent must be ‘informed’. The person giving consent should understand:
why information needs to be shared
who will see their information
the purpose to which their information will be put
the implications of sharing that information
HM Government (2006) What To Do If You’re Worried A Child Is Being Abused. Department for Education and Skills, London. Appendix 3

49. Consent Consent can be:
explicit – obtaining explicit consent is good practice; can be expressed orally or, preferably, in writing
implicit e.g., when a patient agrees to a GP making a referral to a specialist, the patient is also agreeing to the sharing of information with that specialist. (also a Common Assessment)
Get your head around this Nigel uses example of his son medical problem (arthritis) given implicit consent from medical staff to share info about this condition, but not for anything else, they would need my consent to share information to others (except CP issues)
Think of your own example if you want
If it is explicit consent always get it written if possible prior to the sharing or even after e.g. you got consent on the phone
RECORD ALL YOUR REASONS FOR SHARING OR NOT
HM Government (2006) What To Do If You’re Worried A Child Is Being Abused. Department for Education and Skills, London. Appendix 3

50. Seven key questions about information sharing 1
Is there a clear and legitimate purpose for sharing information?
Does the information enable the person to be identified?
Is the information confidential?
If so, do you have consent?
Guide the participants through the Info sharing book dwelling on these seven questions to help you decide whether to share information or not
If you look in the info sharing guidance it gives detailed answers to each of these questions starting on page 14
Why are you wanting to share? ..
Verbally refer back to confidential slide
Verbally refer back to consent slides
Information Sharing: Guidance for practitioners and managers 2009:p12

51. Seven key questions about information sharing 2
5. If consent is refused, is there sufficient public interest to share the information?
6. Are you sharing the information correctly and securely?
7. Have you properly recorded your information sharing decision?
This includes is it a child protection concern
Think about who is receiving or can see a fax, are you sending it to the correct person (is there more than one Nigel Smith in your organisations?) have you asked for clarification who is on the other side of the phone? Think of an illustration of where it went wrong
Vital you record your decisions in as much detail as possible children families might want to know why you have shared the information, courts might ask for a reason if it is written at time more likely to be correct, if any thing goes wrong you have evidence. If you have asked for advice don’t accept it if you think it could be wrong, seek second advice, even if it is your boss or a solicitor we all get it wrong at times, recently happened in health where wrong info was given and this led to significant negative outcome for a child
Information Sharing: Guidance for practitioners and managers 2009:p12

52. You could… contribute a vital piece of the jigsaw to prevent
the death of a child
be the first link in the chain to offer support to a family in crisis
Guidance in Pan Lancs procedures

54. Safeguarding Levels of concern
Show the new eligibility doc.
Thresholds for intervention are always an issue. Working out how concerned to be is not always easy.

55. What is Safeguarding?
Safeguarding and promoting the welfare of children is defined as:
protecting children from maltreatment;
preventing impairment of children's health or development;
ensuring that children grow up in circumstances consistent with the provision of safe and effective care;
And
taking action to enable all children to have the best outcomes.
Working Together to Safeguard Children 2013
Not just child protection

56. Every Child Matters Outcomes
These aspects of safeguarding contribute to the five outcomes:
Stay safe
Be Healthy
Enjoy and achieve
Make a positive contribution
Achieve economic well being
When we look at a child’s needs, it is helpful to think about the 5 outcomes.

