2. Lead Practitioner (Safeguarding) Briefing Spring 2014 Key messages from Serious Case Reviews (SCR’s)

3. Aims of today Look at updates from recent serious case reviews Familiarise ourselves with the LSCB Website and the SfYC Safeguarding website and resources Look in detail at a case study Look at the process of making a referral to Social Care Complete a safeguarding recording form Look at how we can learn individually from SCR’s Discuss effective supervision

4. Reviewing other records you already have Look at your accident/incidents at home forms- Look for patterns/ trends on children Keep them separately in a folder and review regularly

5. Ofsted registered person The person/company/committee is responsible for ensuring all safeguarding measures are in place Invite the ‘chair’ or nominated committee member to attend with you to these briefings

6. Disclosure and Barring Service (DBS) was CRB formerly https://www.gov.uk/government/organis ations/disclosure-and-barring- service/about Look at the Website link above for full and up to date information to ensure you are meeting the standards requirement Sign up for their regular email updates

7. What is a Serious Case Review As part of its ‘learning and improvement framework’, HSCB ( Hampshire Safeguarding Childrens Board) undertakes reviews and audits of practice to drive improvements to safeguard and promote the welfare of children, after a child death or after a serious incident

8. Don’t forget! Hantsdirect Children’s services Department Tel: 0845 603 5620 Out of hours Tel: 0845 600 455 Children’s Social Care Professional helpline Tel : 01329 225379 (If you do NOT hear anything back regarding their decisions…chase !) LADO (Local Authority Designated Officer) Barbara Piddington or Mark Blackwell Tel: 01962 876364 (Concerns of allegations relating to a member of staff)

9. and don’t forget… LSCB : http://www.hampshiresafeguardingchildren board.org.uk/ Serious case review examples can be obtained from http://www.nspcc.org.uk/Inform/informhub_ wda49931.html www.hants.gov.uk/child-protection

10. and also don’t forget …our SfYC Safeguarding information http://www3.hants.gov.uk/childrens- services/childcare/providers/safeguardin g-earlyyears.htm OR Services for Young Children Website→You’re a childcare provider→safeguarding→useful links and documents→Model recording form

11. Positive changes made as a result of learning lessons from SCR’s The Bruising Protocol Re-launching of Joint Working Protocol Extra training in SfYC Police have launched Central Referral Unit Multi-Agency Safeguarding Hub (MASH)

12. 4LSCB procedures and protocols available for you to follow Bruising in children who are not independently mobile protocol Safeguarding children and young people whose parents / carers have problems with: mental health, substance misuse, learning disability and emotional or psychological distress Children exposed to domestic violence practice guidance

13. 4LSCB procedures and protocols to follow cont. Missing, exploited & trafficked children protocols; Maternity Services and Children’s Services joint working protocol to safeguard unborn babies. Child Death Overview Panel (CDOP) Rapid Response Procedures E-Safety Protocol

14. Do we question parents with ‘sufficient curiosity’ ? Practitioners found reasons to believe that unrealistic explanations (for bruises for example) were plausible and didn’t question themselves or others or act with sufficient curiosity. Don’t just accept a reason, probe directly if you have any doubt

15. Disconnection from the children Disconnection from the children themselves; not paying attention to children’s emotional development and not thinking about ‘what it’s like to be a child living in that family’. Consideration needs to be of all the other children living in the family as well The ‘invisible child’ - the child being “lost” in the considerations of professionals, and young people who were kept out of sight; children who chose not to, or were unable to, speak because of disability, trauma or fear

16. Be mindful of males in the shadows Even if the father is not living in the child’s home, his presence and his role in the child’s life needs to be accounted for in assessments. Lack of information coupled with rigid thinking about fathers and father figures as either “good” or “bad”, and also a tendency at times to see fathers and males as threatening, undermines the foundation for informed decision making about risk to the child.

17. Chaotic families Chaotic families lead to practitioners becoming chaotic too, just reacting to crises, rather than assessing, planning and undertaking action in a calm and measured way to maximise effectiveness

18. Case Study Part.1. Jamie Read case study individually. Then, as a group of 3 or 4 please discuss: – What are the potential issues for Jamie? – What may be the cause of these issues? – What could or should the pre-school be doing?

19. Now Complete your Safeguarding Recording Form! Details of concern. Add each concern in this column as you would every time you see this child in the setting Action you would take for each concern What you would expect the outcome to be from you actions Add further actions you would take, and if not related to key areas above Add date of your planned review Don’t forget if it is not written down, it didn’t happen!

20. Case study part.2. Jamie Read case study individually. Then in your small groups please discuss: – What are the concerns now? – Should anyone else be contacted? – How might concerns be addressed? – Are any procedures or protocols in place which might help?

21. Feed back as whole group Think child Think family Early help -Use the CAF/Early help process to share information and initiate a multi-agency response to potential safeguarding concerns. Be confident around information sharing where early child welfare concerns emerge. Seek support and supervision to discuss early concerns. Don’t assume that someone else knows what you know and is dealing with it.

22. Lessons from ‘Jamie’ Be mindful of fathers and male partners ‘in the shadows’(Baby P and many others) The ‘toxic trio’ increases risk (Hampshire Children R & S & many others) Talk to and challenge parents(Hampshire child ES) Maintain a professional curiosity and cautious scepticism Most SCRs relate to children in universal services with no social services involvement

23. Lessons from ‘Jamie’ continued Don’t allow adult anger to deflect from a child centred approach (Baby P and many others) Ensure full sharing of information across agencies (Hampshire Child Q and every SCR ever written!) What is life really like for the child? (Daniel Pelka - 2013)

24. Professional challenge Feel able to challenge each other around thresholds, assessments and interventions. Listen and be open to challenge at all levels of the organisation and across organisational boundaries and don’t allow status to influence your ability to challenge and to accept challenge. Escalate your concerns tenaciously. Keep the child as the focus. Challenge your own thinking about a case and be open to different views to avoid ‘fixed thinking’ or being ‘over optimistic’ about a case. Have the confidence to rigorously enquire into potential abuse. Seek peer support & supervision to reflect on your own practice.

25. How you can make a difference. Think about: 1) Can I make some changes to my own practice? 2) Do I need to seek further support, supervision or training? 3)Survey monkey …please complete! Thank you for attending our session today