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Staff Training.  Be aware of, and use, procedures and policies  Enable staff to be supported in their work  Start to build an understanding of Safeguarding.

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Presentation on theme: "Staff Training.  Be aware of, and use, procedures and policies  Enable staff to be supported in their work  Start to build an understanding of Safeguarding."— Presentation transcript:

1 Staff Training

2  Be aware of, and use, procedures and policies  Enable staff to be supported in their work  Start to build an understanding of Safeguarding matters  Recognise signs and symptoms of abuse  Understand our roles and responsibilities to the student and to ourselves  Be aware of the procedure for referral of concerns  Ensure College is a safe place to be for all of us

3  Update knowledge of Safeguarding procedures  Ensure training takes place  Keep Principal informed  Recording systems  Liaise with other agencies

4 Safeguarding  Safeguarding aims to protect learners from harm and looks at preventative action  Preventative Child Protection  Child Protection looks at how we should respond to suspected abuse  Responsive

5 2002 CRB [now DBS] New good practice guide is to be renewed every 3 years 2007 OFSTED A new Common Inspection Framework therefore a much bigger agenda item for OFSTED Holly and Jessica Baby P Key Triggers for New Legislation:

6 Operation Yewtree 2012 Even after legislation for CRBs and setting up the DBS, we still haven’t got it right. DBS = Disclosure and Barring Service

7  CRB has now been replaced with DBS  As professionals working with young people, all teachers and other staff require enhanced DBS clearance  DBS checks enable safer recruitment  All safeguarding concerns about an adult are referred to the DBS  The DBS allows ‘snippets’ of information from different places to be collected together [Ian Huntley] DBS = Disclosure and Barring Service CRB = Criminal Record Bureau

8 1. Keeping yourself safe 2. What you should do if you suspect a student is subject to abuse

9  Avoid responding to student behaviour in any way that could be construed as physically abusive  Avoid giving negative attention or ridicule  Remember that genuine attempts to support – restraint, comfort – could be misinterpreted as abuse  Best intentions can be seen by others as inappropriate –try to assess your behaviour as an on-looker might see it

10 All allegations must be followed by an investigation If allegation substantiated then LADO [Local Area Designated Officer] notified LADO gives advice on referral to DBS College refers to DBS DBS makes final decision about suitability to work with young people

11 Be alert to:  Treating students as peers  Sharing inappropriate comments  Over-familiarity  Socialising with students [You can still be friendly whilst maintaining a professional distance from students]  Strongly recommended that staff do not befriend students on Facebook  Staff should not give personal mobile numbers or address to students  language should be professional [Everything done electronically can be traced and tracked]  Accessing student details unnecessarily  ‘Aside’ comments to colleagues or students

12 1.Unsafe Practice 2.Unhealthy Culture 3.Blurred Boundaries for students 4.Staff Vulnerability Could lead to:

13

14 *A ‘child’ is any young person under the age of 18 & any vulnerable adult over the age of 18* As education professionals we have a legal duty of care to children i.e. under the age of 18 and all vulnerable adults

15 Impairment on achievement Impairment to health For us this might manifest as: self harm, eating disorders, bullying, racism and forced marriage Abuse Physical Emotional Sexual Neglect Suffering Physical Emotional Mental Intellectual Different Types of Abuse and Possible Consequences Impairment to development

16  Unexplained bruising or markings on skin  Unexplained absences  Fear of contact being made with parents  Eating disorders  Self harm  Isolation  Substance abuse  Inappropriate emotional responses

17  College feels a safe place to be  Their views and contributions are respected  We are respectful to each other  There is a culture of honesty and trust  Staff listen  There is space for privacy

18  Listen  Reassure- but don’t promise confidentiality or to solve the problem  React- no leading questions, no judgements, explain what you must do next  Write- brief notes  Support – the student has chosen you; you will not make things worse  Pass it on – always pass the information on

19  Ignore or dismiss  Investigate  Promise not to tell anyone  Have a word with the person concerned yourself

20 Where is the Policy?


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