57. Maltreatment
A person may abuse or neglect a child by inflicting harm or failing to act to prevent harm
Children and young people may be abused in a family or an institutional or community setting by those known to them or, more rarely by a stranger
Settings – disabled children more vulnerable
More carers

58. Significant Harm
There is no absolute criteria for identifying significant harm. It is necessary to consider:
The nature of the harm
The impact on the child’s development
The child’s development within the context of their family and wider environment.
From Children Act 1989
Level 4
Section 47

59. Significant Harm Harm is defined in the Children Act 1989 as:
Ill treatment (including sexual abuse and physical abuse)
Impairment of health(physical or mental) or development as compared to that of a similar child
Harm now includes the impairment of a child’s health or development as a result of witnessing the ill treatment of another person(Adoption and Children Act 2002)
You may wish to talk about some of the family situations that lead to harm
Domestic abuse
Mental ill health
Substance use
Learning difficulty
Young mothers
Increasing numbers subject to CP plan for emotional abuse due to Domestic abuse

60. Significant Harm - 2
Any special needs such as a medical condition, communication impairment or disability that may affect the child’s development and care within the family
The capacity of the parents to adequately meet the child’s needs
The wider environmental context
The child’s reactions, wishes, feelings according to age and understanding.
Last 3 points from the Assessment framework triangle

61. Children in Need
Children whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development or
That their health or development will be significantly impaired, without the provision of services
Section 17
Preventative end

62. Thresholds Level 1 Level 2 Level 3 Level 4 Universal Vulnerable
Complex
Acute
All children within Blackpool and who are routinely in receipt of community services. Assumes backdrop of universal Education and Health service
Disadvantaged children who would benefit from extra help - to make the best life chances. Services operating at a preventative level.
Children whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development.
Children at risk of significant harm / or has suffered abuse and for whom there is continued risk.
This is the new thresholds diagram .
Go through it briefly.

63. Groupwork Activity For each case scenario, decide if the child is:
in need
in need of safeguarding
neither
Why have you decided this?
What do you think should happen next?
In same groups look at scenarios and decide the level
Trainers go through them at end and explain the level.
Input on private fostering.
Tell them that it is not acceptable in any circumstances to take photographs of school children’s injuries to send in with referrals. If the injury is concerning enough to warrant a referral, then it will be assessed medically by an appropriate doctor.

64. Children’s Services new front door
More on this from Kath McTavish later

65. Remember Recording Recommendation 12
Frontline staff in each of the agencies which regularly
come into contact with families with children must ensure that in each new contact, basic information about the child is recorded. This must include the child’s name, address, age, the name of the child’s primary carer, the child’s GP and the name of their school if they are school age. Gaps in this information should be passed on to the relevant authority in accordance with local arrangements.
The Victoria Climbie Inquiry 2003
If time, flip chart why do we record?
Observations
Child’s voice (words/demeanour/behaviour)
Evidence
Monitor change
Collate info to see a pattern
Info sharing
Clarity
Decision making explained
Work done/planned
6 Dean Park Road and 16 Park Road.- 2 addresses that sound the same – check it out.
VC’s name was misspelled
Daniel Pelka’s injuries were not recorded in a way that information could be collated and a pattern seen.
from LADO to LADO: ‘I am leaving Salford to carry out the investigation’
Consider:
Who will read it
Could someone else understand it
Jargon (fit for discharge)
Is it clear?

66. Blackpool Children, Adult and Family Services
FROM REFERRAL TO CHILD PROTECTION

67. Restructure of the Service May 2011
Still have 3 localities.
Teams are:
Duty & Assessment 1 & 2
South 1& 2
North 1&2
Central 1&2 
Catalyst
Awaken

68. Thresholds for referrals to Social Services
Child in Need (Section 17, Children Act 1989)
Child Protection (Section 47, Children Act 1989)
See revised Blackpool Child Protection procedures
on line
‘Thresholds’ now often referred to as ‘Eligibility for
Intervention’

69. Section 17, Children Act 1989 Child in Need:
Unlikely to achieve a reasonable standard of health and development without the provision of additional services by the Local Authority
Health or development likely to be impaired without services
Disabled

70. Duty of every Local Authority:
To safeguard and promote the welfare of children within their area who are in need
So far as is consistent with that duty, to promote the upbringing of such children by their families
By providing a range of services

71. REFERRALS and Parental Consent Section 17
Honesty and transparency
Members of public (only) have right to confidentiality
The assessment will address your concerns
Ongoing work will require consent
Must seek consent before making a referral 71

72. Parental consent (cont)
You do not need to seek consent if there is evidence to suggest risk to the child which may result in further harm, OR –
To do so may prejudice a potential criminal investigation (physical abuse, sexual abuse or criminal neglect)

73. What if consent is refused Section 17
Continue to support and monitor under the CAF
Refer if concerns suggest possible significant harm
Discuss way forward with the locality Duty Social Worker and your own supervisor
Request joint visit with the locality team
Climbie enquiry highlighted the importance of the above

74. Section 47, Children Act 1989
Duty to investigate possible significant harm (see online procedures)
Possibly in conjunction with the Police
Decision to undertake a section 47 investigation taken at a strategy meeting/discussion
Outcomes
May lead to Child Protection Conference

75. CONTINUED State what kind of referral it is
Be specific about current concerns
Distinguish between fact and hearsay
Use bullet points
Record carefully any disclosure but do not
question the child
Explain action taken to date in relation to the CAF process

77. What to do when the CAF is completed
Child in Need referral: Post or fax to Football Stadium, Seasider’s way
Child Protection referral: Telephone then follow up in writing using the CAF
If unsure telephone Duty Social Worker for advice

78. CAF FORM Give as much detail as possible about
household members (who has PR?)
Dates of birth are essential if available
If referring more than one child please fill in
a form for each of them
The CAF is the only mechanism for referral
The CAF form must be completed 78

79. Response sheet Allocated – section 47 Allocated – Initial Assessment
Awaiting allocation
Referred direct to…
Family sent details of relevant support services
No action, but information would be logged
Recommendation that the referrer undertakes a CAF

80. Initial assessment:
Gathers information about a child’s development needs
Parents’ capacity to meet these needs
Family and environmental factors
Information analysed
Decision made as to action needed
Contributing to an Assessment
You may be asked for information about the family, including personal/sensitive data

81. Analysis of information gathered
Recommendations:
Services required, e.g. Children’s Centre, housing or benefits assistance – a child and young persons plan is drawn up identifying actions
Emergency accommodation required
Begin a Section 47 inquiry if is felt that the child may be at risk of significant harm.
Direct to other agencies
No further action

82. Core Assessment In depth assessment
Is the means by which a section 47 investigation is completed
May incorporate specialist information
Normally completed in 35 days
Is triggered by a section 47 enquiry

83. Ongoing Work with Families
Care proceedings
Child becomes ‘looked after’ LAC
Strategy meeting
Convene a Child Protection Conference
Family support Section 17 basis
Referral to other agencies

84. And Finally – Child Protection in Blackpool
Referrals – 2819 for one year
(from 01/04/ /03/2012)
Blackpool has one of the highest rates of referrals in the country
Children LAC 434 in March 2012
316 Children subject to CP Plans in March 2012

85. CONTINUED
Assessments – 2075 Initial Assessments (over 95% of all referrals lead to IA)
1700 Core Assessments
(All figures for one complete year from 01/04/ /03/2012)

86. Referral Forms
Link on the BSCB website for the referral forms and where to send them to.
m/chapters/p_referral_social_care.html
These can be found in the section/link ‘how to make a referral’

87. Tea break
Back in 15 minutes

88. Police Role in Child Protection
Detective Inspector
Nick Connaughton

89. Public Protection Unit (PPU)
Child Protection Team
Domestic Abuse Team
Child Sexual Exploitation Team (Awaken)
Missing Persons
Rape Team (Op Aquamarine)
Teams are co-located with Children’s Social Care counterparts at Blackpool Football Club

90. Child Protection Team Sexual abuse Physical abuse Neglect
INVESTIGATE
Sexual abuse
Physical abuse
Neglect
WHERE THERE IS
A family relationship
A carer relationship
A position of trust relationship
BETWEEN THE VICTIM AND THE OFFENDER
AT THE TIME OF THE OFFENCE
ALL SEXUAL ABUSE TOWARDS CHILDREN IS NOW INVESTIGATED BY PPU TEAMS

91. Referral Process
Strategy discussion Joint decision Joint investigation Interview with child PPO/EPO
Targeted services
Family background
Assessments
Family Court
Liaison with other agencies
Key Worker
Core Group
Police
Medical/forensic evidence
Arrest/interview offender
Charge/RIC/Bail
Bail pending further enquiries
Court
Conviction/acquittal
Telling parents (Neil Esseen)
I think the steer from us at the centre is very much that as a general rule, the parents should be informed UNLESS this increases the risk to the child / other vulnerable people. This will necessarily be done on a case by case basis and may well require some contact between the two agencies prior to the parents being told but this should not be too long and will have to rely a great deal on professional judgement / personal relationships and understanding of each other's role. I do not envisage this causing any significant delay in the informing of the parents - conversations can happily be done on the phone - and should ensure that the interests of all parties are safeguarded.   If it was decided that any disclosure to parents would increase the risk to the child, I would suggest this indicates urgent action is required anyway.
What is important is that any reasons for disclosure / non disclosure are properly recorded and can be defended at a later date. Hope this makes sense  - default position of telling the parents, subject to professional judgement around levels of risk, with all decisions properly recorded - and starts to defuse the tensions

92. Examples
Mother of three young children gone missing with them whilst intoxicated. Home conditions amongst the worst seen – all found and mother subsequently convicted of child neglect x3 Father of 3-month old baby convicted of child neglect following the baby being found deceased after co-sleeping with the parents Couple sent to prison for neglect for keeping their son in what amounted to a cell at night

93. Examples continued
Teacher sent to prison for abuse of position of trust by engaging in sexual activity with at least one of her pupils Man sent to prison for 39 months assaulting one month old baby left in his care by the mother (his partner). Baby suffered fractures to legs and other bruising.

94. Physical abuse
May involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child Physical harm may also be caused when a parent or carer fabricates or induces illness, or deliberately causes ill health to a child in their care

95. Medical Examination
Why are they necessary? To ensure a child’s condition is medically assessed and treatment given as appropriate To reassure the child as to their well being To obtain an assessment about possible indicators of abuse To ensure that any injuries or signs of neglect are noted for evidential purposes To secure forensic evidence

96. Medical Consent
Forensic medical examination only carried out with consent of child – if capacity to give Or with consent of parent/carer with parental responsibility If refuse consider Child Assessment Order/EPO

97. Who is managed through MAPPA?
Category 1 - Registered Sexual Offenders Category 2 - Violent Offenders (and other sexual offenders) Category 3 - Other Dangerous Offenders

98. Managing Allegations
Amanda Quirke

99. Allegations of abuse against professionals
Procedures for dealing with allegations should be followed where it has been alleged that a member of staff has:
behaved in a way that has harmed a child, or may have harmed a child;
possibly committed a criminal offence against or related to a child;
behaved towards a child or children in a way that indicates s/he is unsuitable to work with children.
(Safeguarding Children & Safer Recruitment in Education – 2007)

100. How safe are you when working and socialising with new technologies?
E-safety
How safe are you when working and socialising with new technologies?

101. LADO contact details
Contact details are published on website Amanda Quirke is the Local Authority Designated Officer for BSCB. Tel: (01253)

102. Child Abuse
Identification of child abuse is almost always arrived at through the piecing together of a number of factors. Therefore abuse can not be identified by ticking a check list.
‘Some of the worst failures of the system have occurred when professionals have lost sight of the child…’
Working Together 2006

103. Working Together to Safeguard Children provides a framework for all professionals to protect children and promote their welfare. Keeping children safe and promoting their wellbeing is clearly a responsibility for us all ……….. Lord Laming 2009